Volunteer Support Worker Interview In order for a CSO to function properly it needs to determine the roles and responsibilities of its employee's by providing them with a clear definition and understanding of this in their workplace. This will help to avoid disputes and misunderstandings over authority. [Job Description - Ensures the well-being of clients in the day program and/or group home and promotes their development. A key component of this job is to assist clients in their physical, social, emotional and daily life skills development. This increases their independence and allows them to function appropriately in the community. Provides support to adults in care. Services provided include crisis intervention, behaviour management, and life skills training, whether on a one-to-one basis or in a group environment.

1. Volunteer Support
Worker
CSO crisis accommodation program
The Interview Process
For New Aspirants

3. • Compliant - Comply with the regulatory and accountability environment in which DFAT operates, including
the Archives Act 1983, Freedom of Information Act 1982, Privacy Act 1980 and the Evidence Act 1995.
(Refer to Appendix 13.2 for a summary of each Act).
•
• From <http://www.dfat.gov.au/publications/records-management-policy/>
•
• 10. Legislation & Standards
• DFAT is committed to complying with legislation related to recordkeeping, including the following:
• Archives Act 1983;
• Crimes Act 1914;
• Electronic Transactions Act 1999;
• Evidence Act 1995;
• Financial Management and Accountability Act 1997;
• Freedom of Information Act 1982
• Privacy Act 1988; and
• Public Service Act 1999.
• DFAT is also committed to ensuring that its recordkeeping systems comply with existing established
standards and major reports into recordkeeping in the Commonwealth such as:
• Australian Standard for Records Management AS ISO 15489 – 2002;
• National Archives of Australia Recordkeeping Metadata Standards for Commonwealth Agencies;
• Management Advisory Committee Report No 8, Note for File: A Report on Recordkeeping in the Australian
Public Service; and
• Various Australian National Audit Office reports into Recordkeeping in the Commonwealth.
• Additionally, DFAT is responsible for administering a range of legislation with specific recordkeeping
requirements including the Australian Trade Commission Act 1985, Charter of the United Nations Act
1945, Comprehensive Nuclear Test-Ban Treaty Act 1998, Consular Fees Act 1955, Diplomatic and Consular
Missions Act 1978, Nuclear Non-Proliferation (Safeguards) Act 1987, Passports Act 1938, Security Treaty
(Australia, New Zealand and the United States of America) Act 1952, South Pacific Nuclear Free Zone
Treaty Act 1986 and Trade Representatives Act 1933. See Appendix C for a complete list.

5. MOVING FORWARD
1. Plan-Do-Check-Act (PDCA): This is a four-step quality
model that focuses on achieving continuous
improvement by following four specified steps within a
cycle.
Plan: Recognize or identify an opportunity and plan for a
change.
Do: Implement the plan for change on a small scale. Test
the change.
Check: Review the results and analyse them for success
or needed adaptations.
Act: If the plan worked, implement the changes on a
wider scale. If the changes were not successful go
through the cycle again with a different plan.

6. THE 5S PHILOSOPHY
2. The 5S philosophy centres on maintaining a clean and organized
workspace to promote greater efficiency, functionality, and higher
levels of production. This philosophy is called 5S because there are 5
organizational strategies involved that all begin with the letter “S.”
They are as follows:
Sort: Eliminate unneeded and unnecessary items by clearing the work
area.
Set in Order: Organizing tools and resources so they are easily
accessible & in designated areas.
Shine: Keeping work areas clean and tidy and putting items where
they belong.
Standardize: Work stations conducting the same jobs should be set up
in an identical manner so job processes are standardized.
Sustain: Maintaining and reviewing the standards to create a culture of
continuous improvement within all areas.

