Learning guide 3 utilize specialized communication skills berhanu tadesse

Ethiopian TVET-System
LANDSCAPING MANAGEMENT
Level - IV
Learning Guide
Unit of Competence: Utilize specialized communication
skills
Module Title
LG Code: EIS LSM4 15 0112
TTLM Code: EIS LSM4 15 0112
This Learning Guide Prepared by Berhanu Tadesse
Taye
berhanutat_18@outlook.com berhanutat@yahoo.com
berhanutaye17@gmail.com
Indicate the
LOGO of
the
Institution

Coaching ...................................................................................................................................... 17
The coaching processes............................................................................................................... 18
The referral process............................................................................................................ 24
Handling general inquiries......................................................................................................... 33
Communication with co-workers .............................................................................................. 34
Working with groups.................................................................................................................. 35
Types of groups ........................................................................................................................... 35
Formal groups.............................................................................................................................. 35
Informal groups ........................................................................................................................... 36
Purpose of the group................................................................................................................... 36
Group behavior........................................................................................................................... 37
Establishing group rules............................................................................................................. 37
Individual differences................................................................................................................. 38
Respecting difference.................................................................................................................. 39
Personal goals.............................................................................................................................. 39
Needs and expectations............................................................................................................... 39
Skills and knowledge................................................................................................................... 40
Encourage participation............................................................................................................. 40
Facilitation................................................................................................................................... 41
Empowerment ............................................................................................................................. 41
Understanding roles.................................................................................................................... 42
Organizational group meetings – team meetings, etc.............................................................. 42
Setting objectives......................................................................................................................... 42
The agenda................................................................................................................................... 43
Providing information ................................................................................................................ 43
Evaluation of group communication strategies........................................................................ 44
Dealing with disruptive behaviors............................................................................................. 44
Networks...................................................................................................................................... 45
Representing your organization ................................................................................................ 46
Planning a presentation.............................................................................................................. 47
Meeting the needs of specific audiences.................................................................................... 49
Writing to organizational standards......................................................................................... 49
1 We can scrutinize some literature to foster my theme .................................................... 92
2 Lesson service providers gain knowledge of........................................................................ 95

2.1 Communication.............................................................................................................. 95
2.2 Appropriate interpersonal skills may include: ............................................................... 95
2.3 Customers may include:................................................................................................. 96
2.4 Customer needs and expectations may include:............................................................. 96
2.5 Organizational requirements may include: .................................................................... 96
3 Strategy work on service delivery......................................................................................... 97
3.1 Develop the Awareness of the Servant and the Customer.............................................. 97
3.2 Provide information to the consumer............................................................................. 97
3.3 Consult with customers.................................................................................................. 98
3.4 Relationship between the service provider and the recipient......................................... 98
3.5 Definitions of terms .................................................................................................... 102
Glossary of communication................................................................................................ 104
A.............................................................................................................................................. 106
B.............................................................................................................................................. 119
C.............................................................................................................................................. 120
D.............................................................................................................................................. 129
E.............................................................................................................................................. 133
F.............................................................................................................................................. 136
G ............................................................................................................................................. 140
H ............................................................................................................................................. 144
I............................................................................................................................................... 146
J............................................................................................................................................... 149
Joint Attention. Communicative act in which a child and caregiver interactively attend to the
same object, person, or activity............................................................................................... 149
K ............................................................................................................................................. 149
L.............................................................................................................................................. 149
M............................................................................................................................................. 153
N.............................................................................................................................................. 157
O ............................................................................................................................................. 158
P.............................................................................................................................................. 161
Q ............................................................................................................................................. 168
R.............................................................................................................................................. 168
S .............................................................................................................................................. 171
T.............................................................................................................................................. 179

U.............................................................................................................................................. 185
V.............................................................................................................................................. 186
Writing. Act of imprinting symbols on a surface to represent the sounds or words of a
language. Writing involves, but does not consist entirely of, translating phonemes (units of
sound) into graphemes (units of print). See Emergent writing............................................... 190
Writing Measure, A test in which a student is asked to write for three to five minutes in
response to a story starter; the student's score is the number of word pairs that are
grammatically and semantically appropriate and spelled correctly; this test can be
administered to a group........................................................................................................... 191
X.............................................................................................................................................. 191
Y.............................................................................................................................................. 191
Year-End Achievement Test.....A test administered once a year, often near the end of school,
that offers an indication of a student's overall progress for the year; an example of summative
assessment, annual achievement tests focus on the outcomes of student learning................. 191
Year-Long Planning................ A method of instructional planning that allows for continuous,
sequential, integrated, and cumulative learning...................................................................... 191
Young Autism Program (YAP)................Program developed by I. Lovass at UCLA in which
behavioral principles are used to reduce problems associated with autistic spectrum disorder
(ASD); sometimes incorrectly called the ABA program........................................................ 191
Z.............................................................................................................................................. 191
Zero Reject. The core principle of IDEA stating that no student with a disability, regardless of
its nature or severity, can be denied an education. ................................................................. 192
Zero Tolerance, Popular. term used to designate (and promote) school policies that address
incidents of drug or weapon possession with automatic suspension or expulsion. ................ 192

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Introduction
This unit relates to unites of competency on utilize specialized communication skills in landscape
management, the application of specialist workplace communication techniques to build and
maintain strong relationships with colleagues and clients, based on respect and trust. The Basic
Competencies of communication starting from level I to leavel IV also Level V, Refer to non-
technical skills (knowledge, skills and attitudes) that everybody will need in order to perform
satisfactorily at work and in society and are considered portable and transferable irrespective of
jobs and industrial settings. In the TVET Communication competency that covers knowledge,
skills and attitudes required when responding, participating, leading, utilizing, managing and
sustaining effective communication.
Laboratory investigations that include scientific inquiry, research, measurement, problem solving,
emerging technologies, tools and equipment, as well as, experimental, quality, and safety
procedures are an integral part of this career and technical program/course. Laboratory
investigations benefit all students by developing an understanding of the complexity and ambiguity
of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot
equipment/tools used to make observations. Students understand measurement error; and have the
skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be
provided to enhance hands-on experiences for students. Career and Technical Student
Organization (CTSO) the inter-curricular career and technical student organizations providing
leadership training and reinforcing specific career and technical skills. Career and Technical
Student Organizations provide activities for students as an integral part of the instruction offered.
Accommodations
Federal and state legislation requires the provision of accommodations for students with
disabilities to meet individual needs and ensure equal access. TVET trainees with disabilities must
self-identify, present documentation, request accommodations if needed, and develop a plan with
their counselor and/or instructors. Accommodations change the way the student is instructed.
Students with disabilities may need accommodations in such areas as instructional methods and
materials, assignments and assessments, time demands and schedules, learning environment,
assistive technology and special communication systems. Documentation of the accommodations
requested and provided should be maintained in a confidential file. Additional Resources

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For additional information regarding articulation agreements TS environment technology Futures
Scholarships on landscape management and solid waste inspection and Equally Rigorous Science
Courses please refer to the institute website
This unit relates to the application of specialist workplace communication techniques to build and
maintain strong relationships with colleagues and clients, based on respect and trust the course
covers the following learning outcomes:- Additional Information Laboratory Activities
LO 1: Meet common and specific communication needs of clients and colleagues
LO 2: Contribute to the development of communication strategies
LO 3: Represent the organization
LO 4: Facilitate group discussion
LO 5: Conduct interview
The assessment applied in all form both formative and summative evaluation
furthermore the trainees divided the trainees by group for practical work like Group 1,
2, 4 and 5 is to be represented by two members each. One member from each group
shall be called the Sender and the other one, the Receiver.
Task 1: Senders 1 and 2 describe the drawing given by the Trainor, then Receivers 1
and 2 interpret the description (prepares the drawing). Note: the Receivers are NOT
allowed to ask questions.

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Task 2: Senders 4 and 5 describe the drawing given by the Trainer, then Receivers 4
and 5 interprets the description thru a drawing. This time, the Receivers are allowed to
ask questions.
Group 3 will check and analyze the output of each group.
With Effective Communication
LO -1 Meet common and specific communication needs of clients and colleagues

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Basic communication processes
Communication is simply the sending and receiving of information between at least two people. The
message may be verbal or non-verbal, but to be effective, the message sent must be in a language or code
that the receiver will understand.
For example, in the context of a residential care facility, telling the young people that 'It is ten pm.' is
commonly understood as 'Turn the TV off'. In another context, young people may read this as a signal to
head off to a nightclub.
Successful communication
Communication problems occur when sender and receiver do not share the same code or understanding of
the language used.
For example, when young people use the word 'whatever' in response to a question it is often unclear to
parents whether this signals agreement, disagreement or general apathy.
Unsuccessful communication
The channel describes how the information is relayed. For example:
 Verbal channels include face-to-face meetings, telephone and videoconferencing.
 Non-verbal channels include sign languages, body language, gestures, and facial expressions.
 Written channels include letters, emails, memos and reports, signs and symbols.

