This document provides information about working in the community sector, including target groups, models of service delivery, and stakeholders. It discusses several target groups that community services often work with such as children, older people, people with disabilities, and culturally diverse communities. It then describes different models of service including prevention and crisis intervention programs, direct services, center-based services, case management, outreach, advocacy, community development, and peak bodies. Finally, it discusses stakeholders in community services, providing the example of children, families, staff, funding bodies, and the community as stakeholders in a preschool service.

1. Prepare for work in the
community Sector

2. The Community Service Industry
Recap Week 4 6/8/2013
* Target groups
* Different models of work in the CSI
* Stakeholders

3. Target groups
• In the Community Service Industry many services or
organisations work with particular groups of people
called target groups
• A target group is a client group with a particular defining
characteristic such as gender, age, sexual orientation,
disability or cultural background.
• Services are often funded to work with specific target
groups such as a women’s health program, a youth
recreation service or a child care service.

4. Major target groups within CSI
• Children
• Women
• People with a disability
• Older mature people
• Young people
• Aboriginal and Torres Strait Islanders
• People from culturally and linguistically

5. • People with HIV/AIDS related illnesses
• Gay and lesbian communities
• People who are sick
• People who have a mental illness
• People who are in receipt of welfare benefits
• People with alcohol and other drug related
problems

6. • Some people may fit into a number of target
groups while others will belong to just one.
• Some organisations will work with just one
target group and are called specialist
organisations (such as a child care service or
alcohol and other drug service).
• Others work with a range of target groups and
are called generalist services (such as a
neighbourhood service).

7. Different models of work in the CSI
• Services work in different ways to meet their
target group. These include:-
• Prevention: Service works to prevent
problems from occurring
– For example education programs aimed at
reducing child abuse or domestic violence

8. • Crisis Intervention: these services work
at supporting and helping people in
crisis.
– For example, people who have lost their homes
through fire or financial hardship
• Direct service: these services provide
support and assistance directly to the
target group.
– For example, meals on wheels, counselling and
alcohol and other drug rehabilitation

9. • Centre Based Service: these services
are provided at a centre where people
• Centre Based Service: these services
come to receive the service.
– For example, at day care centre or people
are providedlonga centre wherepreschool
come to receive the service.
• For example, long day care centre or
preschool.

10. • A Client-centred Approach: with a
client-centred approach it’s important to see the client
as the central part of a situation or issue, rather than as
being the end result of a problem to be solved.
• Clients may have needs that relate to health care, diet
and nutrition, safe housing, personal safety and security,
general welfare or the early diagnosis and assessment of
problems.
• By ensuring that a range of basic needs are being
considered and met, a client is better able to focus upon
resolving other pressing issues.
For example, Community health – disability & aged care...

11. • Participatory: is an active involvement of
people in making decisions about
implementation of processes, programs and
projects which affect them.
• A participatory approach can be used in
facilitating community development.
• Projects where stakeholders are able to
participate in the process tend to have a
higher success rate than top-down structures.
– For example, Byron Youth Service

12. • Community education: is defined as
learning and social development work with
individuals and groups in their communities
using a range of formal and informal methods.
• A common defining feature is that
programmes and activities are developed in
dialogue with communities and participants.
• The purpose of community learning and
development is to improve quality of life.
– For example, ACE, the Black Dog Institute (deliver
education seminars on mood disorders and
wellbeing), North Coast Area Health Service

13. • Case Management: is a strategy that
actively mobilises, coordinates and maintains
a diversity of services for the individual and
their family (Stroul & Friedman, 1986).
• It has been described as the ‘glue that holds
the system together’, or the ‘lynchpin for an
effective interagency system’
• It has been used in the health and aged care
sectors as a means of improving efficiency in
resource allocation to clients with complex
(health) care needs that could not be met
through existing services (Fisher & Fine, 2002).

