Volunteer Support Worker

CSO crisis accommodation programThe Interview Process

For New Aspirants

• 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.

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.

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.

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.

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.

Top 10 Soft Skills for Community Service Engagement

CommunicationClear 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.ListeningListening 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-ControlPeople 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.PositivityA 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.AssertivenessWhen 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 ResolutionIn 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.EmpathyIt 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.

THE LADDER OF INFERENCEThis 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.

SELECTED REALITY

REALITY FACTS

CONCLUSIONSASSUMPTIONS INTERPRETED REALITY

THE LADDER OF INFERENCE

ACTIONS BELIEFS

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?)

REQUIRED KNOWLEDGE

AS/NZS ISO 31000:2009 Risk Management - Principles and GuidelinesLegislation, codes of practice and national standards, for example:duty of carecompany lawcontract lawenvironmental lawfreedom of informationindustrial relations lawprivacy and confidentialitylegislation relevant to organisation’s operationslegislation relevant to operation as a business entityOrganisational policies and procedures, including:risk management strategypolicies and procedures for risk managementoverall operations of organisationreasonable adjustment in the workplace for people with a disabilitytypes of available insurance and insurance providers.

CHECKLISTThe 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.

SUMMARYSo 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.)

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.

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.

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?

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.

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.

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.

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.

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

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).

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? 14:02VC- 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?

“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.”

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.?

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.

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

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.

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.”