7. WHY BE AUTHENTIC
3. It isn't always easy to live authentically. At times, being true to what you know is right means that you go against the
crowd. It may mean being unconventional, opening yourself up for the possibility of others hurting you, and taking the
harder road.
On one hand, it does mean missing some opportunities – you do have to accept this. However, in the longer term, it's
likely to open up many more opportunities; opportunities that simply wouldn't be available to someone who has been
seen to be shifty, conflicted, vacillating, or inauthentic.
Living an authentic life is also vastly more rewarding than hiding your true self. When you live authentically, you don't
have to worry about what you said (or didn't say), how you acted, or whether you did the right thing. Living
authentically means you can trust yourself and your motivations implicitly.
There are several other benefits of being authentic:
Trust and respect: When you're true to yourself, you not only trust the judgments and decisions that you make, but
others trust you as well. They'll respect you for standing by your values and beliefs.
Integrity: When you're authentic, you also have integrity
You don't hesitate to do the right thing, so you never have to second-guess yourself. Who you are, what you do, and
what you believe in – all of these align perfectly.
Ability to deal with problems: When you're honest with yourself and others, you have the strength and openness to
deal with problems quickly, instead of procrastinating, or ignoring them altogether.
Realizing potential: When you trust yourself and do what you know is right, you can realize your full potential inlife.
Instead of letting others dictate what's best for you, you take control of your life.
Confidence and self-esteem: You can trust yourself to make the right decisions when you're being genuine and doing
the right thing. In turn, this leads to higher self-confidence and self-esteem; greater optimism; and more life
satisfaction.
Less stress: How would you feel if, every day, you said what you meant, stayed true to yourself, and behaved in
accordance with this? Imagine the happiness, and self-respect you'd feel! Being authentic to yourself is far less stressful
than being someone you are not.

8. REFLECTION
You can use a number of different approaches to carry out a thorough
analysis:
Run through a list such as the one above to see if any of these threats are
relevant.
Think about the systems, processes, or structures that you use, and analyse
risks to any part of these. What vulnerabilities can you spot within them?
Ask others who might have different perspectives. If you're leading a team,
ask for input from your people, and consult others in your organization, or
those who have run similar projects.
Risk Analysis is a proven way of identifying and assessing factors that could
negatively affect the success of a business or project. It allows you to examine
the risks that you or your organization face, and helps you decide whether or
not to move forward with a decision.
You do a Risk Analysis by identify threats, and estimating the likelihood of
those threats being realized. Once you've worked out the value of the risks
you face, you can start looking at ways to manage them effectively. This may
include choosing to avoid the risk, sharing it, or accepting it while reducing its
impact. It's essential that you're thorough when you're working through your
Risk Analysis, and that you're aware of all of the possible impacts of the risks
revealed. This includes being mindful of costs, ethics, and people's safety.

9. Top 10 Soft Skills for Community Service Engagement
Communication
Clear communication is essential in customer service – you need to know what the customer wants, and be able to articulate what you can do for the customer.
Enunciating, speaking loudly enough, and employing an upbeat tone, will help you communicate clearly and positively with your customers. These skills are
essential in phone communication as well. If you write or email with customers, be sure to use proper grammar and spelling, and choose words and phrases
that convey a similarly upbeat attitude.
Listening
Listening skills are just as important as communication skills. Listen carefully to the customer to know exactly what she needs and how you can help her.
Demonstrate that you are listening through body language and responses (nod when you understand something, make eye contact, etc.). Don’t be afraid to
ask clarifying questions to make sure you understand the other person. An important aspect of customer service is simply making the customer feel heard.
Self-Control
People that work in customer service need to be able to calmly handle all customers, even the most negative ones. You must strive to remain calm and cool,
even when your customer is not. Patience and self-control will keep you from getting upset and saying something inappropriate.
Positivity
A positive attitude goes a long way in customer service. Make sure you know all of the benefits of the products or services your company provides, and convey
them to your customers. If a customer has a problem with a product or service, focus on what you can do to help him or her. While you don’t want to seem
overly happy when a customer is upset, being proactive and optimistic can help a customer stay positive, too.
Assertiveness
When dealing with a customer, you want to be able to take control of the situation and do what you need to do in an efficient manner. If you are meek or
passive, the customer may not have faith in you. However, you also don’t want to be aggressive or demanding, which can offend customers. By speaking in a
strong, steady voice, asking direct questions of the customers, and keeping track of what you need to do, you will convey confidence without being aggressive.
Conflict Resolution
In customer service, you deal with many customers who have a problem that needs to be solved. It is important for you to be a creative problem solver. Always
make sure you understand the problem clearly, and offer them possible solutions. Think creatively; often you will need to think of solutions that fit the needs of
a specific customer. If you cannot find a solution that works for the customer, help them locate additional help. Follow up with the customer to make sure the
issue has been resolved. Customers will appreciate your interest in their problem, and your willingness to help, in whatever way possible.
Empathy
It is important not only to understand what a customer says, but how a customer feels. An important soft skill is being able to recognize and understand a
person’s emotional state. If you struggle to convey empathy, think about being in the customer’s position. How would you feel if you were in her position? How
would you like to be treated by an employee? These questions will help you to identify with and better assist your customers.
Depersonalization
While you should be friendly with your customers, remember that you are not there to share your life story. When a customer explains an issue they are having,
there is no need for you to respond with your own, related problem. A simple “I understand” or “I know how you feel” will make the customer feel understood
and appreciated. Customers want you to focus on helping them.
Taking Responsibility
A big part of working in customer service is being able to say, “I’m sorry,” whether it’s for a late shipment or the poor quality of a product. You have to be able to
sincerely apologize to a customer on behalf of your company, even when the problem was not your fault.
Humour
A sense of humour can make a potentially stressful customer-service interaction more enjoyable. If a customer cracks a silly joke, she will appreciate if you
chuckle along with her. However, make sure you are never laughing at a customer (such as when they make a mistake or have trouble with something), but
instead laughing with a customer.

