Lead and manage effective workplace relationships
khadkaymaharaj_7
LearnerGuideBSBLDR.pdf
Learner Guide
BSBLDR502
Lead and manage effective workplace relationships
This learner guide is copyright protected and belongs to RTO material
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Table of Contents
Unit of Competency ............................................................................................................................... 4
Application .................................................................................................................................................................. 4
Performance Criteria ................................................................................................................................................. 5
Foundation Skills ....................................................................................................................................................... 6
Assessment Requirements ........................................................................................................................................ 7
1. Manage ideas and information ........................................................................................................... 9
1.1 – Ensure strategies and processes are in place to communicate information associated with the
achievement of work responsibilities to all co-workers ........................................................................................ 10
Strategies and processes ......................................................................................................................................... 10
Communicating responsibilities ........................................................................................................................... 10
Performance feedback ........................................................................................................................................... 11
Progress towards targets/goals ............................................................................................................................. 11
Career development information ......................................................................................................................... 12
Employee reviews ................................................................................................................................................... 12
Activity 1A ............................................................................................................................................................... 14
1.2 – Develop and/or implement consultation processes to ensure that employees have the opportunity to
contribute to issues related to their work role ........................................................................................................ 15
Consultation processes .......................................................................................................................................... 15
Employee satisfaction surveys .............................................................................................................................. 16
Meetings ................................................................................................................................................................... 16
Performance reviews .............................................................................................................................................. 17
Activity 1B ............................................................................................................................................................... 20
1.3 – Facilitate feedback to employees on outcomes of the consultation processes ........................................ 21
Facilitate feedback .................................................................................................................................................. 21
Report for remedial action .................................................................................................................................... 22
Activity 1C ............................................................................................................................................................... 24
1.4 – Develop and/or implement processes to ensure that issues raised are resolved promptly or referred
to relevant personnel .................................................................................................................................................. 25
Workplace issues ..................................................................................................................................................... 25
Root cause analysis ................................................................................................................................................. 26
Solving the problem ............................................................................................................................................... 28
Activity 1D ............................................................................................................................................................... 29
2. Establish systems to develop trust and confidence ......................................................................... 30
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2.1 – Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical
values are adhered to .................................................................................................................................................. 31
What is cultural diversity? ...................................................................................................................................... 31
Internal and external accountability requirements............................................................................................. 31
Best practice guidelines for recruiting ................................................................................................................. 32
Code of ethics .......................................................................................................................................................... 33
Activity 2A ............................................................................................................................................................... 34
2.2 – Gain and maintain the trust and confidence of colleagues and external contacts through professional
conduct .......................................................................................................................................................................... 35
Gaining trust and confidence ................................................................................................................................ 35
Professional behaviour ........................................................................................................................................... 35
Activity 2B ............................................................................................................................................................... 37
2.3 – Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and
ethical environment and guide and support the work team in their personal adjustment process ................ 38
Adjusting communication styles ........................................................................................................................... 38
Models of communication .................................................................................................................................... 39
The Lewis model of cultural types ....................................................................................................................... 40
Supporting the work team ..................................................................................................................................... 41
Activity 2C ............................................................................................................................................................... 42
3. Manage the development and maintenance of networks and relationships ................................... 43
3.1 – Use networks to build workplace relationships providing identifiable outcomes for the team and the
organisation .................................................................................................................................................................. 44
What is networking? ............................................................................................................................................... 44
Helping staff to network ........................................................................................................................................ 45
Tips for networking ................................................................................................................................................ 45
Activity 3A ............................................................................................................................................................... 47
3.2 – Conduct ongoing planning to ensure that effective internal and external workplace relationships are
developed and maintained ......................................................................................................................................... 48