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Different communication channels have different strengths and weaknesses; the most important thing is
that the receiver can access the message through that channel.
For example, if the intended receiver has a hearing disability and you do not share a common non-verbal
language; your message would be better understood in written form. n
The two-way communication process
In an effective two-way communication the sender (or source):
 encodes the message into a form the receiver will understand
 Relays the message via an appropriate channel.
The receiver is then able to:
 access the message
 Decode the message.
The receiver in turn becomes the sender, providing an appropriate response, and the process continues
until the communication concludes.
At any
time in the process, a lack of response or an inappropriate response would alert the sender to a problem
with the communication. The sender would then need to encode the message differently, or use a different
channel to ensure that the communication is received and understood.

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Sending/Encoding
 Anticipate and try to eliminate any potential sources of confusion, e.g., cultural issues, mistaken
assumptions and missing information.
 Know your audience and encode your message in a way most likely to be understood by the intended
recipient. Do you share a common culture, language etc? Will you need to use an interpreter?
 Consider the context, or situation, in which the message is delivered. Words or gestures may have a
different meaning for persons from a different culture or environment.
 Be alert to feedback. Feedback is the verbal and nonverbal reaction to your communicated message,
provided by the receiver or audience. Feedback is your cue that your audience has understood or
misunderstood your message. If you find that there has been a misunderstanding, at least you have the
opportunity to send the message a second time – perhaps choosing a different code or channel etc.
Communication channels
 Know your audience and relay your message in a way most likely to be accessible to the intended
recipient. Does the recipient have a disability that makes some channels of communication difficult?
Does the recipient have the technical skills to retrieve an electronic communication?
 Avoid giving a long list of directions verbally.
 Be aware that humour or emotion may not translate well in email and other written messages, and
may be misinterpreted.
 Is formal or informal written communication most appropriate?
 Workplace policies and procedures may require certain communications to be provided in a specified
format.

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Receiving/Decoding.
 Take the time to read written messages carefully.
 Listen actively to verbal communication.
 Watch for body language and gestures.
 Consider the context, or situation, in which the message is delivered. Words or gestures may have
a different meaning for persons from a different culture or environment
 Provide feedback. Provide a response and perhaps restate the communication so that the sender
knows you have understood correctly.
 Let the sender know if you are confused by the message.
Barriers to effective communication
A communication barrier is anything that prevents you from receiving and understanding the messages
others use to convey their information, ideas and thoughts. These barriers may be related to the message,
internal barriers related to thoughts and feelings, or external barriers.
Barriers related to the message include:
 lengthy or disorganized messages
 complex or ambiguous language
 inconsistent body language
 Disregard for specific needs.
Internal barriers include:
 fatigue
 disinterest
 poor listening skills

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 past experiences with the client
 home or work problems
 Poor listening skills.
External barriers include:
 noise and other distractions
 unpleasant environment
 Problems with technology or equipment.
These barriers keep the message from getting through. When you are communicating, monitor the actions
of the receiver by observing their body language, response to the message, etc. To check that the message
has been received as it was intended, ask questions and listen to their response.
Specific communication needs
Community and disability service workers work with a diverse range of clients who, because of their
disability or personal, emotional and cultural situation, may require workers to develop and use specialist
communication skills.
You must be able to adapt your communication style to meet the needs of this client group in a fair, non-
judgmental and effective manner.
Areas of specific need you should consider when communicating with others include:
 Disability (including but not limited to intellectual impairment, physical impairment, psychiatric
disability, hearing or vision impairment, learning difficulties, and attention deficits).
 Literacy (e.g. false assumptions about level of intelligence and understanding, concerns about the
content of documents and forms, what is being written down).
 Language (e.g. non-English-speaking backgrounds, not familiar with service-specific jargon and
acronyms).
 Gender, age, experiences, emotional well-being and other individual attributes.

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 Critical situations. Crises traditionally cause disorganization of thought and hence need special
skills by workers in establishing rapport with clients.
 Culture (including experiences in other countries, music, spirituality, customs, gender, social
expectations, body language, and position in the community).
 Remote location (limited access to services and resources, distance travelled).
Irrespective of their particular needs, all clients must be treated with dignity and all communication must
demonstrate respect and be open and non-judgemental.
Strategies for specific needs
You will usually find that there is more than one way to provide the information required. Depending on
your client group, you will need to adapt your communication strategy to meet the particular needs of
clients and co-workers; you may need to include use of techniques and aids such as:
 facial expressions, hand signals and other physical gestures
 objects, photographs, pictures or symbols, written words
 specific techniques and aids
 videos or practical demonstration
 translations of printed material

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 language and cultural interpreters
 Augmentative communication systems, such as devices and processes that replace, or are an
adjunct to, speech, e.g. speaking machines, Auslan or Makaton (a system of symbols and
pictures).
The techniques and aids that you use must be appropriate for the individual. For example:
 Unnecessary use of hand movements can be distressing for some people with a mental illness.
 A person who is deaf may need a specific type of interpreter specialising in either sign language,
aslant or cueing.
 Pens and notebooks may create barriers when you are communicating with a person who is
illiterate. Within a community that has low rates of literacy, informational videos may be more
helpful to clients than written brochures.
You should discuss any difficulties in communicating with a particular person with your supervisor or
mentor. It may be necessary to invite a third party to support communication with a client, or even to
provide an alternative support worker.
People who may be able to assist with communication include professional interpreters, case workers, or
non-professional helpers or support people, for example, trusted friends of the client, family members or
adults.
Non-professional support persons
Non-professional support people such as family members, careers or professional advocates are not
neutral. If these people are to act as interpreters, be aware that the communication may be influenced by
advice or emotional involvement.
Be extremely reluctant to use children as interpreters for their parents, especially in any sensitive family
matters. This practice can disturb the role and status of members within a family system and contribute to
instability and interpersonal problems within the family.

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Working with interpreters
Interpreters include language interpreters and cultural interpreters, who can provide a cultural context for
communication. Translators work specifically with written materials. When you are working with
interpreters:
 The interpreter or translator should be neutral: their purpose is only to relay the message from one
person to another.
 The interpreters should not provide advice or give opinions.
 Be aware of factors that could impact on the interpretation process. For example, differences in
dialect or conflicting politics, beliefs or values may cause a person to reject an interpreter.
 Make it clear to the interpreter that the message must be communicated as you intended. Ask
them to check with you for nuances or to clarify meaning to ensure this occurs.
 Address all questions, eye contact and body language to the client as if you are asking the
questions directly. The focus of the communication should be on the worker and the client – not
on the worker and the interpreter.
Building rapport
Rapport describes a positive relationship that forms between two or more persons. Once you have
identified the possible barriers to effective communication and considered some strategies to overcome
these, you can then look at how to build rapport with the client.
Establishing good rapport with others is an essential skill for community and disability service workers. It
is particularly important when you are interviewing clients, as it allows free and open discussion and
provides better outcomes.
Pay attention to the small things, like greeting people when you enter a room and saying goodbye when
you leave. Consider cultural differences in greetings: for example, handshaking or direct eye contact may
make some people uncomfortable. Making small talk may help a client relax before an interview.