14. • Outreach services: these services go
into the community to work with people
in their homes or local area.
– For example, mobile child care service or home
visiting program

15. • Advocacy: these services advocate (stand
up) for the rights of particular target groups:
– For example, Intellectual Disability Rights Service
and Welfare Rights Services

16. • Community development: these
services work to identify unmet needs of the
community and then plan and develop new
services to meet those needs.
– For example most local councils have community
development workers

17. • Peak bodies: these services provide
support, training and policy development for
non-government services.
– For example, the NSW Council of Social Services
(NCOSS) and KU Children’s Services (NSW)

18. Stakeholders
• Stakeholders describe the key people
associated with an organisation or client the
stakeholders of a service may include clients,
workers (staff), funding bodies, families or the
community in which the service is based

19. Who is a stakeholder in a
children's service or preschool?

20. Stakeholders in a preschool
• Could include:– Children families using the centre
– Staff
– Department of Education and Communities
– The Family Assistance Office
– Groups that manage the centre like a parent committee
– The community in which the
centre is based

21. Week 5 13/8/2013
Careers in the CSI
Industrial Relations
The Role of Unions

22. Careers in the CSI
• The CSI is a dynamic, flexible workplace where individuals
can give back to their local communities while achieving
their personal career goals.
• Employment prospects in the CSI are above average.
• Demographic changes predict increasing demand for CS.
• It’s expected maternal health, childcare & aged care
services will continue to rise.
• Fastest growing occupations: personal care & nursing
assistants, nurse managers, childcare workers, welfare &
community workers.

23. Careers in the CSI
• Based on statistics from the ABS 2011, the following link
provides information in relation to the 1) growth of
employees in the children's services industry in recent years
2) the difference between male and female workers and 3)
the age of workers in the industry.
•
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features30Sep+2011

24. Careers in the CSI
• ACTIVITY 1
Using the Breakdown of the the CSI printout from week 3 (p18
training package), students are the break into pairs.
With the butcher paper provided, you are to choose 2 of the areas
within the breakdown and list all the occupations you can find for
these areas i.e.
1. Indigenous services and centrelink;
2. Youth services and legal/corrective services;
3. Alcohol and other drugs/ health services;
4. Aged services and family services;
5. Children's services and generalist community services
6. Culturally and linguistically diverse services.

25. Industrial Relations
• 'Industrial relations' refers to laws dealing with the
arrangements that are made between workers and
employers.
• These laws are developed by Federal & State
Governments
• Other key players:
Employers: focus on goods, services & profits
Unions: focus on fair conditions for workers

26. Industrial Relations
• Activity 2
• Students are to use their iPads to find out about NSW
industrial relations using the following link -
http://www.industrialrelations.nsw.gov.au/

27. • The laws cover different aspects of
work including:
• Setting conditions about workers rights, such
as pay rates, leave entitlements and dismissal
rules.
• Guidelines and rules in relation to Workplace
Health and Safety (WH&S) issues.
• Handling workplace disputes or infringements
of the Industrial Relations Law

28. The Fair Work System
• Fair work system started on the 1st July 2009.
• It’s Australia’s new national (Federal)
workplace relations system.
• The Fair Work Act 2009 covers a majority of
workplaces in Australia

29. The Fair Work System
• There are now 2 new organisations that
regulate the system • FAIR WORK AUSTRALIA and
• FAIR WORK OMBUDSMAN

30. Key elements of the fair work
system
• A legislated safety net of 10 National Employment Standards
that apply to all employees within the federal system
– Includes: maximum weekly hours, requests for flexible
working arrangements, parental leave and related
entitlements, annual leave, personal/carer's leave and
compassionate leave, community service leave, long
service leave, public holidays, notice of termination and
redundancy pay.
• New modern awards
• Enterprise bargaining arrangements
• Protection against discrimination and unfair dismissal

31. Unfair dismissal
• Activity 3 Read the fact sheet in your
handouts
• In what instances is immediate dismissal
permissible?
• In a process that may lead to dismissal, what
must an employer ensure happens?
• In discussions where dismissal is possible, who
should an employee take to the meeting?

32. Unions
• Unions can help employees in many ways:
– Training about industrial issues
– Preserving & improving wages & conditions
– Better health & safety at work
– Job security
– Workers compensation help
– Protection from discrimination
– Lobbying governments on workers’ behalf

33. Unions
Activity 4
• As per activity 2, using their iPads, students are to
locate the union that is relevant for their industry -