10. THE LADDER OF INFERENCE
This was first put forward by organisational psychologist (Chis Argyris and used by
Peter Senge in The Fifth Discipline: The Art and Practice of the Learning
Organisation.)
The Ladder of Inference describes the thinking process that we go through, in our
sub- conscious, usually to get a fact to a decision or action. The thought process, in
its stages can be seen as rungs on a ladder. Therefore starting at the bottom of the
ladder, we have reality and facts and from there we: experience these selectively
based on our beliefs and prior experiences: Interpret what they mean: Interpret
what they mean: Apply our existing assumptions, sometimes without considering
them: Draw conclusions based on the interpreted facts and our assumptions:
Develop beliefs based on these conclusions: Take actions that seem “right”
because they are based on what we believe.
This can create a vicious circle. Our beliefs have a enormous effect on how we
select from reality, and can lead us to ignore the true facts altogether. In no time at
all we are jumping to conclusions – by missing facts and skipping steps in the
reasoning process. By using the Ladder of Inference, you can learn to get back to
the facts and use your beliefs and experiences to positive effect, rather than
allowing them to narrow your field of judgement. Following this step-by-step
reasoning can lead to better results, based on reality, so avoiding unnecessary
inaccuracies and disagreements.

11. SELECTED REALITY
REALITY FACTS
CONCLUSIONS
ASSUMPTIONS INTERPRETED REALITY
THE LADDER OF INFERENCE
ACTIONS BELIEFS

12. CONFLICT RESOULTION SKILLS
Conflict-Resolution Skills, as in the CSO you will inevitably have to deal with individuals who are angry,
upset, or frustrated. This will not only help you defuse the situation, but if you handle the opportunity
with sensitivity, skill, and respect, you can use it to make a difference in this individual’s life. This is
where Listening is one of the most important skills that you can use during a tense situation.
Developing active listening skills so that you can hear what the individual is saying and respond
appropriately. [Pay attention – Show that you’re listening – Provide feedback – Defer judgment –
Respond appropriately] Often, conflicts with others aren’t the result of your actions. Try not to take
their anger or frustration personally. Instead stay calm, apologise, and focus on how you will help
resolve the situation. At times individuals might be rude, or even abusive. When you, don’t have the
skills to handle these types of situations, this can be intimidating. Learning skills such as assertiveness
and self-confidence can help you handle the situation with respect and professionalism. Often, when
individuals are acting with aggression or hostility, they simply want to be heard, in these situations
stay, calm and listen. Let them know you understand, and ask them how they would like to see the
situation resolved. Sometimes you will be able to meet their needs, while other times you’ll need to
compromise. However, asking for his or her input indicates that you want to find a solution that works
for everyone. ROLE Playing also can be use to prepare for difficult conversations and situations.
When you rehearse difficult situations, you’re better prepared to stay calm and think on your feet when
you’re confronted with anger or aggression.
DE-FUSING A HEATED SITUATION - you can calm an angry client or aspirant by using funnel
questions, so they can elaborate more about their grievance. This will not only distract them from their
emotions, but will often help you to identify a small practical thing that you can do, which is often
enough to make them feel that they “won” something, and no longer need to be angry.
HINT:
PERSUADING INDIVIDUALS – no one likes to be lectured, but asking a series of open questions will help others
to embrace the reasons behind your point of view. (What do you think about bringing the activity journal, in for
a half-day review?)