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Check that your client understands what you have discussed. Arrange for an interpreter if necessary. It is
important that the client understands what services the agency provides, what statutory obligations they
have and any processes to address grievances they may have.
Strategies for building good rapport include:
 Being clear about your role and the purpose of the interaction.
 Using a person's preferred name when speaking with them.
 Paying attention to making them comfortable.
 Using a pleasant tone that is clear and precise.
 Explaining words and expressions that may be unfamiliar and not using jargon.
 Asking simple and clear questions.
 Explaining what you already know.
 Explaining clearly any mandated position you have. For example, you may have to report to other
authorities any disclosure of abuse.
 Explaining the actions that are undertaken both during the interview and as a result of the
interview.
 Using age-appropriate language. Avoid jargon and use words familiar to the other person.
 Conveying acceptance by showing interest and concern.
 Being sincere and realistic in praise and goal-setting.
 Not promising anything that cannot be delivered when the interview is over.
Demonstrating objectivity
Objectivity is essential in ensuring that personal bias does not inhibit communication. Strategies could
include:
 avoiding conversation topics where values and attitudes may conflict, e.g. politics
 remembering that the communication is about meeting the client's needs, not yours

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 not taking a difference of opinion personally
 using paraphrasing, reflection of feelings, and clarification techniques rather than offering your
own opinion
 Remaining calm and predictable rather than responding impulsively to differences of opinion.
Assessing the level of acceptance and rapport
Be aware of the mood of the interview or interaction. For example, if your client is particularly anxious,
you may need to take a break, introduce temporary changes in the topic, or allow a period of silence. If
more than one person is conducting the interview, as some situations and policies direct, then it is a good
idea to assign one person as an observer of non-verbal cues.
Signs to watch for include:
 Sounds. Sounds like laughter, moaning, humming, crying and sighing can indicate to you how the
client is coping with the information they are disclosing and help you in your assessments that
follow.
 Body language. The way a person is sitting, walking in, using their eyes, their hands, fidgeting,
tapping their feet and so on are also good indicators to observe during the interview.
 Cultural signs. Consider cultural differences when observing non-verbal cues. For example,
people in some Aboriginal and Torres Strait Islander communities do not use eye contact during
conversation as a form of respect.
If you are interviewing clients from different cultural backgrounds, consider asking a supervisor or other
knowledgeable person about any cultural cues you should be aware of.
Case study: Determining communication needs
Read the case study below and answer the question that follows.

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Your new client Toby is a young Indigenous Australian male from a remote community. He also has a hearing impairment. Your
supervisor explains that Toby's previous caseworker was unable to engage him, and asks how you might adapt your interview
technique to build a better relationship with Toby.
 What areas of specific communication needs could apply to Toby?
 How might you improve the communication process?
Answer: Toby may have a combination of specific needs arising from differences in culture, remote
location, gender and age: for example, he may not respond well to direct questioning. He may also have
specific communication needs related to his hearing impairment, such as an interpreter of sign language,
aslant or cueing, or the support of a friend or relative.
Managing mistrust and conflict
The context in which most community and disability service work occurs frequently exacerbates the
potential for misunderstanding and tensions within the worker–client relationship.
 Clients may not have requested the service and are considered involuntary, e.g. young people on
Juvenile Justice Orders, people on Mental Health orders, probation orders and Drug Court orders.
 Clients with multiple disabilities, as well as their families, may have experienced a history of
frustrations and rejections both in their personal lives and in their relations with various helping
agencies. These previous experiences may have affected their expectations of workers, and their
role.
 Clients may be experiencing major crises in their lives; this heightened emotional state can cause
them to misinterpret actions.
 In some areas of work, the clients may have significant communication barriers as well as cultural
differences, which can contribute to suspicion.
You need to demonstrate patience, understanding, and respect for others' cultural, religious or other
preferences. In this way, you can minimize any barriers arising from the clients' and co-workers' actions

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or beliefs, and ensure that they do not contribute to breakdowns in communication, resulting in mistrust
or conflict.
Identify conflict
Conflict may be unavoidable, due to the nature and purpose of some communications; however, by
identifying early signs of conflict it is possible to avoid communications becoming emotionally charged
or destructive.
Signs of conflict can be verbal, non-verbal, or indicated through body language:
Verbal disagreement Non-verbal indicators Body language
This may include:
 a raised voice
 a sharp tone
 snide remarks
 asides (comments intended
for one person to hear, but
directed toward others)
 direct explanation
This may include:
 non-participation
 distraction
 withdrawal
 continual lateness
 non-attendance
This may include:
 Closed posture (crossed
arms, etc.)
 color of face (pallor)
 angry expression
 positioning (e.g., moving
away)
Self-check LO -1
The optional self check tests your understanding of the topics covered in this section.
1. List three examples of areas of specific need that may require you to adapt your communication
strategies:
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________
2. Building rapport refers to:
A) establishing a positive relationship
B) a build-up of mistrust or tension
C) a stage in the development of case notes
3. A refugee client seems comfortable as you discuss his case, but becomes agitated on being asked to
read or sign paperwork. Give two possible reasons related to communication needs:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. The clients described below have specific communication needs and require a support person when
attending an interview. A family member is most appropriate in the case of:
A) A client with a disability who needs the support of a career.
B) A client with language difficulties who needs an interpreter
C) An anxious client who needs the support of a trusted person
5. What are the five behaviors in responding to conflict?
A) avoiding, smoothing, diverting, forcing, problem-solving
B) managing, avoiding, compromising, forcing, problem-solving
C) managing, smoothing, diverting, forcing, problem-solving
D) avoiding, smoothing, compromising, forcing, problem-solving
6. Which of these communication barriers are barriers related to the message?

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A) Fatigue
B) complex language
C) poor listening skills
D) inconsistent body language
E) unpleasant environment
7. Which of the following is an internal barrier to communication?
A) disorganized messages
B) noise
C) inconsistent body language
D) problems with technology
E) past experiences with the client
LO -2 Contribute to the development of communication strategies
Coaching
Coaching is a specific method of supporting, supervising or training others to help develop their skills.
Think of a situation where you learnt a skill well in a work setting.
 How did you learn it?
 Why was it a successful experience?
 Did you have a coach or role model to help you?
Your coach or role model may have been a co-worker who helped you learn to use the car logbook, or a
manager who supported you in mastering the work operations of your new team. Role modeling is a
technique that involves a novice observing a competent person (the role model) performing the role or
task in the workplace.

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Workers may be called upon to provide coaching in effective communication to others, such as new staff
members or volunteers. The coach and coached agree on a coaching plan that will enable the coached to
achieve their goals.
The coaching processes
Process of coaching for effective communication
Coach Novice
Actively listens to determine the need.
Breaks the role down into skills and tasks.
Observes what novice already knows. Makes initial attempt at task.
Decides what skills are needed to communicate more
effectively.
Demonstrates or describes the task by:
 questioning, giving advice
 giving an example
 talking over the procedure
 Setting a new problem.
Observes/reflects.
Listens/reflects.
Observes/reflects. Applies model/description.
Demonstrates/describes further. Changes approach.
Open and Closed Questions
These are two types of questions you can use that are very different in character and usage.

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Closed questions
Definition
There are two definitions that are used to describe closed questions. A common definition is:
A closed question can be answered with either a single word or a short phrase.
Thus 'How old are you?' and 'Where do you live?' are closed questions. A more limiting definition that is
sometimes used is:
A closed question can be answered with either 'yes' or 'no'.
By this definition 'Are you happy?' and 'Is that a knife I see before me?' are closed questions, whilst 'What
time is it?' and 'How old are you?' are not. This causes a problem of how to classify the short-answer non-
yes-or-no questions, which do not fit well with the definition for open questions. A way of handling this
is to define 'yes-no' as a sub-class of the short-answer closed question.
Using closed questions
Closed questions have the following characteristics:
 They give you facts.
 They are easy to answer.
 They are quick to answer.
 They keep control of the conversation with the questioner.
This makes closed questions useful in the following situations:
Usage Example
As opening questions in a conversation, as it
makes it easy for the other person to answer,
It's great weather, isn't it?
Where do you live?

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Usage Example
and doesn't force them to reveal too much
about themselves.
What time is it?
For testing their understanding (asking
yes/no questions). This is also a great way to
break into a long ramble.
So, you want to move into our apartment,
with your own bedroom and bathroom --
true?
For setting up a desired positive or negative
frame of mind in them (asking successive
questions with obvious answers either yes or
no ).
Are you happy with your current supplier?
Do they give you all that you need?
Would you like to find a better supplier?
For achieving closure of a persuasion
(seeking yes to the big question).
If I can deliver this tomorrow, will you sign
for it now?
Note how you can turn any opinion into a closed question that forces a yes or no by adding tag questions,
such as "isn't it?", "don't you?" or "can't they?", to any statement.
The first word of a question sets up the dynamic of the closed question and signals the easy answer ahead.
Note how these are words like: do, would, are, will, if.
Open questions
Definition
An open question can be defined thus:
An open question is likely to receive a long answer.