Conducting ongoing planning .............................................................................................................................. 48
Tools to help you plan ........................................................................................................................................... 50
Activity 3B ............................................................................................................................................................... 51
4. Manage difficulties to achieve positive outcomes ........................................................................... 52
4.1 – Develop and/or implement strategies to ensure that difficulties in workplace relationships are
identified and resolved ................................................................................................................................................ 53
Assessing potential difficulties .............................................................................................................................. 53
Resolving issues ....................................................................................................................................................... 53
Ongoing development and training ..................................................................................................................... 54
Activity 4A ............................................................................................................................................................... 57
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4.2 – Establish processes and systems to ensure that conflict is identified and managed constructively in
accordance with the organisation’s policies and procedures ................................................................................ 58
Identifying conflict ................................................................................................................................................. 58
Managing conflict ................................................................................................................................................... 60
Dispute resolution .................................................................................................................................................. 60
Bullying in the workplace ...................................................................................................................................... 60
Activity 4B ............................................................................................................................................................... 61
4.3 – Provide guidance, counselling and support to assist co-workers in resolving their work difficulties.. 62
Providing guidance ................................................................................................................................................. 62
Counselling .............................................................................................................................................................. 62
Activity 4C ............................................................................................................................................................... 64
4.4 – Develop and implement an action plan to address any identified difficulties ......................................... 65
Developing an action plan ..................................................................................................................................... 65
Milestones ................................................................................................................................................................ 67
Timelines .................................................................................................................................................................. 67
Costing ...................................................................................................................................................................... 68
Priorities ................................................................................................................................................................... 68
People responsible .................................................................................................................................................. 69
Activity 4D ............................................................................................................................................................... 70
Summative Assessments ............................................................................................................................................ 71
References .................................................................................................................................................................... 72
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Unit of Competency
Application This unit describes the skills and knowledge required to lead and manage effective workplace relationships.
It applies to individuals in leadership or management who have a prominent role in establishing and
managing processes and procedures to support workplace relationships taking into account the organisation's
values, goals and cultural diversity.
At this level work will normally be carried out within complex and diverse methods and procedures, which
require the exercise of considerable discretion and judgement, using a range of problem solving and decision
making strategies.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Unit Sector Management and Leadership - Leadership
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Performance Criteria
Element Elements describe the essential outcomes.
Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage ideas and
information 1.1 Ensure strategies and processes are in place to communicate
information associated with the achievement of work responsibilities to all co-workers
1.2 Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role
1.3 Facilitate feedback to employees on outcomes of the consultation processes
1.4 Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
2. Establish systems to
develop trust and confidence
2.1 Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to
2.2 Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct
2.3 Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
3. Manage the
development and maintenance of networks and relationships
3.1 Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation
3.2 Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
4. Manage difficulties to
achieve positive outcomes
4.1 Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved
4.2 Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures
4.3 Provide guidance, counselling and support to assist co-workers in resolving their work difficulties
4.4 Develop and implement an action plan to address any identified difficulties
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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Writing
Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and
conventions
Interact with others
Adapts personal communication style to model behaviours, build trust and positive working
relationships, and to support others
Plays a lead role in situations requiring effective collaboration, demonstrating high level support and
facilitation skills and ability to engage and motivate others
Navigate the world of work
Establishes or follows organisational policy regarding diversity and ethical conduct
Get the work done
Takes responsibility for formulating, organising and implementing plans, processes and strategies
that impact the workplace
Systematically gathers and analyses all relevant information and evaluates options to inform decisions
about organisational strategies
Evaluates outcomes to identify opportunities for improvement
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Assessment Requirements
Performance Evidence Evidence of the ability to:
Develop and/or implement processes to manage ideas and information including:
o communicating information to support others to achieve work responsibilities
o facilitating employees' contributions to consultation on work issues
o providing feedback on the outcomes of consultations
o resolution of issues raised or referral to relevant personnel
Establish and/or implement policies to ensure that the organisation’s cultural diversity and
ethical values are adhered to
Provide leadership through own behaviour including:
o professional conduct that promotes trust with internal and external contacts
o adjusting own interpersonal communication style to meet the organisation’s cultural
diversity and ethical environment
Plan for, and manage, the use of networks to support identifiable outcomes for the team
and the organisation
Develop and/or implement processes and systems to manage difficulties including:
o identifying and resolving conflicts and other difficulties according to organisational
policies and procedures
o planning how to address difficulties
o providing guidance, counselling and support to assist co-workers in resolving their
work difficulties.
Knowledge Evidence To complete the unit requirements safely and effectively, the individual must:
Explain how systems, policies and procedures can support the development of effective
work relationships focusing on interpersonal styles, communications, consultation, cultural
and social sensitivity, networking and conflict resolution
Outline legislation relevant to managing effective workplace relationships.