13. REQUIRED KNOWLEDGE
AS/NZS ISO 31000:2009 Risk Management - Principles and Guidelines
Legislation, codes of practice and national standards, for example:
duty of care
company law
contract law
environmental law
freedom of information
industrial relations law
privacy and confidentiality
legislation relevant to organisation’s operations
legislation relevant to operation as a business entity
Organisational policies and procedures, including:
risk management strategy
policies and procedures for risk management
overall operations of organisation
reasonable adjustment in the workplace for people with a disability
types of available insurance and insurance providers.

15. CHECKLIST
The following checklist can be used to ensure that the key issues have been addressed when considering imposing
conditions on an employee's/VOLUNTEERS engagement. Agency-specific requirements should be specified in agency
policy and procedure documents.

16. SUMMARY
So in summary the most important facet, of the creation of this booklet ‘The
Interview Process for new aspirants’ is assisting our employees in
understanding the complex processes involved in preparing for a interview,
presentation or meeting. INTERPERSONAL SKILLS are the life skills we use
every day to communicate and interact with other individuals, both
individually and in groups. This development of interpersonal skills will
guarantee, that you should become more successful in both your personal
and professional lives.
Characteristics of individuals with good interpersonal skills are usually,
perceived as optimistic, calm, confident and charismatic – qualities that are
often endearing or appealing to others. It is only through awareness of how
you interact with others and with practice; your confidence can grow in your
interpersonal skills. (Verbal communication – what we say and how we say it:
Non-Verbal Communication – What we communicate without words, body
language is an example: Listening Skills - how we interpret both the verbal
and non-verbal messages sent by others: Negotiation – working with others
to find a mutually agreeable outcome: Problem Solving – working with others
identify, define and solve problems: Decision Making – exploring and
analysing options to make sound decisions: Assertiveness – communicating
our values, ideas, beliefs, opinions, needs and wants freely.)

17. QUESTIONING PROCESS
As a majority of individuals use these questioning techniques,
in their everyday life, at work, and at home. But if they were
to apply the right technique, in every scenario then you can
gain the information, response or outcome that you wanting
even more effectively. Questions are a resourceful way of
attaining: LEARNING – ask open and closed question and use
probing questioning. RELATIONSHIP BUILDING – individuals
generally respond positively if you ask about what they do or
enquire about their point of view. If you do this in an
affirmative way (Tell me what you like best about are CSO?)
you will help to build and maintain open dialogue. MANAGING
AND COACHING – this is where, rhetorical and leading
questions are useful too. As they can be leading the individual,
to reflect and to commit, to a direction of action suggested by
you. (Wouldn’t it be great to gain some further
qualifications?) AVOIDING MISUNDERSTANDINGS – Use
probing questions to seek clarification, especially when the
consequences are substantial. This is also important not to
jump to conclusions.

18. OPEN AND CLOSED QUESTIONS
OPEN AND CLOSED QUESTIONS a closed question usually receives a single
work or very short factual answer. For example (Are you thirsty? Yes or no)
(Where do you live? The answer is generally the name of your town or your
address.) Open questions prompt longer answers. They usually begin with,
why, how. An open question asks the client/aspirant for their knowledge,
opinion, or feelings ‘Tell me’ and ‘describe’ can also be used in the same way
as open questions. Examples (What happened in the meeting? Why did he
react that way? How was the party? Tell me what happened next? Describe
the circumstances in more detail?) Open questions are good for; developing
an open conservation. (What did you get up to on vacation?) Finding out
more detail; (What else do we need to do to make this a success?) Finding out
the other’s individuals opinion or issues; (What do you think about these
changes?) Closed questions are good for; testing your understanding or the
other individual. (So, if I get this activity complete, will I get a reward?)
Concluding a discussion or making a decision; (now we know the facts, are we
all agreed this is the right course of action?) Frame setting; (Are you happy
with the service from your CSO?) A misplaced closed question, on the other
hand, can kill the conversation and avoidance of this practice when
conversation is in full momentum and so to avoid awkward silences.

