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CHC08 Community Services Training Package
Learner guide
Edition 1
Training and Education Support
Industry Skills Unit
Meadowbank
Product code 5740
CHCORG303C Participate in the
work environment
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Developed by Training & Education Support Industry Skills Unit, Meadowbank
© TAFE NSW 2012
CHCORG303C Participate effectively in the work environment
Acknowledgments
The TAFE NSW Training and Education Support Industry Skills Unit, Meadowbank
would like to acknowledge the support and assistance of the following people in
the production of this learner resource guide:
Writer: Jenny Jesson
Teacher, Child and Family Services
TAFE NSW
Contributors: Cath Quinlan, Michelle Jennings, Maree Aldwinckle, Sarah Murray
Teachers, Children’s Services
TAFE NSW
Reviewer: Roslyn Hodgson
Teacher, Children and Family Services
TAFE NSW
Project Manager: Gail Horwood
Education Programs Manager
TAFE NSW
Enquiries Enquiries about this and other publications can be made to:
Training and Education Support Industry Skills Unit, Meadowbank
Meadowbank TAFE
Level 3, Building J,
See Street,
MEADOWBANK NSW 2114
Tel: 02-9942 3200 Fax: 02-9942 3257
ISBN: 978-1-74236-451-3
© The State of New South Wales, Department of Education and
Training, TAFE NSW, Training and Education Support Industry Skills
Unit, Meadowbank, 2012.
Copyright of this material is reserved to TAFE NSW Training and Education
Support Industry Skills Unit, Meadowbank. Reproduction or transmittal in
whole or in part, other than for the purposes of private study or research, and
subject to the provisions of the Copyright Act, is prohibited without the written
authority of, TAFE NSW. Training and Education Support Industry Skills Unit,
Meadowbank.
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Developed by Training & Education Support Industry Skills Unit, Meadowbank
© TAFE NSW 2012
CHCORG303C Participate effectively in the work environment
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Developed by Training & Education Support Industry Skills Unit, Meadowbank
© TAFE NSW 2012
CHCORG303C Participate effectively in the work environment
Table of contents
INTRODUCTION ................................................................................. 8
1. General introduction ................................................................. 8
2. Using this learner guide ............................................................ 8
Group learning ...................................................................................... 8
Self-directing learning ............................................................................ 8
Learning strategies ................................................................................ 8
Four steps to learn new skills .................................................................. 9
If you have difficulties ............................................................................ 9
3. Prior Knowledge and Experience .............................................. 10
4. Unit of competency overview ................................................... 10
Unit description ................................................................................... 10
Required skills and knowledge ............................................................... 12
Critical aspects for assessment and evidence required .............................. 13
Access and equity considerations ........................................................... 13
Context of and specific resources for assessment .................................... 14
Method of assessment .......................................................................... 14
Employability Skills .............................................................................. 14
5. Assessment ........................................................................... 14
How you will be assessed ..................................................................... 14
SECTION 1 – WORKING EFFECTIVELY IN THE COMMUNITY SERVICES INDUSTRY
.................................................................................................... 15
Working in the Children’s Services Profession .................................. 15
What is the Community Services Industry? ............................................. 15
What is the Community Services industry like for workers? ....................... 17
Types of Child Care Services ................................................................. 18
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Developed by Training & Education Support Industry Skills Unit, Meadowbank
© TAFE NSW 2012
CHCORG303C Participate effectively in the work environment
What do Children’s Services workers do? ................................................ 19
Job descriptions................................................................................... 24
Child protection ................................................................................... 28
How do I prioritise my responsibilities? ................................................... 33
Membership of professional organisations ............................................... 34
Additional resources ............................................................................. 36
Working according to set awards and conditions .............................. 37
What is the Industrial Relations System and how does it work? ................. 37
The Fair Work system .......................................................................... 37
What role do unions play?..................................................................... 40
SECTION 2 – ESTABLISHING YOUR CAREER AND DEVELOPING YOUR WORK
PERFORMANCE ................................................................................. 42
How do I develop my work performance? ............................................... 42
SECTION 3 – WORKING COOPERATIVELY WITH OTHERS ........................... 52
Working in a team ............................................................................... 52
Your role and responsibilities and that of the team ................................... 55
Effective communication and information sharing ............................. 56
Conflict resolution and problem solving .................................................. 59
Respecting other workers ..................................................................... 61
SECTION 4 – CONTRIBUTING TO THE POLICIES AND PRACTICES OF AN
ORGANISATION ............................................................................... 69
Element and performance criteria: ......................................................... 69
Policies and practices in community service organisations ................. 69
Expressing concerns and making suggestions .......................................... 72
Participating in meetings ...................................................................... 75
Sustainability in children’s services ................................................. 77
Definition of sustainability ..................................................................... 77
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Developed by Training & Education Support Industry Skills Unit, Meadowbank
© TAFE NSW 2012
CHCORG303C Participate effectively in the work environment
Building design .................................................................................... 79
ANSWERS TO ACTIVITIES .................................................................. 86
Section 1 .................................................................................... 86
GLOSSARY ...................................................................................... 89
APPENDIX 1 ................................................................................... 90
APPENDIX 2 ................................................................................... 92
RESOURCES .................................................................................... 95
Legislation and policy requirements ................................................ 95
Other resources ........................................................................... 98
Journals ...................................................................................... 99
Organisations and web sites ......................................................... 100
References ................................................................................. 100
Resource Evaluation Form ............................................................ 102
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Introduction
1. General introduction
Welcome to CHCORG303C Participate in the work environment.