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Although any question can receive a long answer, open questions deliberately seek longer answers, and
are the opposite of closed questions.
Using open questions
Open questions have the following characteristics:
 They ask the respondent to think and reflect.
 They will give you opinions and feelings.
 They hand control of the conversation to the respondent.
This makes open questions useful in the following situations:
Usage Example
As follow-on from closed questions, to
develop a conversation and open up
someone who is rather quiet?
What did you do on you holidays?
How do you keep focused on your work?
To find out more about a person, their wants,
needs, problems, and so on.
What's keeping you awake these days?
Why is that so important to you?
To get people to realize the extend of their
problems (to which, of course, you have the
solution).
I wonder what would happen if your
customers complained even more?
Rob Jones used to go out late. What
happened to him?
To get them to feel good about you by asking
after their health or otherwise demonstrating
human concern about them.
How have you been after your operation?
You're looking down. What's up?

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Open questions begin with such as: what, why, how, describe.
Using open questions can be scary, as they seem to hand the baton of control over to the other person.
However, well-placed questions do leave you in control as you steer their interest and engage them where
you want them.
When opening conversations, a good balance is around three closed questions to one open question. The
closed questions start the conversation and summarize progress, whilst the open question gets the other
person thinking and continuing to give you useful information about them.
A neat trick is to get them to ask you open questions. This then gives you the floor to talk about what you
want. The way to achieve this is to intrigue them with an incomplete story or benefit.
Client Communication
When a client seeks a service from an agency, it is very important that a case or action plan is developed
collaboratively to best meet the needs of the client. You need to take a number of considerations into
account to ensure this occurs:
Involve the client in the planning:
 Actively listen to the client's needs and wants.
 Identify and discuss any constraints on the client's ability to achieve identified goals, e.g. lack of
finances, abilities, prerequisites, family responsibilities.
 Check that the client has understood the plan as it applies to them.
 Encourage questions and provide further feedback.
Provide a range of options:
 Offer activities and options which are appropriate and of interest to the client.
 Work on small steps that don't set the person up for failure.
Provide clear direction:

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 Clearly state (both verbally and in written form, if appropriate) the exact steps required by the
client and by the support worker.
 Ensure that the client has the information required to take action on their own.
Provide resources to ensure the client can take the required action:
 Practical resources (e.g. telephone card, transport, and cash.)
 worker support
 Contacts/networks.
Aim for the client to leave the interview with a clear understanding, feeling comfortable about the
planning opportunity and about asking further questions at any time.
Giving feedback
Feedback is often about giving people an account of their behavior or actions as it relates to a certain
criteria. In a communities and disability services context, feedback and advice form an important part of
client service work, usually in the form of information, opinions, observations and suggestions offered by:
 the client in relation to the way their case is being managed
 The support worker and other people involved with the client about their progress.
Feedback may be provided formally or informally by:
 the client
 Significant others (family members, carers, other workers, professionals, etc.)
 service providers
 your observations/experiences as the support worker
 Your supervisor and/or co-workers.

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A formal feedback process may be necessary where support workers are responsible for monitoring
specific activities of the client's action or case plan. An informal process may be to discuss issues with the
client and provide advice. When giving feedback you need to consider the following guidelines:
 Be flexible about when and how feedback is given.
 Be creative about the most effective ways to provide feedback.
 Be prepared to listen and consider the ideas, opinions and problems raised by the other person.
 Ask direct questions to clearly identify any problems or issues.
 Show that you respect and value the individual contributions of the other person.
 Provide feedback in such a way that people feel involved and believe contact with you is
worthwhile.
 Practice good communication skills such as active listening, using appropriate language,
explaining meanings and asking questions.
 Ask the other person for suggestions on ways to overcome any issues/problems you or they have
with the action plan.
Referral to other agencies
From time to time in your work as a support worker you or your client will decide that they require
additional or specialist support services which your organization is unable to provide. This will require
you to be involved in the process of referring your client onto another agency.
The referral process
Each organization will have clear guidelines on the particular process required by that agency and you
will need to familiarize yourself with those, including whether a formal referral report is required.
It is important that the referral process is handled sensitively and effectively. While you may have built a
good relationship with the client over time, the specialist or other service will be new to the person. Both

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parties may need to be supported to ensure that the referral process is comfortable and successful for the
client.
Some major ways of supporting this process are:
 Ensure a referral letter or report accompanies the client. (Make sure you have the client's consent
for any release of information).
 Arrange for an advocate (friend, elder, and worker) to be present for the first interview.
 Ensure that an interpreter is made available if required.
 Arrange a meeting of appropriate people.
 Use augmentative communication systems or aids if required.
Consulting with clients and others
It is important to involve your clients in any decisions that are being made to assist them. Your clients
may be able to identify their need, particularly if they are voluntary clients. If your client is an involuntary
client, you may need to establish formal mechanisms that will assess their needs, such as case conferences
and interviews.
These mechanisms may be outlined in law or in your agency's policies or procedures. If you need to
consult with others about your client, you need to have their consent to do so.
Consulting with others about a client
You may need to consult other family members, other service providers and other workers. It is important
that you only disclose information about your client on a need-to-know basis. This will help you respect
your client's right to confidentiality. Make sure you cater for any additional needs when carrying out an
assessment.

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Examining reports, individual plans and case notes
If you are able to access case plans, action plans or court reports, you may be able to identify client needs,
based on the information the reports contain. There is usually a lot of information in a case plan, ranging
from concerns people have regarding the client through to strategies to reach desired outcomes. Looking
at reports and case plans may help you meet the information needs of the client.
Statutory obligations
Statutory obligations may help determine the information needs of your client. If your client is on a court
order, there may be requirements or responsibilities that the client has to meet. You or the agency may be
operating under statutory guidelines. These guidelines may direct the manner in which information needs
are assessed and responded to.
Resource files and directories
Access to up-to-date resource files that contain information about organisations is important in providing
information to clients, including
 types of services available
 eligibility criteria
 hours available
 contact name and phone numbers
 Available formats for information, e.g. video, audio, multiple languages.
Making the referral
When you have identified a need for referral, you may need to follow up by contacting suitable services,
and making arrangements for the referral. Always check your organisation's policy and procedures
regarding referrals, as you must comply with these.

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Contact suitable services
To assist you in selecting the most appropriate service, you may need to obtain a range of information.
For example, you need to:
 establish whether there are vacancies, or how long the waiting list is
 provide sufficient non-identifying information on your client's situation and needs
 confirm that the referral of this client is appropriate and that a relevant service can be provided
 discuss what the service can provide and obtain information about participation of your client
 Clarify any obligations in relation to you or your client (e.g. resources required such as transport,
charges, etc.)
 discuss monitoring of progress, sharing of information and confidentiality
 discuss details and provide additional information required by the service
 Identify the other agency's referral protocols, e.g. ask if a written report is required and what form
that will need to take.
Ensure that any referrals are in line with agency policy and documented as required.
Make arrangements
You will need to make clear arrangements in terms of documentation, appointments, costs and travel.
Consider the requirements regarding:
 referral documentation to be provided
 checking and confirming arrangements with referral agency
 ensuring the client understands the referral requirements
 timing of other commitments that you and your client have
 funds required and how you or your client will access these
 How your client might travel to and from appointments.
Do not to commit to any requirement that cannot realistically be met either by you or your client.

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Support participation
Clients may need to be given enough initial information to access the service and then ongoing updates of
information to maintain their commitment to working with a particular program or service. They may
need support in attending services; it is not always easy to maintain a commitment to attending a service,
particularly if it involves discussion of personal issues.
It is important that you encourage attendance. You can do this by:
 discussing progress
 listening to difficulties and assisting your client to manage these
 Following up any problems which require your input or for which your client needs advocacy.
If your client lacks confidence or is unable to clearly communicate their needs, you may need to consider:
 planning an initial visit to the referred agency, or attending the first appointment along with the
client
 ensuring that the client has the opportunity to provide as much information as they can to the
agency
 providing the client with as much information as possible to take charge of the process from that
point on with your minimal support
 Encouraging the client to provide feedback on the quality of the service and ways that the service
may or may not be meeting their needs.
What you intend as encouragement may sometimes be seen as intrusion. Always take the lead from your
client. If unsure, check if they would like to talk. If they don't, respect their wishes and remind them that
you are available if they wish to talk later.
When referring a client to another service or organization:

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 As a support worker, your role will involve providing these supports as part of your duty of care
to your client (including the continuing provision of information) to empower clients in the use of
services/programs.
 A primary need and basic right for any client is to be treated with dignity and respected as an
individual at all times.
 Support for the referral process would depend on individual need. It is important to discuss with
the client your concerns and seek her perceptions of how she is progressing. This hopefully will
lead to her agreeing with the need for specialist help and raising her motivation to work with the
psychiatrist.
 The next step could be researching available psychiatrists in the area and seeking feedback from
other consumers about the quality of service, etc.; you could share this information with the client
to inform a final decision.
 Once the referral appointment is made, the worker and client will agree on the content of a
referral letter and the worker would discuss who, if anyone, the client would like to accompany
her to the first appointment.
 Where appropriate to the case plan, the worker would monitor the client's progress with these
specialist appointments and record this feedback in the case records.
Case study: Referring a client
Read the case study below and answer the questions that follow.
As part of your caseload, you support Naomi, a person with depression. At times, she appears confused,
distressed, passive or angry, depending on her family circumstances at that time. Her current mental state
and prescribed medication can significantly influence her ability to communicate.
You have been concerned about the chronic nature of her depression and have talked with her about
seeing a psychiatrist. She has agreed, but clearly needs you to support her through the process.