19. FUNNEL QUESTIONS
FUNNEL QUESTIONS technique involves starting with general questions, and
then horning in a central point in each response and progressing through
more and more detail at each stage. It’s often used by law enforcement
agencies in taking a statement from a witness; (How many people where
involved in the fight? About ten. Were they children or mature adults? Mostly
children. What was the average age of the participations involved? About
fourteen to fifteen. Were any of them wearing anything distinctive? Yes,
several of them had red baseball caps on. Can you remember if there was a
logo on any of the caps? Now you come to mention it, yes, there was an
enormous letter N.) Using this technique, the CSW has helped the
witness/client re-live the scene and gradually focus on a useful detail. See this
wouldn’t be able to reach this stage if the client was ask an open question
such as (Are there any details you can give me about what you saw?) When
using funnel questioning, start with closed questions. As you progress
through the tunnel / funnel start using more open questions. Funnel
questions are good for; finding out more detail about a specific point (Tell me
more about Option 2?) Gaining the interest or increasing the confidence of
the individual you’re speaking with (Have you used the CSO helpdesk? Did
they solve your problem? What was the attitude of the individual at the
helpdesk?

20. PROBING QUESTIONS
PROBING QUESTIONS is another strategy for finding out more detail. Sometimes it’s as simple as asking
your client/aspirant for an example: in understanding a statement they have made. At other times, you
need additional information for clarification, (When do you need this activity completed and do I have
to produce my activity journal with it?) Or to investigate whether there is proof for what has been
completed. (How do you know that the activity journal is not forged?) An effective way of probing is to
use the FIVE WHYS methodology, which can help you quickly get the root of a problem. Toyota has a ‘go
and see’ philosophy. This means that its Decision-making is based upon an in-depth understanding of
the processes and conditions on the shop floor, rather than reflecting what someone in a boardroom
thinks might be happening. The Five Whys is true to this tradition, and it is most effective when the
answers come from individuals who have hands-on experience of the process being examined. It is
remarkably simple: when a problem occurs, you uncover its nature and source by asking ‘why’ no fewer
than five times. Running example:
Problem: Your client is refusing to join the activity, in the action/care plan.
Why? The CSW was late, in collecting client. Why? The service vehicle received a flat tyre. Why?
Replacement of tyre couldn’t be achieved, second flat in two days. Why? Nasty individual putting screws
on the road. Why? Having to wait for truck to come from Melbourne with tyres.
Counter-Measure: CSO need to find a supplier who can deliver tyres on time and when required.
Emergency back up vehicle, in place so clients aren’t inconvenience etc. (root cause analyse)
Using the word ‘exactly’ to probe further: (What exactly do you mean by fast-track? Who exactly,
wanted this activity journal?) Probing questions are good for: gaining clarification to ensure you have
the whole story and that you thoroughly understand its context. DRAWING information out of
individuals who are using avoidance in letting the CSO/CSW; the whole truth.

21. LEADING QUESTIONS
LEADING QUESTIONS try to lead the client/aspirant to your way of thinking. They can
do this in several ways: with assumption – (How late do you think the activity will be
delivered?) This assumes the activity will be delivered late: By adding a personal
appeal to agree at the end (The client is very efficient, don’t you think? or Option 2 is
better, isn’t it?) Phrasing the question so that the ‘easiest’ response is ‘Yes’ than “No’
plays an important part in the phrasing of referendum questions. (Shall we all approve
Option 2?) Is more likely to get a positive response than (Do you want to approve
Option 2 or not?) A good way of doing this is to make it personal. For example: (Would
you like me to go ahead with Option 2?) rather than (Shall I choose Option 2?) Giving
people a choice between two options, both of which you would be happy with, rather
than the choice of one option or not doing anything at all. Strictly speaking, the choice
of ‘neither’ is still available when you ask. (Which would you prefer of A or B?) But
most people will be caught up in deciding between your two preferences. Note that
leading questions tend to be closed. Leading questions tend to be closed. Leading
questions are good for: Getting the answer you want but leaving the other person
feeling that they have a choice. Closing the activity (If that answers all of your
questions, shall we agree on a place of service?)
Take note: Use leading questions with and if you use them in a self-serving way or one
that harms the interests of the other person, then they can, quite rightly, be seen as
controlling and insincere.