This national unit of competency is part of the CHC08 Community Services Training
Package.
2. Using this learner guide
This learner guide may be used on its own, for self-directed learning, or it may be used
as additional material to support group learning.
Group learning
If you are studying this unit of competency as part of a group of learners with a
facilitator then she/he will guide you in how to use these materials, including which
learning topics and activities should be completed.
Self-directing learning
If you are studying this unit of competence as a self-directed learner you will have a
facilitator assigned to you. This person will be available to support you as you work
through this material. To study this unit effectively, learners who are working without
facilitated group sessions should work through the materials in the order that they
appear in the learner guide, completing all the readings and all the activities.
Learning strategies
This learner guide contains a variety of different learning activities to support different
individual learning styles. In addition to the activities described in this guide, it is
important that you discuss the issues raised with others such as your colleagues,
friends, practitioners working in the field and other students. Discussion plays an
important role in understanding and remembering new information.
To promote active learning:
1. Come up with your own answers first, before you attempt any readings.
2. Compare and discuss your answers with others.
3. Research the topic and access readings, videos, etc.
4. Ask yourself, ‘What do I think about this subject now that I have studied it in
depth? What have I learned?’
The learner guide is designed for you to work at your own pace and at a time
convenient for you. It also allows you to self-direct and control your learning.
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There may be some tutorials, practical sessions or workshops which you are required
to attend. If this is required you will be notified of the times and dates of these
activities at the commencement of the unit.
You also have access to tutorial support. This is an additional support service that can
help you with time management, study skills, editing of your work, organisation and
even literacy skills. It is important for you to contact your facilitator and ask for this
support if you require it. Normally this service is accessed at your nearest TAFE
College.
You may also need to access resources at a TAFE college or library. These resources
may include computer facilities and software, books, library material and videos. The
resources are listed under the ‘resources’ heading for this unit and references to these
resources are made at the relevant sections of the guide.
When working through the material there may be reference to legislation or
regulations. Over time legislation and regulations may change. It is important that you
access the most current version. Refer to your facilitator if you are unsure.
Four steps to learn new skills
This learner guide is based on four main learning activities.
Thinking – Reflecting on the subject, your own experience and ideas, and what you
hope to achieve from this learning process. Reflective thinking prepares you to learn
new skills.
Attending – Reading the contents of this guide carefully, with understanding. This
may involve asking questions, rewriting material in your own words, discussing the
material with other people, or reading additional reference materials. Attending
provides you with the information you need to carry out a new skill.
Doing – Putting new skills into practice. This may involve following specific activities
or assessment tasks in this guide, or putting the new skill directly into practice in your
workplace. Using new information in a practical way will help you to remember and
understand.
Reviewing – Did the new skill achieve what you expected to achieve? Seek feedback
from your workplace supervisor, facilitator, clients or colleagues. Ask more questions
if you need to. Complete the review activities in this guide. When you have achieved
competency, keep a record of your completed tasks as evidence of your skill.
If you have difficulties
If you have any difficulties while working through this material you should ask your
facilitator for help. For example you may have trouble understanding a concept or
accessing a resource that is required.
Your TAFE College has a range of support services available to help you through your
course.
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If you have a disability which may affect your ability to learn or to complete the
assessment events you should talk with your facilitator or college ‘Disabilities
Consultant’ about your right to reasonable adjustment to the way you are assessed.
In order to be successful with this type of learning it helps if you:
can apply self-discipline
stay motivated and focussed on achieving your goal
manage your time to include time for study and to complete assessments
can take responsibility for your own learning
3. Prior Knowledge and Experience
You may already have knowledge, skills and experience relevant to this unit of
competency that you have gained due to your work, life experience or from a previous
course. If this is the case ask your facilitator about having this learning recognised.
You will need to produce evidence to demonstrate that you have the skills, knowledge
and competency level required for this unit of competency. Your facilitator can advise
you as to what types of evidence you could provide.