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Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent
performance of typical activities experienced in the management and leadership field of work and include
access to:
Relevant legislation, regulations, standards and codes
Relevant workplace documentation and resources
Case studies and, where possible, real situations
Interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements. Links Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes -
https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10
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1. Manage ideas and information
1.1. Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers
1.2. Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role
1.3. Facilitate feedback to employees on outcomes of the consultation processes
1.4. Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
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1.1 – Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers
By the end of this chapter, the learner should be able to:
Create a job description for a position they are familiar with
Explain why it is important to give clear project role descriptions.
Strategies and processes
Your organisation should have strategies and processes in place for the communication of responsibilities
and how they should be achieved. Employees should be provided with information about the role and the
organisational expectations for the employee’s performance.
A strategy is an overall aim. A process is a series of procedures that are linked to achieve a goal.
You should have processes for the communication of:
Roles and responsibilities
Employee feedback
Progress towards the achievement of targets/goals
Career development information
Employee reviews.
Communicating responsibilities
Providing a job description
Your organisation will ideally have a template job description, enabling the inclusion of information about
employee roles and responsibilities. This should be sent to the appropriate personnel.
Example template:
Job title: Role:
Manager A manager is the person in charge of a team and oversees tasks.
They are responsible for running day-to-day operations, within their
defined authorities
Responsibilities:
1. Communicating with staff (both internal and external), team members, and stakeholders.
2. Creating work plans
3. Estimating completion dates and budgets
4. Regularly reviewing team performance.
Clear job descriptions
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It is vital to provide clear job descriptions which can be easily understood by team members at all levels. The
employees should have a good understanding of the duties that they are expected to perform. Clear
communication can help avoid misunderstandings and disputes between team members.
Job descriptions should include:
Authority levels
Individual performance-measurement criteria
Position descriptions
Responsibility matrix
Team responsibilities
Role definitions
Task responsibilities
Project skills matrix
Training plans.
Descriptions of roles and responsibilities are also a means to measure performance against KPI's (Key
Performance Indicators).
Performance feedback
Performance feedback has a more formal approach. It involves a regular ongoing assessment of an
employee’s performance by a manager or supervisor. Constructive feedback – both positive and negative – is
given to the employee to motivate them and improve their work. Some organisations have a rating system on
a scale (e.g. 1-10) and a list of responsibilities, traits, and goals for the scoring of employees.
Progress towards targets/goals
A progress report allows you to track progress and performance. You will need to find the information on
your plan that specifies the tasks and find those assigned to each individual. Once you have these in front of
you the workers may be prompted to report on what they have achieved and are yet to achieve. Their
statements should be considered in relation to the plan.
You should inform the relevant people when responsibilities are not being met.
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Responsibilities may not be met for a number of reasons, including:
Illness
Lack of skills or resources
Motivation
Lack of communication
Time restraints
Conflict
Diversion, such as when asked to do something else mid-task.
Career development information
You should inform employees of any opportunities for further training and professional development. They
should also be told of opportunities for career progression. This is key way of building motivation. One
procedure to enable you to achieve your career development strategy could be to offer all positions that open
up within the organisation to internal staff before looking externally.
Employee reviews
Employee performance reviews are formal reviews which may involve self-assessment and a manager’s
feedback on performance.
Example self-assessment
Experience level:
1 = I have no skills/knowledge in this field
10 = I am an expert in this field
Frequency of use:
1 = I never use this skill/knowledge
2 = I sometimes use this skill/knowledge
3 = I always use this skill
Item Experience level Frequency of use
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Template performance review document:
Employee
name:
Role: Date:
Tasks: Ideal performance: Actual performance:
Signed:
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Activity 1A
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1.2 – Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role
By the end of this chapter, the learner should be able to:
Explain what a consultation process is
Identify consultation methods which can be used to ensure that employees have the
opportunity to contribute to the resolution of issues related to their work role.
Consultation processes
A consultation process is where employees and decision makers talk about work-related issues and problems.