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In what ways might you support a client like Naomi through a referral to a psychiatrist? How should she
be treated, and what practical steps would you take to support the process?
Example answer:
You must treat your client with dignity and respect at all times. Steps you could take to support the
referral process include identifying suitable services, making arrangements and supporting participation:
 Research available services in the area, and seek feedback about the quality of service.
 Provide information and discuss the options with the client.
 Prepare a referral letter in consultation with the client.
 Ask the client if she would like anyone to accompany her to the first appointment.
You may have suggested other steps appropriate to your work situation, such as monitoring the client's
progress with the specialist.
Writing case notes
All workers are required to keep some record of their contact with clients. The records you keep will vary
according to your role and responsibilities. They may include:
 completing a communication diary
 writing case notes in the file
 filling out incident reports
 Writing formal reports for supervisors or courts.
Each of these case records is an important form of communication and must meet the required
organizational standards.
A common responsibility for communities and disability services workers is to record the information and
planning agreed to in client interviews and meetings. This should be done shortly after an interview or
meeting with a client has been completed. For what is considered 'usual' patterns of behavior, provide

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only brief notes. Greater detail should be included about events or incidences that are deviations from the
person's usual patterns of behaviour. This includes positive deviations (for example, he was more
talkative than usual) and negative deviations (for example, she was shouting and shaking her fist).
Some records, such as case plans and incident reports, are legal documents and can be used in formal
proceedings such as courts or grievance processes. It is vital that these are accurate and well written.
Guidelines for written records
To write case notes records of interviews and reports:
 Write it up as soon as possible.
 Record the date, time, location and names of those present for the interview.
 Record the source of information (who said what). Use inverted commas to indicate direct quotes.
 Aim for accurate and objective reporting – avoid bias and judgment.
 Record facts rather than your opinions. Where interpretations are unavoidable, make it clear that
the information is a personal interpretation, e.g. ‘It has been my observation that.’
 Record behaviors – what the person actually did, their actions or expressions.
 Distinguish between facts and inference – what actually happened, not what you thought might
have happened.
 Record the reasons why you made a decision.
 Omit any information that is unrelated to case management.
When you are writing your notes:
 Be concise. Use short sentences and paragraphs.
 Use plain, everyday language.
 Use active verbs rather than passive verbs. 'John drove the car' (active) is preferable to 'The car
was driven by John' (passive).
 Set out information clearly, using appropriate headings.

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 Check for misspelled words and inaccurate or unclear statements.
You should ensure that all case notes, records of interviews and reports you write are dated and
signed and meet all other organizational requirements
Self-check LO -2
The optional self check tests your understanding of the topics covered in this section.
1. Interview procedures which of the following require a formal interview?
A) Being involved in a grievance process.
B) Advising a client about a program they may be interested in.
C) Preparing a case plan for a new client.
D) Asking a colleague for advice about a client issue.
E) Establishing whether a client has breached a court order.
2. Questioning techniques, clarification of points, agreement on statements of fact, and distinguishing
between fact, opinion, assumption and hearsay are all strategies for:
A) Establishing rapport
B) Eliciting facts
C) Giving feedback
D) Client referrals
3. Referral describes when a case worker:
A) engages with a client via two-way communication
B) makes reference to another person in a client's case notes
C) arranges for the client to see another service provider
D) checks the accuracy of factual information

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4. An interviewee mentions a minor incident involving verbal abuse by her new partner. While she
dismisses it as 'nothing really' you are still concerned as she has a history of abusive relationships.
What do you think is the most appropriate ways of recording this exchange?
A) communication diary
B) file note
C) incident report
D) formal report
LO -3 Represent the organization
Handling general inquiries
All workers within an organization are bound by the standards and guidelines of the organization. Among
these standards will be those required for responding to inquiries. Consider a checklist like the one below
to ensure that you have covered all you need to when responding to inquiries.
 Am I clear about what specific information is needed?
 Is that information available in my agency?
 Does the person making the request have special needs that I must be aware of?
 Who is the most appropriate person to approach with the request?
 Have I kept in mind the confidentiality policy?
 Is the response I am giving in relation to the request clear and relevant?
 Is additional or supporting information required?
 Should this be referred to another agency or person?
 Does my agency have a policy around the release of this information?
Ask the inquirer how you can help. Ask further questions to clarify the nature of the inquiry and provide a
response, or direct the enquiry to a more appropriate person.

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Provide feedback to the person making the inquiry. For example, restating what you understand the
request to be is a sound strategy that could save you time later.
Communication with co-workers
Workers communicate with each other informally and formally in any organization.
In an informal sense, workers often share a break and talk about personal aspects of their lives, such as
families and interests. They may also discuss general workplace issues and share information informally.
These formal meetings are recorded and documentary evidence of a worker's participation is maintained
within the organization. While much of this communication occurs face to face, there are many other
communication strategies used within a workplace.
Written Material such as letters, memos, reports, workplace documents,
minutes of meetings, submissions, mission statements, newsletters,
notices, press releases, flyers, and brochures.
Verbal Meetings, interviews, presentations, conferences, committees, formal
speeches, training courses.
Visual Charts, diagrams, pictures, symbols, photographs, signs.
Technological Email, fax, telephone and teleconferencing, videoconferencing and sharing
media such as video or audiocassette, CD-ROM, or Flash drive.
Organizations will choose different communication channels for different purposes, for example:
 a formal monthly report to the management committee
 weekly staff meetings within operational divisions
 a reception area notice board to inform clients
 newsletter to inform volunteers
 periodical networking meeting to inform other providers

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 Email messages between support workers.
Working with groups
Working within communities and disability service organizations often involves you in group work.
Working with people in groups is a specialized skill. It is important that you understand group dynamics
in order to optimize the outcome of your group work, whether that be working with clients or with other
staff.
A group can be defined as a number of individuals who share a common goal or purpose. As a support
worker, attending to the key principles of facilitation and empowerment will assist you to involve group
members in group activities and decisions.
Types of groups
The communities and disability services field supports a broad range of groups, from formal industry
groups, work teams or client groups to less formal recreational and self-help groups. The group may meet
face to face, or interact via telephone, email, video link or other communication process.
Formal groups
A formal group is one that has officially prescribed goals and relationships. Support workers may
participate in or organize a range of formal groups to achieve business outcomes or support clients with
specific needs.
For example, a number of clients may have similar goals, and providing group facilitation may be more
effective than working with individuals.
The group may address the needs of such clients as:
 survivors of child sexual abuse

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 children touched by domestic violence
 bereaved children's group
 Alanson and A lateen
 Gamblers Anonymous
 divorce recovery groups
 Self-esteem and peer support groups.
Formal groups can also include learning groups, set up to gain skills and knowledge about specific areas,
e.g. budgeting, cooking, and work skills preparation.
Informal groups
Informal groups may form because certain activities occur to support that happening. For example:
 Social workers and support workers meet informally to debrief with
oneanother to gain support.
 Young people who share similar life experiences and attitudes hang out
together.
Members of informal groups often find comfort and security in each other's company.
Purpose of the group
There are a number of reasons for forming a group:
 time efficiency
 effective use of resources
 social opportunities for isolated clients
 better decisions and outcomes
 Peer support.