4. Unit of competency overview
Unit description
Once you have provided sufficient evidence to demonstrate competence in this unit
you will have achieved the following unit of competency from the nationally endorsed
Community Services Training Package CHC08:
(The following information is from the CHC08 Community Services Training Package.)
CHCORG303C Participate in the work environment.
This unit describes the knowledge and skills required to work effectively as an
individual and in work groups to contribute to achievement of organisation objectives.
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Unit elements and performance criteria
1. Contribute to the effective
operation of the workgroup
1.1 Identify own job responsibilities and their
contribution to service delivery
1.2 Work within defined job role and responsibilities
1.3 Seek assistance and direction and obtain as
required
1.4 Work in a manner that complements that of
others according to policies and rules of workplace practice
1.5 Complete activities to standard expected in workplace
1.6 Carry out set tasks in a positive and
courteous manner
1.7 Identify resources needed to carry out own work duties
1.8 Deal with shortages of resources according to organisation practices
1.9 Keep work area well organised and safe in accordance with relevant standards/policies
2. Review and develop own
work performance
2.1 Monitor own work according to requirements
for job quality and customer service
2.2 Plan work activities to achieve individual objectives and organisation expectations
2.3 Report to supervisor when work requirements are unable to be met
2.4 Clearly communicate to supervisor /
appropriate person, need for additional
support to improve performance
2.5 Report need for training to supervisor, as required
2.6 Undertake training as appropriate
2.7 Take opportunities for support and supervision as required
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3. Work cooperatively with
others
3.1 Use problem solving when necessary so
work is completed according to organisation policies and practices
3.2 Demonstrate respect for individual
differences of workers in workplace relationships
3.3 Demonstrate understanding and application
of the value of cultural differences and diversity when working with others
3.4 Identify and show respect for different roles
and responsibilities
3.5 Behave appropriately in the workplace, in a
manner likely to promote cooperation
3.6 Share information with others in order to complete set activities
3.7 Report conflicts in the workplace to supervisor
4. Contribute to the
development of policies,
practices and structures of
an organisation
4.1 Report concerns regarding administrative
policies, practices and procedures to supervisor
4.2 Report concerns regarding job
responsibilities to supervisor
4.3 Provide information, ideas and suggestions to supervisor when requested
4.4 Participate in staff meetings/working groups, if required
Required skills and knowledge
Essential Knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively
perform task skills; task management skills; contingency management skills and
job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:
Organisation mission, philosophy, organisation structure, policies and
procedures
Legislation relevant to organisation and work carried out, including work health
and safety (WHS) and privacy/confidentiality
Essential Skills:
It is critical that the candidate demonstrate the ability to:
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Carry out work within own role, responsibilities and organisation objectives in
an effective manner
Interact in a cooperative manner with both individuals and work groups
In addition, the candidate must be able to demonstrate relevant task skills; task
management skills; contingency management skills and job/role environment skills
These include the ability to:
Demonstrate application of skills in:
- awareness and understanding of effective teams operation
- time management and work planning
- basic negotiation
- effective communication and interpersonal relationship
- safe and effective use of relevant information technology in line with WHS
guidelines
Critical aspects for assessment and evidence required
The individual being assessed must provide evidence of specified essential
knowledge as well as skills
Assessment must include working with both individuals and work groups in the
organisation/ service and under the normal range of workplace conditions
This may include the use of languages other than English and alternative
communication systems
Assessment is recommended to be conducted on more than one occasion or
information for assessment gathered over time
Access and equity considerations
All workers in community services should be aware of access, equity and
human rights issues in relation to their own area of work.
All workers should develop their ability to work in a culturally diverse
environment.
In recognition of particular issues facing Aboriginal and Torres Strait Islander
communities, workers should be aware of cultural, historical and current issues
impacting on Aboriginal and Torres Strait Islander people.
Assessors and trainers must take into account relevant access and equity
issues, in particular relating to factors impacting on Aboriginal and/or Torres
Strait Islander clients and communities.
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Context of and specific resources for assessment
This unit can be assessed independently, however holistic assessment practice
with other community services units of competency is encouraged
Resource requirements for assessment of this unit include access to:
an appropriate workplace where assessment can be conducted or simulation of
realistic workplace setting for assessment.
Method of assessment
Assessment may include observations, questioning and evidence gathered from
the workplace environment, especially testimonials from colleagues.
Employability Skills
By successfully completing this unit of competency you will also be demonstrating a
range of Employability Skills that are addressed under the Employability Skills
Framework identified as appropriate for the CHC08 Community Services Training
Package. These skills apply generally to work in the community services industry and
are specifically customised to address work at different levels and sectors of the
industry.