Decision makers should account for the employee’s perspective and listen to problem-solving
recommendations. Employers or decision makers should provide employees with a plan for guidance of the
discussion. This should also detail the means of arriving at a decision. What factors will influence a decision,
for example? There may be legislation issues, budget considerations, or time restraints that need to be
considered.
A consultation process can be implemented in various ways, including:
A diary, whiteboard, or suggestion box used by staff to report issues of concern
Fact sheets to fully inform personnel
Formal meetings with agendas, minutes, and action plans
Informal meetings with notes
Involving personnel in decisions
Recording issues in a management diary
Conducting regular staff meetings
Seeking staff suggestions for content of policies
Holding workshops to address specific issues
Providing staff handbooks
Carrying out performance reviews
Arranging surveys or questionnaires that invite staff feedback.
You should refer to your organisation’s policies and procedures for consultation with staff when deciding on
a method to use. Some of the previously mentioned methods are expanded on below.
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Employee satisfaction surveys
Employee satisfaction surveys allow employees to express their feelings and opinions about aspects of the
workplace.
They may prompt employees to give opinions on the following issues:
Breaks e.g. regularity
Opportunities e.g. career development
Pay e.g. rises in pay
Working conditions and environment e.g. safety.
Tips for creating an employee satisfaction survey:
You will need to create a method for analysing the answers. A scale is good for this e.g.
agree, neutral, disagree
Keep the surveys anonymous so that employees do
not have any inhibitions about writing negative
points or criticism
Employee surveys may also contain a comments box
for employees to write their thoughts and opinions
without being restricted to the confinement that the
questionnaire dictates
You may like to send out newsletters together with
the satisfaction surveys that show the opinions from
last year as an example of how problems can be
overcome and how the organisation uses employee
input.
Meetings
Informal meetings provide the opportunity for the discussion of issues with staff. They are also a positive
means of updating staff on day-to-day activities. You should remember that some staff members may not
want to speak with you directly about issues. They may prefer the anonymity of a questionnaire.
Formal meetings are highly organised, with pre-planned topics for discussion. They are often headed by a
senior member of staff or chairperson and planned for a set time. There may be an agenda with a formal
schedule. The purpose of a formal meeting is to discuss the set topics and make decisions in line with set
objectives. This may mean that there is limit as to the number of people that can attend. All departments
should be represented and there will usually be a nominated spokesperson or manager representing the views
of each work area.
Conducting a meeting
It is important to consider structure when conducting formal and informal meetings. A meeting should have
a sensible structure for the engagement of team members.
Here is an example of how you could structure your meeting:
Introduction:
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o aims and objectives
o topics of discussion
Individual responsibilities and accountabilities
Teams and departments involved
Interrelation of teams and role
Open detailed discussion on issues/topics
Conclusion and summary – this enables you to answer any queries and provide a final
motivational boost.
Presentation methods
You may like to use a variety of methods to engage team members and ensure that you have covered all the
details.
Small teams may benefit from an informal presentation method e.g. a group circle
Slides provide an on-screen method and can sometimes be better than verbal
communication, as they provide a visual stimulus
Written communication provides the opportunity to expand of points in the presentation
and give staff something to refer to
Audio-visual media is a method that uses sound and images e.g. a video recording. It can be
very engaging, so could be considered for communicating with team members during the
conclusion to a meeting.
Performance reviews
Performance reviews can highlight issues regarding
individual or team performance both to employees
and employers. These will vary, depending on the
industry. However, they will involve analysis of data
gathered about employees’ performance. For example,
a sales team that is not reaching targets, or not
performing in accordance with expectations might
need investigating. This can be done in various ways.
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Measurable performance indicators
Measurable performance indicators, or KPI’s, are values that can help to demonstrate the performance of an
organisation. They are measurable and help to indicate how effectively a company is performing in relation to
their goals and objectives.
A good KPI should be:
Available
Measurable
Relevant
Timely
Useful.
Measurable performance indicators may be developed:
From a strategic plan
In consultation with those who will undertake the specific tasks.
It is important that you don’t just measure and record the outcomes of activities. They should also be
analysed. Analysis of these findings can help to identify areas of improvement and the best path to
implementation.
Non-profitable performance
You may need to make adjustments to direct marketing activities to extinguish non-profitable performance.