22. RHETORICAL QUESTIONS
RHETORICAL QUESTIONS aren’t really questions at all, in
that they don’t expect answers. They’re really just
statements phrased in question form “Isn’t Paul’s activity
journal so creative?” Individuals use rhetorical questions
because they are attractive for the listener - as they are
drawn into agreeing (Yes it is and I like working with such
a creative client.) rather than feeling that they are being
“told” something like (Pau is a very creative designer.) (To
which he may respond “So what?”)
Take note: rhetorical questions are even more
authoritative if you use a string of them. (Isn’t that a
great display? Don’t you love the way the text picks up
the colours in the photographs? Wouldn’t you love to
have a display like that for our journals?) Rhetorical
questions are good for engaging and involving the
listener.

23. EMOTIONAL INTELLIGENCE
FIRST is Emotional Intelligence, as in the CSO you will encounter lots of different people. [Different
cultures, some will have disabilities, some will be excited and enthusiastic to talk to you and others will
be angry or frustrated. This is why it is critical, and vital to develop emotional intelligence, which is the
ability to understand your emotions and what they’re telling you. Therefore it helps you understand the
emotions and needs of the people around you. Step one is by building your Self Awareness – being
conscious of what your emotions are telling you and how they affect the people around you. Step two
then focus on Empathy so that you can understand the perspective of the individual you’re
communicating to. If you are shy, working in CSO position may cause you anxiety. To challenge this,
take small steps and challenge yourself. Choose one thing that makes you uncomfortable and do it
everyday. You might be surprised that, in a few months talking to people isn’t as difficult as it used to
be. Awareness you gain through developing emotional intelligence will also help you to avoid
discrimination. Example [you might unconsciously discriminate against individuals because of their
social status, profession, or dress. Blind spot, Hidden Biases of Good People [a father and son is in a
car accident. The father dies at the scene and the son badly injured, rushed to hospital. In the
operating room, the surgeon looks at the boy and says “ I can’t operate on this boy, He’s my son” If
your immediate reaction to this is puzzlement, don’t worry we were puzzle a moment too. Which
meant we failed this test too. That’s because our automatic mental associations caused us to think of
the typical stereotype of “male “when we read the word “surgeon”. The surgeon in this case of course
was his mother.] and do your best to give each individual the respect that they deserve. This is why it’s
extremely important when you’re interacting with someone who’s angry. Tense, or upset. When you
manage your emotions, you stay calm and cool, and you’re able to resolve the situation. Thus learning
to become an expert at managing your emotions.

24. THE INTERVIEW
CSO EMAIL
To: Darren
From:, Roderick Guy Volunteer Coordinator
Subject: Office Lunch BOQ and welcoming of Five new employee's into CSO
Greetings Darren,
After our discussion on the telephone two days ago, I thought it would be also appropriate to
invite you to attend our BBQ lunch on Friday 05/05/2015 at 11am details below. If this is not
possible please ring or email upon receiving this invitation and let me know either way. The
interview will still proceed at 14:00, at the 102 Fredrick Road, Community Centre, as discussed
in the previous communication. Please also bring al the relevant documentation.
Yours Sincerely R.A.Guy
This is a direct order from our Manager, as you are all aware of the major changes that we have
all being experiencing over the last year. Have greatly improved CSO financial position and
quality of life style balance for all. But as you know mother nature is so unpredictable in her
furore indignation and can collide with us at any time, any place where we least expect it too.
So in light of this current situation and retirement of our founding Mother Eileen Oley, the
BUC board has agree, to have this retirement farewell lunch in Eileen's honour and dedication
for all the years of service to CSO and the community.
Also to inform everyone that Roderick Guy is now being promoted to the Volunteer Coordinator
of CSO and has will be responsible in delivering this program into the CSO Induction Booklet
and with updates on hazardous manual tasks.
The BOQ will begin this Friday 05/05/2015, at 11:00am, at the RUC courtyard. Please remember
also we have five new employees please make them feel welcome. This will be mandatory that
all employees attend as it will also include some work induction updates and changes, if you
can't attend please email Roderick FSS or phone with reason for non-attendance.
Yours Sincerely R.A.Guy
"Service to others, is the rent iI pay for my room, here on earth" quoted by Harold Wilke