5. Assessment
How you will be assessed
A number of assessment tasks have been identified to ensure that you are adequately
assessed in relation to all the elements, essential knowledge and skills and critical
aspects of assessment associated with this national unit of competency. Your facilitator
will ensure the assessment tasks suit your learning situation, the service you work in
(if applicable) and the amount of access you have to a workplace environment for “on
the job” assessment.
Your facilitator will provide you with a Student Assessment Guide that details the
requirements of the unit of competency. You will also receive the required assessments
and evidence guides and any grading criteria if relevant to the unit. Due dates for the
assessments will also be discussed with you. Talk to your facilitator if you are unsure
about any of the requirements. Once you understand the assessment requirements
and what is expected you will need to sign the Student Assessment Guide as proof of
this.
This unit may be assessed in conjunction with other units of competency. Your
facilitator will advise you if this is relevant to the unit you are studying.
Check with your college or facilitator to find out the requirements associated with the
handing in of assessments. If you are studying in NSW you should refer to the
TAFENSW Assessment Policy.
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Section 1 – Working effectively in the
community services industry
Element and performance criteria:
1. Contribute to the effective operation of the workgroup
1.1 Identify own job responsibilities and their contribution to service delivery
1.2 Work within defined job role and responsibilities
1.3 Seek assistance and direction and obtain as required
1.4 Work in a manner that complements that of others according to policies and rules of workplace practice
1.5 Complete activities to standard expected in workplace
1.6 Carry out set tasks in a positive and courteous manner
1.7 Identify resources needed to carry out own work duties
1.8 Deal with shortages of resources according to organisation practices
1.9 Keep work area well organised and safe in accordance with relevant
Standards/policies
Working in the Children’s Services Profession
What is the Community Services Industry?
The name, Community Services Industry, is a relatively recent one. Traditionally, work
in this industry may have been referred to as ‘the helping professions’, ‘human
services’, ‘community work’, or ‘working with people’. It is sometimes referred to as
the community services sector or simply community services.
The Australian National Training Authority says that the Community Services Industry
focuses on “providing a wide range of services to support the comfort and well-being of
people”. The main activities of the industry, according to the Industry Training Council
of Western Australia are:
“Provision of a diverse and complex range of services to support individuals,
families and communities experiencing, or at risk of experiencing, social, family
or economic difficulties.
Promotion of individual and community well-being … to protect the quality of
life.”
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If the Community Services Industry includes a “diverse and complex range of services”
the main role of which is to ‘support’ and ‘empower’, then what kinds of specific
community service organisations do you think are included in this industry? They might
include:
In fact, there are 121 different occupations in the Community Services Industry!
In the closely related Health Industry, there are approximately 200 different
occupations.
These two industries have employees working in every region of Australia.
COMMUNITY SERVICES
Welfare Agencies
Community
Centres
Community
Centres
Crisis
Care
CHILDRENS
SERVICES
Youth Agencies
Child
Protection
Organisation
s
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What is the Community Services industry like for workers?
Here are some other interesting facts about the community services industry:
More than 70% of workers are women (over all industries this figure is 43%).
Over 46% of workers are volunteers.
2% of workers are identified as Aboriginal and Torres Strait Islanders (over all
industries this figure is 1%).
10% of workers are identified as being from a Non-English Speaking
Background (NESB) (over all industries, this figure is 17%).
10% of workers fall in the 15 to 24 year age group; 50% in the 25 to 44 year
age group; and 40% over 45 years of age.
46% of workers have no post school qualifications.
Of the approximately 8,000 businesses and organisations in the national
industry, about 5,900 are ‘not-for-profit’; about 2,000 are for profit and 423 are
government bodies.
It is a very fast growing industry (growing 39% between 1987 and 1998).
It is a very large provider of part-time jobs and contract work.
It has a high proportion of very small agencies and services offering
employment.
It has a high dependence on government funding and subsidies.
Remember that the Children’s Services profession is a part of these figures!
By understanding the profession in which you have chosen to work, you will have a
clearer ability to decide what skills and qualities are particularly important to develop if
you are to work effectively.
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Types of Child Care Services
There are different types of child care services. In different states they may have
different names. The main types in New South Wales are:
PRESCHOOL
Open shorter hours, usually similar to schoolCare for 3-5 yearsCare usually available 1-2 daysPrimarily aimed to suit non-working or part-time working parentsNo meals providedFunded by State government
OUT-OF-SCHOOL-HOURS CARE
Before school, After School and Vacation careCare for 5-12 yearsCare available 1-5 daysPrimarily aimed at working or studying parentsMeals providedFunded by Federal government
FAMILY DAY CARE
Care provided in a private home1 carer can have up to 5 children under 6 years and 2 school-age children, including their ownCare available 1-5 daysSometimes care available evenings, overnight, weekendsPrimarily aimed to suit working and studying parentsMeals providedFunded by Federal government
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