Non-profitable over-performance may include:
Customer service issues caused by failure to follow up leads
Excessive processing and fulfilment costs
Low gross-profit per contact
Low profit margin
An offer that is priced too low.
You should implement changes to turn these non-profitable over-performances
around. For example, if you have customer service problems, you may need to
implement training, alter procedures, hire more customer service staff, or obtain better technology.
If you have excessive processing and fulfilment costs then you should aim to reduce them in some way.
Could you upgrade your technology? For example, you might obtain new and highly efficient software
programmes to help with processing.
Employee performance review
Individual employee performance reviews can also be undertaken as opportunities for the discussion of
employee perspectives in relation to organisational expectations.
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There are many reasons why responsibilities might not be met.
For example:
Illness
Lack of skills or resources
Motivation
Lack of communication
Time restraints.
Diversion, such as when asked to do something else mid-task.
Reviews and meetings provide opportunities to clarify the reasons for underperformance, or utilise over-
performance, and discuss possible solutions that appeal to both the individual and the organisation. Team
members who are consulted should feel valued and supported. They will be more likely to try and improve,
offer their opinions, and find solutions.
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Activity 1B
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1.3 – Facilitate feedback to employees on outcomes of the consultation processes
By the end of this chapter, the learner should be able to:
Identify methods which can be used to inform employees about the outcomes of the
consultation process
Identify how to decide which communication method to use
Identify how to put the outcomes of the consultation process across to personnel.
Facilitate feedback
Employees should be informed of consultation process outcomes in good time to prepare them for
implementation or changes.
The outcomes will vary depending on what was discussed during the consultation process and may include:
No changes
Changes to procedures
Additional training
Disciplinary action
Alterations to timeframe/schedule
Changes to facilities or other environmental conditions
Withdrawal of funding.
Whatever the consultation outcomes, you will need to communicate with staff in an appropriate manner. It
will be necessary to explain the reasons for particular decisions. There are bound to be disagreements
regarding outcomes. However, you must remember that the organisation cannot please everybody.
Communication may take the following forms:
Report
Presentation
Newsletter
Group meeting/seminar
One-to one meeting
Email.
It is up to you to decide which of the communication methods is most
suitable for each case. Organisations will differ in their expectations and
each case will be different. If the outcome only involves one person e.g. for disciplinary action, then you
would choose a one-to one meeting.
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Whichever method is chosen, the communication should go into detail and provide evidence, where possible,
in support of the decision. It should be worded carefully so that staff don’t think their opinions have been
ignored or discarded. One good way to demonstrate this is by creating a full report that can be accessed by
staff. This should explain the reasoning in detail, with both quantitative and qualitative data.
Report for remedial action
Remedial action is a simple means of changing or correcting something, such as through the educating or
training of staff members. You will need to create a report for remedial action, which may incorporate
different formats.
For example:
Status reports
Progress measurement reports
Forecast reports
Spreadsheets
Charts and graphs.
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Your organisation may have a template in place for remedial action reporting, that could look something like this:
Issue level Area Finding Remedial action Time frame
Critical Hours worked Workers are working too many hours e.g. twelve hours a day, sometimes seven days a week.
Look at how efficiency can be improved to reduce working hours. Ensure that workers have at least one day off each week and overtime is paid for workers working over 45 hours a week
3 Months
Major Freedom of association
Workers have not got the opportunity to communicate with managers
Develop regular meetings e.g. once a week, drop in sessions and/or suggestion boxes
2 Months
Concern Health and safety Poor lighting in office area
Better lighting fitted to prevent strain on eyes
1 month
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Activity 1C
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1.4 – Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
By the end of this chapter, the learner should be able to:
Identify how to find the appropriate person to refer an issue to
Determine which aspects of a problem should be addressed by a root cause analysis.
Workplace issues
There are a variety of workplace issues that you may face as a leader of your organisation. It is important that
you and your colleagues know exactly how to handle each issue as it arises. This is the purpose of policies
and procedures. Policies and procedures should details sequence of steps which should be taken to resolve an
issue.
