Diploma of community services coordination
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The document provides information about a Diploma of Community Services Coordination course including: 1) An overview of the units covered in the course including maintaining an effective work environment and developing effective workplace communication. 2) Details on online learning resources and assessment tasks for the course. 3) Background on key concepts covered like the values of the community services sector, cultural awareness, and communication skills. 4) Guidance on maintaining OHS processes including identifying hazards, risk assessment, and emergency procedures.
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Diploma of community services coordination
- 1. Diploma of Community Services Coordination ACWVET PROJECT Workshop 1
- 2. workshop1 • CHCORG405D Maintain an effective work environment • CHCCS513B Maintain an effective community sector work environment • CHCCOM504A Develop, implement and promote effective workplace communication • HLTOHS401A Maintain OHS processes
- 3. facebook • Student support/discussion page • http://www.facebook.com/groups/226399374123781/ • SBIT DIPLOMA OF COMMUNITY SERVICES COORDINATION
- 4. • On line learning • Assessment tasks • http://southbank-communityservices.catapult-elearning.com/
- 5. CSS values • What is the community services sectors? • Values: • Holistic • Client Centred • Needs and rights • Duty of care • Access and equity • Human rights • Client safety
- 6. Values of the Community Services Sector • Shared Values for the Community Services Sector • We value: • 1. Human rights • 2. Individual and community wellbeing • 3. Diversity • 4. Aboriginal and Torres Strait Islander self-determination • 5. Cooperation and participation • 6. Excellence • 7. Independence. • http://www.qcoss.org.au/sites/default/files/the-charter.pdf 6
- 7. • Models • Medical • Welfare • Community development • Strengths based perspectives
- 8. Culture • Culture/ Values • Personal • Client • Organisational • HLTHIR403C? – Work Effectively with Culturally diverse Clients and Co workers
- 9. • CHCORG405D Maintain an effective work environment • CHCCS513B Maintain an effective community sector work environment
- 10. • Awards • Funding bodies • Job descriptions • Work Plans • Client group • Values/ boundaries/ ethics/ • Supervision/ PD/ Appraisals • Quality Service/ Accreditation/procedures
- 11. • CHCCOM504A Develop, implement and promote effective workplace communication
- 12. • Overall Communication • Verbal - effectiveness • Written - effectiveness • Conflict • Groups
- 13. • Effective communication is the process of passing messages to other people or groups. • The message must be clear and communicated using a suitable medium. • If a message is not understood by the receiver, as it was intended, then communication has not occurred.
- 14. • Written documents and presentations need to be: • succinct, clear and • presented in a logical and sequential way that matches the audience and the purpose of the document • Should include: • Introduction • Body • Conclusion • Q/A – try to anticipate
- 15. • What is active listening • Paying attention to what is being said rather than considering what you will do or say next. Suspending judgment until the other person has finished what they are saying. Giving appropriate feedback and responses and being prepared to ask relevant questions to ensure common understanding.
- 16. • Some of the steps to effective communication. • involves sharing information, ensuring it is understood, active listening and intelligent observation. • This can be aided by: – listen to other people’s ideas – offer feedback and where appropriate positive criticism – come to the group prepared by being aware of any background information relevant to the discussion – be punctual – have a positive attitude to others – know everyone's name – be prepared to show initiative and offer ideas willingly – do not stereotype people you are talking to or about – avoid comments that demean others – strive to be original yet realistic – greet people – speak clearly – show you are interested when others are talking
- 17. • Assertiveness Conflict and resolution
- 18. Appropriate Assertiveness -Three ingredient recipe: • When... I hear a voice raised at me • I feel... humiliated • And what I'd like is that I... can debate an issue with you without ending up feeling hurt.
- 19. The best "I" statement - • is free of expectations. • delivers a clean, clear statement of how it is from your side and • how you would like it to be.