25. Instructions:
Step 1: The other participant in your mock interview will act as Darren
(who has applied for the role of Volunteer Support Worker in the crisis
accommodation program).
Step 2: You are to play the role of Volunteer Coordinator. You are
interviewing Darren for a role in the crisis accommodation program.
(For this role Darren will need interpersonal skills, experience working
with young people and ideally experience in a similar support role).
Important note: Please ask 'Darren' to role-play becoming irritated at
some stage during the interview. Imagine, for example, he finds your
tone of voice to be patronising. You will need to implement effective
communication strategies to get the interview back on track.
Step 4: Role play the interview (Note: You can choose to record the
interview for your own benefit (as you will need to recall aspects of the
interview to answer the questions that follow) however, you are not
required to submit the recording for assessment).

26. 14:00 am Volunteer Coordinator (VC)
VC - Good afternoon Darren, this my assistance Caroline, who is here
primarily to record this interview between us and everything recorded is
totally confidential, and will only be used with your permission. So are
happy to proceed with interview?
D – Yes I understand this protocol. Good afternoon Caroline?
VC – Now we have that out the way, how are you today Darren?
Darren (D) – Well thank you, and you? 14:02
VC- Good thank you, D did you receive my email and the information
pack we mail out to your home address?
D – Yes I did receive the info pack, but I am still waiting on the Police
Clearance.
VC – D did you bring the complete information package in with you
today?
D – I certainly did, it is quit an involved process to become a Volunteer
Support Worker.
VC – So I take it that you have read it thoroughly, and have a complete
understanding of the process involved and what the job description
entails.
D – Yes I have read it thoroughly and I know that I could carry out my
work detail.
VC – D Can I please see your WHS general entry Certificate?
D – Please explain this to me, I am not sure what the hell this mean?

27. “PCBU stands for ‘Persons conducting a business or undertaking’
Examples of PCBUs are: Private, public & government organisations,
companies, and self-employed people, Company Directors (PCBU).
PCBUs are legally obligated to ensure a safe working environment
under the new WHS
Act 2011. This is known as a ‘duty of care’. The PCBU has a
responsibility to provide safe buildings, safe machinery and safe
systems of work with adequate training, information and supervision.
The PCBU is also legally required to monitor employee health and
working conditions in the workplace, and to ensure safe handling and
storage of substances .eg. Chemicals. Facilities for the workers should
be reasonable and accessible .e.g.. Access for disabled persons. The
PCBU is also responsible for keeping up to date with WHS matters,
and to ensure that a process is in place for communicating, identifying
and responding to risks and hazards .e.g.. WHS Committee and work
place representatives. If hazards or risks are identified, the PCBU is
required by law to rectify or remove them.”

28. VC – Please forgive me, but I thought you said that before hand that you had read the Information
Pack thoroughly.
D – I have, but I still am a little lost on what you are referring to. 14:10
VC – I know it’s a lot to take in, and I can understand you frustration, but it is a requirement that all
organisations have the correct WHS policies in place to prevent harm, or incidents in that work place
occurring. This why I was asking for your WHS general entry certificate, as it is CSO policy that all
visitor’s, contractors etc. have this general introduction.
D – Look I am sorry for that, but it must of slip my mind as I have just come from the BOQ, you invited
me too. After the BOQ a fellow worker directed me to your office, not wanting to get that person into
trouble at all.
VC – Look D, I do apologise I know that it is not completely your fault, and I am not having a go at you.
It is just that it is a requirement that everyone has to follow including myself. 14:20
D – No problems, VC so what is the procedure that normally take place here?
VC – Well normally on arrival to CSO, you first approach the reception desk, the receptionist at the
desk will ask you name and reason of visitation. If you haven’t been to CSO within the last three
months, then the receptionist will instruct you to fill out some paper work. While you are filling in the
paper work, the receptionist will notify the WHS officer. Who come down and give you a brief WHS
induction to CSO, which will take about 10mins,and the bonus is you will be given a free coffee, juice
and light refreshment for you trouble. Than the WHS officer will sign off on this, hand you back to
receptionist. With your permission take your photo and give you’re a WHS general entry certificate,
which will be valid for a period of three months.
D - Well VC this is really a good security policy you have in place here. This must be because you are
responsible for young children and protecting their rights etc., as I have worked in a paid position at
hostel for young offenders on probation.
VC – This is quite interesting D, can you explain a little more about this job and why you are not
working there no more? 14:25
D - Well my wife was pregnant at the time, and after birth of my first child I didn’t think it was
appropriate for me to be working in this environment any longer. As I was on call, doing mainly the
nightshift, so after talking things over with my wife I resign from that position after been there five years
without any major incidents.
VC – This is very interesting, thank you for sharing that as it really good to know this. As this job at
CSO would be a similar role, on that note as time is limited I think we should wrap this. Do you have
any further question, in regards to the job or CSO policies etc.?