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A group may actually change its purpose over time. It may achieve its initial purpose and then identify
another. For example, when a formal purpose is completed, a group may decide they want to continue
associating on a social level. The group may then form its own informal association. An informal group
may decide to formalize their purpose in order to progress their ideas.
Group behavior
Behavior in groups is guided by many factors, including:
 leadership and modeling of behavior by the leader and other members
 group members' expectations
 group leader/facilitator's expectations
 group purpose and goals
 group context and environment
 time frames to achieve group purpose
 resources available, including funding
 group norms
 group rules
 past relationships between group members
 Size and make-up of the group.
As the leader or facilitator of a group, your behavior and expectations will have a significant impact on
the behavior of other members. If you are the leader, it is wise to communicate your expectations and
encourage others to share theirs.
Establishing group rules
Group rules are the guidelines for behavior and participation in the group's activities. The group can
establish group rules in formal or informal ways; these may be clearly articulated by the group members
or may be unspoken or assumed.

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Rules that are clearly articulated and agreed upon by all group members from the outset will help the
overall functioning of the group. Unspoken rules are less satisfactory, as they assume that all group
members have the same view of how the group will operate. Clearly articulated rules can help to:
 guide the interactions of group members
 determine how the group makes decisions and achieves its outcomes
 set boundaries to individuals' behavior within the group
 assist with the group members' maintaining a commitment to the activities of the group
 Define the uniqueness of the group and its culture.
As a support worker, your role may include facilitating the discussion and agreement of group rules.
Facilitation will help the group identify what is important to each member in terms of how the group goes
about achieving its purpose. Examples of rules include:
 No swearing within the group.
 Wait for others to finish before speaking.
 Respect the opinions of others.
 What is spoken in the group is confidential.
 No-one is to speak for others.
These rules will need to be reviewed as the group takes on more activities or challenges, or when new
members join the group.
Individual differences
Groups can be most effective when members recognize and respect the differences between themselves.
To every group the individuals bring themselves – their different personalities, backgrounds, life
experiences, cultures, languages, beliefs, attitudes, values, ages, physical and mental abilities, support
needs and communication styles. The group may need to make allowances for some of these differences
and be made aware of how their own values, attitudes and beliefs may negatively affect others.

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When the group first gets together, the differences may cause conflict. This should be seen as an
opportunity for the group to learn how to accommodate the differences and make them work for the
group. As the group works through this and grows familiar with one another, its members there will
usually have greater acceptance.
Respecting difference
The support worker should model the acceptance of differences to other group members. Ideally, you
should demonstrate a clear expectation from the beginning that discrimination is unacceptable. It often
helps to set up certain group rules around this area, e.g. not allowing nicknames.
It is important to demonstrate respect for others' points of view or opinion regardless of differences. This
could include:
 listening to their ideas and points of view
 talking about your feelings and opinions
 using a tone of voice that is calm and moderate
 being aware of your body language, e.g. maintaining a pleasant expression
 Attempting to find areas you can agree on.
Personal goals
Each individual within a group has personal life goals, and the group should be encouraged to recognize
and respect these goals. Individuals may not always want to share their goals with group members and
should not be put under any pressure to disclose them. However, acknowledging that all members bring
these to their experiences with the group is important.
Needs and expectations

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Each group member will have their own sense of what they need and what they expect to gain from the
group experience. Groups that do not recognise the goals, needs and expectations of each group member
rarely form any sense of a shared vision or purpose.
If you are running the group or supporting it, it helps to consider individual needs and expectations in the
early stages. You may have an idea from personal contact before group meetings start, or you may ask the
group as a whole to brainstorm their needs and expectations. At the closure of the group you may like to
revisit some of these to make sure that the group and its activities really did meet those needs.
Skills and knowledge
The skills and knowledge of the individuals in any group contribute to the overall success of group
interactions. You may find that as a facilitator you do not need to contribute much at all if you can tap
into the resources that are present in the group. The benefit is that often group members like to hear from
one another. They may rather learn from someone who has lived through similar experiences.
Where individuals feel that they are listened to and their needs are being met, they are less likely to cause
disruptions in the group. In any group, people can negatively influence the process in various ways if they
feel left out or isolated. Withdrawal can seriously affect a group.
Encourage participation
Groups can achieve better outcomes with all members actively engaged. Involvement of all group
members in activities and decisions of a group is essential if members are to feel motivated and
committed to the group.
How people involve themselves will depend on factors such as:
 level of commitment to the group and its purpose
 past experiences with groups
 familiarity with group members
 Whether their participation is invited and encouraged.

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To have effective group decision-making, it is important to acknowledge and respect all views. These
reflect the personal values, attitudes, concerns, cultural conditioning, and skills of the individuals; the
support worker must demonstrate that their contribution is valued.
Allowing everyone's views to be heard means that the group can consider a wider range of factors, and
that team members are more likely to own any decisions made. With all members working towards this
shared vision and purpose, the group will achieve more.
Facilitation
As a facilitator you will need to be flexible in your expectations of group member participation levels.
You may need to negotiate for members to take on or decrease their levels of participation, depending on
the overall activity levels of the group as a whole.
At times members may need to be encouraged to participate at levels that are within their skill, knowledge
and confidence levels. It is important that you and other members of the group avoid coercion at all times.
This may only serve to decrease the members' participation levels and commitment to the group as a
whole.
People who feel empowered will be more willing to take risks and engage in activities that challenge
them. A sense of a common goal or a shared vision also helps to motivate people within groups and
encourage their full participation. Clear roles, responsibilities and people's active participation in
establishing the group's rules will help group members feel comfortable about participating at their
optimal level.
Empowerment
People who are empowered have a measure of control over their own lives and decisions, and generally
feel better about them. In any group activities you are involved in as a support worker, the aim is to
ensure that the people you work with are empowered by your support or facilitation techniques.

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Wherever you take over, rather than support, the decision-making power of a person or a group, you have,
to some extent, disempowered them.
Understanding roles
An understanding and appreciation of group roles will help involve group members in activities and
decision-making. In any group context people need to have clarity about their roles and their role
boundaries: what they are doing, what is expected of them and who they should relate to on certain issues.
A committee is one example of how formal roles can contribute to effective decision-making and
participation. The chairperson's role is to encourage discussion and to allow all members to have a say.
They will commence and wind up the proceedings. A general committee member's role is to represent the
opinions of their fellow workers. The treasurer's role may be to ensure that any decisions made fall within
budgetary requirements. Each role contributes to the final decision-making of that committee.
Not all groups have such clearly defined roles and, as a support worker, you may need to help individuals
identify their roles.
Organizational group meetings – team meetings, etc.
Team meetings are a regular part of any worker's life, and they can have a great impact on work practices
and job satisfaction. Objectives and agendas for meetings and discussions should be routinely set and
followed.
The key to successful meetings is planning. The following steps are necessary:
1. Decide if the meeting is necessary.
2. Define the purpose of the meeting.
3. Decide who should be invited.
4. Develop and distribute the agenda.
Setting objectives

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Most organizations have standard agenda items that match the priorities of the organization’s
administration. These are called standing items and are usually covered first before the more urgent
current business is discussed.
The agenda
The meeting agenda is typically a list of items to be addressed in a formal meeting. These are presented as
brief statements in the order in which you plan to deal with them. Some items are standard: that is, they
are present in almost every formal agenda.
 Meeting details (title, date)
 Welcome
 Apologies (for those unable to attend)
 Previous minutes (an overview of items dealt with at the previous meeting)
 Items for discussion (e.g. project updates, changes to policy)
 Other business (an opportunity to introduce additional items)
 Date of next meeting
A copy of the agenda should be provided to each person who is invited.
Providing information
The facilitator is responsible for ensuring that the group meeting is as productive as possible. This may
include preparing materials, providing information in advance, and perhaps arranging for others to
provide specialist information.
 In a formal setting, agendas can be an excellent starting point for ensuring that relevant
information is provided and shared to facilitate outcomes when a work group meets.

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 Handouts are also a good method of providing information to a group of people. However, it is a
good idea to send these to members prior to a meeting so that they have time to read and mark
sections for comment.
 Charts, diagrams and other graphics are also very good tools for providing information in a visual
form. Often a great deal of information can be provided on a single diagram or chart. These can
be more interesting and understandable to participants than one person speaking for a lengthy
period of time.
Regardless of how and when the information is provided, it must be relevant to the outcomes.
Evaluation of group communication strategies
Participants in any type of group have their own sense of what they need and what they expect to gain
from the group experience. These expectations can often be in addition to the stated group outcomes, so it
is very useful to find out what these are in the early stages of the group forming.
At the closure of the group you may like to revisit some of these to make sure that the group and its
activities did meet those needs. Questions that will help in this evaluation include:
 What did we achieve? Did we achieve our goals? What worked and what didn't work for us?
 How did we do this? Did we enjoy the experience? Did the group members respect each other?
Were people acknowledged and empowered in the process?
 What could we have done differently to enhance the experience?
 What have we learnt from this experience to take into our next group experience?
Dealing with disruptive behaviors
You may have experienced many group activities and you may have been quite bewildered by the way
some people have communicated and behaved in those groups.
You will continue to come across a wide range of specific communication styles and needs in your work
as a support worker. To be able to address these, it is important to understand some of them.