There may be staff that deal with particular issues, such as a grievance within your organisation. If this is the
case then you should refer to them for advice, or pass the issue over entirely where appropriate. If your
organisation is large then you may not know who the appropriate person is.
You might establish the contact in the following ways:
Searching the database
Using the organisational website
Looking for a contact within policy or procedure documents
Using an organisational chart
Consulting a roles and responsibilities chart or specifications
Asking colleagues.
Organisational charts
An organisational chart can also be referred to as a means of demonstrating the different roles and hierarchy
of the structure. An organisational chart can be as simple or as complex as needed. It may also have
photographs of the individuals under each job title for ease of recognition. Organisational charts can be sent
to team members or hung up in poster form for reference.
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Root cause analysis
A root cause analysis is a process you can follow
in order to identify the root cause of a
problem. If the identified problem is indeed the
root cause then removing it from the equation would mean
that the problem never occurred. You can identify the root cause
of a problem and take action to tackle this. It should be possible to
resolve the problem and ensure that it is avoided in the future.
Root cause analysis can be done in several ways, including:
Ishikawa / fish bone diagrams
Tables
Mind maps
Sponsor/own er/chair
Director
Dept. manager
Dept. manager
Line manager
Dept. manager
Team member
Senior manager
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Flow charts
No real format.
Example root cause analysis:
Problem • The staff kitchen is very messy all the time
How?
• Dirty mugs piling up, no clean mugs available
• Dirty plates piling up, no clean plates available
• Food debris and spills on surfaces
• Bin overflowing
Why? • No one is responsible for cleaning.
Solution?
• Take responsibility for the cleaning by designing and implementing a cleaning rota.
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In the above example, you can trace the root cause of the problem to a lack of structure and responsibility. A
rota system may be implemented and responsibility assigned to certain individuals on specific days. These
individuals may be held accountable and the problem eradicated.
A root cause analysis can be applied to many different situations and scenarios. It can be very useful when it
comes to the identification and resolution of problems.
Solving the problem
You or your colleagues should look into what you could do to help overcome problems and follow the
correct procedure.
There may be different solutions depending on the situation.
For example:
Additional training
Funding application
Disciplinary action
Counselling
Conflict resolution.
All of these will have a process that you will need to follow to ensure that you resolve the problem fairly.
There may also be legislation that dictates how you approach certain issues, such as disciplinary action
procedures.
The Fair Work Act 2009 also has information on bullying and protects workers from unfair dismissal.
Employees can lodge an application to stop bullying and for unfair dismissal with the fair work commission.
Employers have the opportunity to respond to applications of dismissal and commissioners will decide if a
jurisdiction hearing is necessary. Please go to https://www.fwc.gov.au/resolving-issues-disputes-and-
dismissals/respond-application (Access date 19.09.16) for more information.
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Activity 1D
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2. Establish systems to develop trust and confidence
2.1. Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to
2.2. Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct
2.3. Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
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2.1 – Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to
By the end of this chapter, the learner should be able to:
Provide a definition for cultural diversity
Identify the difference between internal and external accountability
Specify the policies and procedures in place within their organisation which aim to prevent
bias behaviour.
What is cultural diversity?
A culturally diverse organisation represents people from all aspects of society.
A diverse workforce will have employees from a wide range of backgrounds, including:
People with disabilities
Women
Indigenous Australians
International workers
Mature workers
Trainees
People from different cultural backgrounds.
Internal and external accountability requirements
It is important to establish accountability when establishing or implementing policies. Accountability is about
responsibility and who is responsible for certain actions. Internal accountability is accountability within the
organisation. It relates to the actions which may be taken to ensure that workers are accountable for their
actions, e.g. how they develop procedures for improvements such as managing complaints. There should be a
clear organisational structure with defined roles so that members understand who to contact about specific
issues. External accountability helps ensure organisations are regulated and abide by standards, codes of
practice, and best practice guidelines.
Organisations should have policies in place to ensure they are not biased in any way. These policies should
aid under-represented people, ensuring that they feel comfortable at work, and have a fair chance of
representation.
Policies and procedures may relate to:
Legal duties, such as:
o promoting equal opportunities
o promoting good relations between different cultures
o eradicating discrimination
Other duties or principles:
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o educating staff so that they can respond to situations where cultural knowledge or
sensitivity is required
o promoting cultural activities, e.g. celebrations
o providing cultural support services, where possible.