29. D – VC thank you for you patience, I can’t really think of anything at this
point of time. Except for where are toilets situated in this building?
VC – Point in case, see if you would of done your WHS on arrival you
would know where they are located. Also it would be appreciated if you
could see the receptionist on the way out and complete your WHS for
me please, and toilets are down the passage on right hand side. 14:28
D – Thank you VC and Caroline for your time and patience. Pray to see
you soon, and have a good afternoon.
VC – Yes thank you, I will be in touch in around two days time to let you
know how successful you have been in this process. If you are
successful, will you have time to complete a full day’s induction training
with CSO, with lunch and light refreshments included?
D – Thank you again, this shouldn’t be a problem for me at this stage.
But I really have to get to the toilet, bye.
Caroline: Thank you D and VC. If I am not required no more I shall
return to the office and do up this report for you VC. 14:30
VC – Thank you Caroline for you assistance today and can I have a
report of this interview ASAP brought to my office.

30. CONCLUSIONS
In order for a CSO to function properly it needs to determine the roles and responsibilities
of its employee's by providing them with a clear definition and understanding of this in
their workplace. This will help to avoid disputes and misunderstandings over authority.
[Job Description - Ensures the well-being of clients in the day program and/or group
home and promotes their development. A key component of this job is to assist clients in
their physical, social, emotional and daily life skills development. This increases their
independence and allows them to function appropriately in the community. Provides
support to adults in care. Services provided include crisis intervention, behaviour
management, and life skills training, whether on a one-to-one basis or in a group
environment.
Plans, develops, implements and evaluates recreational, social and/or educational
activities for clients served by the organisation. The Worker strives to create a fun and
enjoyable atmosphere in order to encourage client participation in programs. Reports to
the Volunteer Coordinator and Manager, FSS

31. Duty of care is a principle underpinning the service provided by support workers. A duty of care is a
legal requirement: it exists when someone’s actions, or failure to act, could reasonably be expected to
affect another person. It is not only about legal obligations: it is your duty to do everything reasonably
practicable to protect others from harm. It is about providing an appropriate standard of care.
Duty of care is part of the legal term negligence and is determined by precedent (previous court
decisions) and how the court interprets each situation. The way the court interprets the decision will
depend on a range of factors and circumstances, including the following:
what would be expected of a ‘reasonable’ person in the same situation
the worker’s roles and responsibilities within the organisation
the worker’s training and experience
the practicalities of the situation
current community values relating to acceptable practice
standards generally seen as applicable to the situation
relevant laws such as the Juvenile Justice Act 1996, the Child Protection Act 1999, and the Disability
Discrimination Act 1992 (Cwlth)
whether the risk is foreseeable
the nature and consequences of the risk.
This where it is vital in the initial employment phase, that the induction policies and procedure
handbook is update. The CSO charter on education and training example [Community workers: derive
satisfaction from helping other people, recognised inequality in society and possess a desire to
promote change, empower and educate clients to act on their own behalf, work independently and as
a member of team, have the ability to communicate effectively with others, assess, plan, implement
and evaluate projects and programs have the skills and flexibility to work with multiple client groups in
a variety of settings]
Responsibilities the welfare and community worker/volunteer is placed in a unique relationship to other
persons because of employment and profession. Obligations arise from that relationship – to
safeguard the dignity of the client, to maintain the integrity of the practitioner and to recognise the
value and worth of all persons involved in the welfare work practice.

32. REFERENCES
From <http://www.camelon.com.au/services/tipt>
http://www.immi.gov.au/media/publications/multicultural/pdf_doc/agenda/agenda.pdf
From <http://www.dfat.gov.au/publications/records-management-policy/>
Eric Flamholtz and Yvonne Randle developed the Pyramid of Organizational Development, and
published it in their 2000 book, "Growing Pains.”