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Disruptive behaviors may include:
 interrupting others
 talking too much
 making statements which are too general or excessively firm
 repeatedly telling others what to do
 talking down to people
 asking loaded questions
 sarcasm
 blaming others
These behaviors and communication styles are often consistent with particular personality types within
the group.
As a group facilitator or as a support worker when someone else is facilitating, you may need to step back
from the way people choose to communicate in the group, and understand that it is the best they can do at
that time.
Networks
Networks are the internal and external contacts and relationships workers develop to support their work in
the organization. These can be at client level, as well as at a broader organizational level, and the contact
person may be whoever sits in a particular role, or a specific person who has relevant skills and
knowledge.
Networks don't just happen. Your role may include developing new networks and maintaining contacts
within existing networks. The table below demonstrates how informal and formal networks may be
structured and maintained.

46
Why
(purpose or need)
Who
(position or role)
How often
(weekly)
Processes
(meeting, email)
Share information about
a current youth issue in
your area
Youth care outreach
worker
Irregular Emails, informal meeting
at local café
Identify funding
opportunities
Senior manager, BDO,
Project Officers
Monthly Formal meeting, tabled
reports, business cases
The basic principles underlying effective communication in networking include:
 clear systems for interaction with each other (who does what and when)
 clear systems for the dissemination of information such as written, verbal, visual or electronic
 Maintenance activities, such as set meetings or informal catch-ups with network contacts.
Any agency or organization can have extensive and multidimensional networks. For communities and
disability services workers, these could include:
 HACC agencies in the region
 peak bodies, e.g. Youth Affairs Network Qld, Multicultural Mental Health Network, QCOSS
(Queensland Council of Social Services)
 a range of people from the local community – Neighborhood Progress Association, Goodman
Interagency meeting
 agencies from the same service delivery sector – Youth Advisory Council
 related agencies – Intergovernmental agency coordinating committee
 Funding bodies/peak organizations.
Representing your organization
When you participate in a forum or a network meeting, you are representing your organization, and you
need to present yourself in a positive and professional manner.

47
Planning a presentation
You may on occasion be called upon to make a presentation or prepare a report on behalf of your agency.
This task is much easier with well-researched and well-organized material. When you are preparing
information for presentation, consider:
 What information is required?
o must know
o nice to know' (i.e. 'padding')
o unnecessary detail
 Have I applied the 'Three 'Cs' strategy?
o clear
o concise
o correct
 How do I best convey the information?
o purpose
o audience
o time available
 Who needs to know?
o confidentiality
o relevance
o level of detail
At times you may need to contribute to presentations or information sessions for groups of clients,
colleagues, or agency networks. Plan your presentation as a set of easily managed, logical steps.
Brainstorming will help establish all the factors that you will need to consider, for example:
 what you want to achieve
 the topics to be covered

48
 time available
 resource requirements
 audience profile – size, backgrounds, special interests, needs
 presentation methods, use of graphics or other media
 timing and sequencing
 physical environment
 Possible constraints.
Developing a plan will help make your report or presentation run smoothly. You may find that following
a planning format like the one below will help you organize your ideas.
Sample plan for presenting information
Topic: Team building
Location: Training room
Date/time: Monday 27th, 9.00 – 11 am
Number of participants: 15
Participants: Workshop staff
Outcome Key points Methods Resources
Identify five features of
an effective work team
Introduction
Session overview
Definition of a team
Key characteristics of an
effective team:
 leadership
 goals
 decision-making
Verbal presentation with
key points on PowerPoint
Activity
Discussion
Assessment case study
Laptop and overhead
projector
Session handouts
Butcher's paper and
markers
Assessment sheet
Evaluation sheet

49
Topic: Team building
Location: Training room
Date/time: Monday 27th, 9.00 – 11 am
Number of participants: 15
Participants: Workshop staff
 communication
 relationships
Summary and review
Your plan could include some features not identified above, such as timing, references, and notes on
presentation. Once you have gathered this information, and have a clear understanding of the session that
is to be developed, you can begin planning.
Meeting the needs of specific audiences
It is important that you consider all criteria for the outcomes to be met. Each presentation is unique in
some way; by considering all possible aspects, you can help ensure that you have represented your agency
as a professional organization.
Writing to organizational standards
Documents are part of the regular role of community care workers. Your day-to-day communications may
include:
 case management reports
 written referrals
 case notes
 emails
 letters to clients
 letters to external service providers

50
 Emails to co-workers.
General principles for effective writing in different situations apply to any organizational writing. The
following chart may be a good starting point for writing effectively:
Tips for better written communication include:
 Language. Use plain language and short sentences and paragraphs. Avoid jargon – terms used by
people within a particular organization or profession.
 Tone. Consider the tone of the communication. Is the tone too formal or informal, does it convey
an appropriate attitude?
 Editing. Have another person edit your work if appropriate (remember confidentiality, etc.)
 Graphics. Consider whether the use of graphics would be a better way to convey some
information.
Writing for organizational purposes
When you write to someone inside your own organization, you must consider the organization as your
audience. In many cases, documents will be kept on file.

51
Your organization may have a corporate style guide or style manual that provides instructions on how
documents are to be written, to whom they should be addressed and in what format they should be
written.
The tone of your writing will depend on your intended audience:
 When you are writing to a senior person in your organization or to a person outside your
organization, your tone will be more formal.
 When you are writing to a colleague whom you know well, your tone may be less formal.
 Your organization may also have specific guidelines for writing to a client.
For support workers, confidentiality and clients' right to privacy is a primary consideration in what
information is written down, how it is communicated, where it is filed, and who is allowed access to read
it.
Self-check LO -3
1. How might you ensure effective communication in networking?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Coaching describes:
A) the role of team leader in staff training
B) a method of helping others develop their skills
C) arranging transport for remote clients
3. Which of the following best describes an informal group?

52
A) several young people who meet for social purposes
B) a number of individuals with a shared goal
C) Co-workers who work together to achieve officially prescribed goals.
4. List two reasons why a group may be formed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Which of the following relate to the task oriented group members?
A) Initiating
B) Encouraging
C) Harmonizing
D) Clarifying
E) Expediting
F) Observing
6. List three brief questions which will help evaluate how your group performed.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LO -4 Facilitate group discussion
Responding to grievances
Many conflicts can be resolved with good communication skills. At other times, conflicts may be more
serious, perhaps resulting in a formal complaint or grievance. In these situations you have a duty to follow
your organization’s written policy and procedures.

53
If you are involved in a conflict, you may be required to:
 inform the person or people involved that you must report the problem
 report the matter to your supervisor or other appropriate person
 document all the issues, dates, actions, etc. in a factual and objective manner
 Provide documents and forms, and attend interviews as required.
Managing grievances requires a good balance of acknowledging emotions and extracting factual
information. If you are assisting with conflict resolution, procedures could include:
1. Inform the people involved (in writing) of the process to be followed.
2. Interview the people involved together and separately as appropriate.
3. Document the process, outcomes and action agreed upon.
4. Take action, review action.
5. Follow up as appropriate.
Any interview should end with clear outcomes indicating action to be taken, which is responsible for the
action, and a strategy agreed to for reviewing the action and the process generally.
If the conflict is an emergency situation:
 Act immediately to deal with the emergency, according to organizational policy and guidelines.
 Contact the appropriate staff to manage the problem.
Once an emergency is under control, those involved may require debriefing from an appropriate staff
member
Negotiation
Negotiation is a process for reaching an agreed outcome between two parties who seem to have opposing
outcomes. The negotiation process involves developing rapport and establishing a common ground.
A good technique for negotiation is to work through the following steps:

54
1. Allow others to state their case without interruption.
2. Validate the other person's proposal – 'That's a very good point.'
3. Give direct feedback, showing sensitivity to their viewpoint – 'I understand why you see it that
way.'
4. Remain flexible, and make suggestions about how the situation could be resolved. 'Would you
feel better about it if I ...?'
5. Express feelings. 'I am concerned that ...'
6. List all available options – 'Perhaps we could ...'
7. Find common ground – 'We both want clients to have the best service possible.'
8. Engage in problem-solving by using open-ended questions and accepting feedback. 'How do you
think we could do it differently?'
9. Get agreement by identifying the highest common intent. 'We can both agree on ...'
Once you have established your common ground, work from there.
Mediation process
Mediation processes allow for the identification of individual issues and the exploration of the history of
the conflict. Mediation differs from negotiation in that it involves a third party – the mediator – and is
usually a more formal process. Mediation is often appropriate when:
 The people involved have failed to negotiate an outcome between them.
 Constraints between parties mean that they are unable to communicate effectively.
 A formal grievance process requires an independent facilitator.
Mediation is often conducted in the following way:
 All people involved are invited to attend an interview. (This could also include a mentor or
support person.)
 The people being interviewed are given details of the interview in writing in advance.