- 20. • Conflict • I win/You loose – aggressive • You win/ I loose - passive • Win /Win – balanced
- 21. The Human Iceberg Appearance Actions Words Emotions Emotions Feelings and Thoughts, Attitudes 21 Beliefs and Values
- 22. Managing Differences CULTURE A CULTURE B Words Words Actions Actions Feelings Feelings Thoughts Thoughts Beliefs Beliefs Values Values Sandra Bennett Caroline Bouten Pinto 22
- 23. ® Culturewise Practice 1. WHAT IS THE CONTEXT? 4. AGREEMENTS Non-negotiable Words Words Actions Actions Negotiable Feelings Feelings Thoughts Thoughts Beliefs Beliefs Values Not important Values 2. COMMUNICATE 2. EDUCATE 3. OUTCOME Caroline Bouten Pinto 23
- 24. • HLTOHS401A Maintain OHS processes
- 25. •OHS Information •Informing others •Safety hazards, risk assessment •Emergency procedures •Records maintenance
- 26. • OHS policy. • OHS procedure. • OHS code of practice. • OHS committee meeting. • OHS committee meeting minutes. • PPE applicable to your chosen career path. • hazard identification tool. • risk assessment tool. • emergency procedure
- 28. • hazard identification, • risk assessment and • control implementation
- 29. • RISK CONTROL • You must first do a risk assessment to better be able to plan, introduce and monitor measures to ensure that risks are adequately controlled at all times. • Once hazards have been identified and risks assessed, action must be taken to control them. • Ideas on how to control risks may come from: • regulations or codes of practice which provide control measures for that hazard • workers • employer organisations and unions • government authorities • OH&S specialists.
- 30. • Hierarchy of control • Elimination. Remove the hazard completely from the work area. • Substitution. Replace the material or process with something less hazardous. • Isolation. Isolate the hazard by controlling or guarding it. • Engineering controls. Redesign equipment or work processes to reduce or eliminate risk. • Administrative controls. Promote safe practice through policies, processes, training and signage. • Personal Protective Equipment (PPE). Use personal protective equipment to minimise risk. • Starting with Step 1, each strategy is considered in turn... • For example, can this be implemented, will it solve the problem? If this step is not sufficient to manage the hazard, move on to the next until a solution is identified.
- 33. Updates to WHS Legislation • From 1st January 2012, the goalposts will be changing • National WHS laws to be implemented, not State-based as it has in the past • Re-arranging the way that we consider responsibility for WHS compliance • Broken down into four categories • Includes psychological as well as physical
- 34. Levels of Responsibilities • Person Conducting a • Need to do what is Business or Undertaking reasonably practicable • Officers • Workers • Due diligence • Others • Take reasonable care • Take reasonable care
- 35. Risk Management • Previous requirement was for Risk Management assessments and instructions to be developed for all activities • Now, simple solutions can be uniformly agreed without requirement for risk assessment, ie chair trolleys, scaffolding • Still up to the primary user of the equipment to assess the risks
- 36. Bullying inclusions • WHS expanded to include bullying clauses • “Provide and maintain for employees a working environment that is safe and without risks to health so far as is reasonably practicable. • Health is defined to include ‘psychological health’.”
- 37. • Bullying can be: – Direct such as verbal abuse, interfering with work equipment or spreading rumours OR – Indirect such as deliberate exclusion, setting unreasonable tasks/timelines or withholding vital information • Bullying can see claims lodged under: – Workers Compensation – Equal Opportunity – Unfair Dismissal – Adverse Action under Fair Work Act 2009
Editor's Notes
- Emphasise the following points: Iceberg Model - Like an iceberg, 90% of what makes us human is invisible. - Appearance, words and actions are visible, but what motivates people is determined by what is under the surface (and not seen). - Historically, when we talk about cross-cultural differences we focus on the visible practices (e.g. music, food, dress, language). - To understand another culture it is important to become aware of the beliefs and values that underpin it. A challenge in this is that no culture clearly articulates its own values. Often it is only when people experience differences (usually in misunderstandings or conflict situations) that they become aware and can start to explore their origins to develop effective cross-cultural strategies.
- Managing Diversity – The Third Culture • Pose the question “ How do we resolve cultural differences? ’ and each participant outlines a strategy. • Show Power Point Slide 23 of two icebergs (representing cultures) meeting each other. • Discuss how the alignment of thoughts, beliefs and values usually results in friendships and harmonious relationships; but non-alignment results in misunderstandings and tension which can escalate to conflict.
- Using Slide 24, draw attention to the space between, nominating it as “ the third culture ”. • The Third Culture occurs in the workplace or individual relationships where the differences are acknowledged and discussed and a set of agreements are drawn up to co-exist harmoniously by determining: (i) non-negotiable practices (laws of the land, legislation, regulation and individual practices such as those relating to religion) (ii) negotiable practices, and (iii) not important practices