Best practice guidelines for recruiting
There should be procedures in place for hiring staff that encourage applicants from culturally diverse
backgrounds.
Best practice guidelines for recruiting cover:
Developing selection criteria, for example:
o ensuring there are no unjustifiable English language qualifications in criteria
Advertising, using a wide range of media, such as:
o ethnic media
o community groups
o trade journals
Shortlisting, for example:
o being consistent and ensuring you record your decision reasons for making it
Application forms, for example:
o not including unrelated or intrusive questions
Testing, for example:
o checking for bias and indirect discrimination, such as asking for qualifications that
may discriminate against mature people or for
experience from apprentices
Interviewing, for example:
o checking to see if interviewees need any special
arrangements for the interview, e.g. translator or lift
access
Referee reports, for example:
o creating a template for referees to ensure
standardised questions
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Making the decision, for example:
o using a ranking system for consistency and fairness
Medical examinations, for example:
o any examination should relate specifically to the job and examiners should be
provided with a copy of the job description.
These guidelines can be found on the following website in more detail:
https://www.humanrights.gov.au/best-practice-guidelines-recruitment-and-selection (Access date 19.09.16).
Policies should be written in accordance with legislation for the protection of people and promotion of
cultural diversity/ethical behaviour in organisations.
It is a criminal offence to discriminate against people because of their sex, race, disability or age according to the following legislation:
Sex Discrimination Act 1984
Racial Discrimination Act 1975
Disability Discrimination Act 1992
Age Discrimination Act 2004.
This legislation helps to manage effective workplace relationships by
making your organisation a friendly, accepting, and inclusive place to
work. The regulations imposed by this legislation ensure that all workers,
no matter their background, culture, age, gender, or beliefs, can express
themselves and offer their skills and knowledge to the organisation,
without fear or reservation.
Code of ethics
Different sectors will have different codes of ethics and professional conduct. You should ensure that you
are familiar with these and can refer to them when you are unsure of your position.
Business ethics are the moral principles that govern an organisation for the assurance of corporate
responsibility, quality assurance, and customer satisfaction. When combined, a code of conduct and business
ethics define the morality of an organisation. They also set the standard for the behaviour and work ethic of
members. All members of the organisation will be given equal opportunities and treated equally and fairly,
regardless of any differences.
A code of conduct and business ethics policy will normally be a written document that can be easily accessed
by all members of the organisation. It should form part of the induction process for all new employees and
consulted by existing employees at regular intervals.
A code of conduct and business ethics policy must be enforced consistently if it is to have any effect or if is
going to be valued by those it governs. If employees who breach the code are not dealt with accordingly then
other employees will have no faith in the system. This may lead to more unethical behaviour. It is particularly
important to ensure unethical behaviour is addressed and dealt with appropriately.
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Activity 2A
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2.2 – Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct
By the end of this chapter, the learner should be able to:
Provide a definition for a ‘professional code of conduct’
Identify how you can demonstrate a range of professional behaviours.
Gaining trust and confidence
The establishment of rapport and positive relationships are essential aspects of team building. Employees
should feel valued and have trust you can help to improve their performance.
To establish rapport:
Try and find something you have in common
Use positive, confident and co-operative language
Be interested in what people are saying and ask questions to
demonstrate this
Interpret non-verbal and verbal messages and react
accordingly or mirror their body language
Consider your use of verbal and non-verbal language – try
to be accommodating and adapt your style
Be aware of cultural differences:
o different cultures and communities have different euphemisms and accents, which
you should bear in mind when speaking
o English may be a second language
o some words, terms, and phrases may be considered offensive.
Professional behaviour
A professional code of conduct is a document laid out by an organisation or professional body in which
expectations for behaviour, responsibilities, and actions of members are clearly stated. It provides a
professional framework for workers incorporates positive values and attitudes.