55
 The purpose of the interview and the procedure to be followed are clearly explained to all those in
attendance.
 All attendees are introduced and their reason for being there is explained.
 The person presenting the problem presents their report or story.
 Time is allowed for the person to express themselves fully without interruption.
 Anyone else involved is given time to present the facts from their perspective.
 The problem/issue/reason for conflict and its severity are clearly defined and agreed upon.
 Options for possible solution/solutions are identified and discussed.
 Decisions about strategies for solution/s are made and agreed on by all concerned.
 Action required and those responsible are identified, agreed upon and written down so that
everyone is clear about the process.
 A date is agreed upon to come back and review the situation, to ensure that the matter has been
resolved to everyone's satisfaction.
Referral to mediation
The crisis stage of conflict can be very complex and may have conflicting and competing issues that need
to be dealt with. You may need to invite an independent facilitator to manage the process.
Formal mediation will most likely require a written referral, similar to that required for referring a client
on to another service.
Confidentiality must be maintained at all times, and a Release of Information Form signed if required.
Self-check LO -4
The optional self-check tests your understanding of the topics covered in this section.
1. Negotiation describes:
A) a process responding to a formal grievance

56
B) a process for reaching an agreed outcome
C) a process involving a third party
2. If you are involved in a conflict you are required to:
A) undertake a mediation process
B) attend a formal interview
C) follow organizational policy and procedures
3. Describe two procedures that may be required of persons assisting with conflict resolution?
LO -5 Conduct interview
Conducting an interview
You need to be alert to the many factors that can disrupt an interview, hinder disclosure of information, or
even impact on the client in such a way that they will not participate at any point in the future.
Strategies to minimize potential disruption and help the interview progress smoothly include:
Minimize client discomfort
Interviewees may feel pressure or be overwhelmed by their expectations or the expectations placed on
them by others. Some ways of reducing the pressure include:
 Be as relaxed and informal as the interview context will allow. Where possible, choose an
informal setting where they feel safe and familiar.
 Reduce the interviewee's anxiety by discussing it with them if it is considered appropriate to do
so.
 Provide the client with as much information as they will require (in a way that they will
understand) before the interview.
 Ensure that the client understands what is expected of them in the interview.

57
 Explain what will happen with the information they provide.
 Arrange for the client to have a support person with them if apprpropriate, such as a mentor,
family member or friend.
Be open-minded
Sometimes predetermined expectation of the information that you will be receiving can hinder the
collecting of information. To minimize this effect:
 Remain open to a range of possible conversations that will obtain facts.
 Enter into the interview without any set notion of the information you will be receiving.
Minimize outside distraction
Banging doors, telephones ringing, other people's conversations being heard and big windows opening
out onto busy areas are examples of things that can cause unwanted distractions for both you and your
client.
 Make sure you are in a comfortable room that is private, well lit, has no telephone and no
distractions from fellow workers or other clients.
 Make sure that confidentiality can be maintained and that others cannot hear your conversation.
Avoid stereotyping
A stereotype is a false but commonly held belief about a group of people. Having a stereotypical image of
a client or client group can affect the way you interact with them in an interview. Examples of
stereotypical thinking could include:
 Asian women are quiet and passive.
 Young people can't be trusted to act in a mature way.
 People with an intellectual disability are unable to make their own decisions.
 People who have English as a second language are intellectually inferior.

58
Stereotypes like this will affect your ability to obtain information and may cause you to interpret some
information incorrectly. Always remain open and non-judgmental in your interactions with clients.
Maintain focus
Take care that the interview remains on track to obtain the necessary information. Factors that make it
difficult to maintain focus include:
 trauma
 embarrassment
 fear
 laughing inappropriately
 avoidance of the issue by clients
 discussing client issues not related to the interview's purpose
 Insufficient time for the client to express their situation and their needs.
Resource: How to conduct a successful interview
A six-step guide to the interviewing process:
Step 1: Preparation
Your preparation for an interview will vary according to the type of meeting you are having. Preparing for
the interview gives you the opportunity to think very clearly about the purpose of the interview. This
allows you to establish a positive environment.
Points to consider in preparing for an interview include:
 Awareness of the statutory power you hold and the rights of the clients.

59
 Familiarity with agency policy and procedure on interviewing and recording of information.
 Talking with clients and seeking their permission for the interview and recording procedure.
 Identifying any additional needs your client may have. Be aware of any special cultural or
language requirements.
 Setting up a room or space that is appropriate for the type of interview you are conducting, e.g. a
formal setting around a boardroom table or an informal interview around a meeting room coffee
table, or at the interviewee’s home.
 Consulting senior officers or supervisors for support and guidance.
 Preparing a checklist of things you need to do or say in the interview, if needed.
 Identifying and setting up appropriate recording tools.
 Being clear about confidentiality requirements.
 Understanding your role and responsibility as the interviewer.
 Clearly defining the purpose of the interview.
 Making sure an interpreter is present if necessary.
Step 2 - Introduction
It is your responsibility as an interviewer to set the scene for the interview. The following tasks need to be
performed in any interview:
 Make the clients comfortable. The key to this is your attitude towards them, your openness,
honesty and tone of voice. It is important you speak clearly and respect their feelings. This can
often be trying in difficult situations.
 Outline the reason for the interview, the way it will be conducted, proposed outcomes, how it is to
be recorded, and access to the recorded information. Inform clients of their rights and
responsibilities. Rights and responsibilities include dealing with grievances, refusing
participation, freedom of information, statutory and legislative requirements of you, the client and
any government body or agency involved, confidentiality and limits to confidentiality. If you are

60
conducting an interview to collect evidence, make sure that your client is informed that any
information could be used in court.
 Ask clients if they have any questions and if they didn't understand anything.
 It is important to encourage them to participate in the interview. An unwilling client who is
fearful of giving information will need to be approached differently from a client who is
confident and willing to explain their experiences.
Step 3 - The body of the interview
The body of the interview is where you get down to business. It is the time that you collect the
information you require and explore the substance of that information.
To access this information, you will need to use the following techniques:
Open and closed questions
Closed questions are those that can only be answered with a 'yes' or 'no'.
Open questions are questions that cannot be adequately answered by a yes or no, and usually start with
the words 'how', 'what', 'which', 'who' or 'where'.
The same topic can be put into an open or closed question. You are likely to obtain more information
from an open question, as shown in the example below.
 Closed question: Did you stand by and watch? No.
 Open question: What did you do while this happened? I went to find a telephone.
Active listening
This involves hearing what the person says and checking that you have heard the message the way they
want you to hear it. This means asking questions about what the client has told you, to clarify your
understanding of what the client has said.

61
Reflecting
This is similar to active listening, except that you reflect what they say to you as a statement rather than
questions.
Maintaining rapport
This involves allowing the client to talk when they need to, asking them if they are still happy about the
interview and monitoring their capacity to contribute. For example, are they tired, has the meeting gone
too long, are they getting restless?
Feedback
This means using information from other sources and checking the facts given in your interview with
those from other meetings.
Following are some suggestions to ensure that the interview is effective:
 Use simple words.
 Use short sentences.
 Use names rather than pronouns.
 Make sure that the client understands your questions.
 Monitor their response to make sure they have understood.
 Ask the client to repeat what you have said rather than asking, 'Do you understand?'.
 Do not respond to every answer with another question.
 Try to acknowledge the client's comment. This will encourage them to expand on their previous
statement.

Learning guide 3 utilize specialized communication skills berhanu tadesse

Learning guide 3 utilize specialized communication skills berhanu tadesse

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