Professional behaviour could include demonstrating the following:
Respect, for example:
o respect confidentiality and privacy, e.g. of personal details
o do not harass, discriminate, or use offensive language
o respect and tolerate cultural and individual differences
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Integrity, for example:
o acknowledge mistakes
o do not mislead people on purpose
o do not abuse privileges, e.g. use telephone for personal calls
Honesty, for example:
o do not plagiarise
o be truthful in all aspects of communication
o keep accurate records
Conscientious, for example:
o ensure you fulfil responsibilities to the best of your ability
o help teach others or offer advice and support
o make an effort to learn from your experience
o commit time to learning and professional development
Limitation awareness, for example:
o do not attempt tasks that you are not confident with
o ask for help when needed
Avoiding conflict of interest, for example:
o disclosing financial interest that could impact on your decisions, e.g. if you have
shares in a company
o disclosing personal relationships that could impact on your decisions, e.g. in an
interview process
Responsibility for others, for example:
o help impaired staff or those who need additional support
o report serious breaches of conduct
o express disagreement or take disciplinary action against
less serious cases/breaches
Cooperation, for example:
o dress appropriately
o answer questions from colleagues in as much depth as
needed.
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Activity 2B
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2.3 – Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
By the end of this chapter, the learner should be able to:
Complete a given table to demonstrate their knowledge of different styles of
communication
Identify three ways in which they can support team members to identify their own
communication styles and the styles of other people around them, including those of
different cultures.
Adjusting communication styles
Interpersonal skills relate to the art of communicating effectively with different people. If you have good
interpersonal skills then you should be able to talk with ease to a variety of people with differing backgrounds
and at a wide range of levels. Your communication will be confident, eloquent, and adaptable.
Each individual is different and you may have to be a chameleon when it comes to communicating. Altering
your style of communication to mirror that of the person you are talking to is a good way to build a
relationship.
For example, there may be cultural differences in meaning associated with:
Pauses
Gestures
Bargaining
Eye contact
Length of response
Pitch and tone of voice.
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Models of communication
The following table looks at communication by splitting it into three categories – passive, assertive, and aggressive:
Passive Assertive Aggressive
Characteristics Compliant
Refrains from talking
Puts themselves down
Praises others
Polite
Clear communication
Balanced
Respectful
Sarcastic
Superior
Interrupts
Critical
Believes Other people are more important
Both parties are equal They are more important than others
Body language Refrains from eye contact
Stooping or fidgety
Tight and clammy
Friendly eye contact
Relaxed and open
Makes appropriate hand gestures
Staring with narrow eyes
Stands tall, head up and hands on hips
Points fingers or clenches fists
Consequences Gives in to other people
Miserable
Builds good relationships with others and is happy to compromise
Upsets themselves and other people and feels angry
As a conscientious communicator you should alter your style to the preferred assertive type or to suit
conditions. It is always a good idea to personalise your communication and try to relate to people, either on a
personal level, or business level.
Another model of communication splits communicators into four types that work in business scenarios.
The four types are:
Controller – they like the task/fact oriented and want information that is to the point
Promoter – they are sociable and expect a get-to-know-you conversation before getting
down to business
Supporter – they like to hear new ideas, are patient, balanced and adjust well to change
Analyser – they like to hear every detail before making a decision, enjoy debating, and like
to see charts and graphs with in-depth explanations.
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The Lewis model of cultural types
Different cultures attach varying meaning to language; both verbal and non-verbal. You will need to be aware
of the language styles and meanings behind things like gestures.
The Lewis model represents nations on a scale of business types:
Multi-active
Family, history, hierachy, emotions, feeling, multitasks
Reactive
Listens, polite, indirect,
diplomacy, conceals feelings, no confrontation
Linear-active
Facts, plans, timelines, law, step-by-step, polite, direct
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Supporting the work team
You may help team members to identify communication styles during a workshop or training day. This might
provide the opportunity to teach team members about the characteristics of different communication styles
and the models of communication employed by various cultures. It will also encourage them to open their
minds to the various possibilities and situations. This will help employees to see past their expectations of
certain groups, and see everyone as individuals. They should also consider cultural differences in the
workplace.
You can support team members in the following ways:
Conducting a workshop or training day – these could involve practicing communicating
with each other in role play scenarios
Creating a questionnaire that helps team members identify their communication style
Getting team members to think about positive and negative communication
Brainstorming opportunities for improving communication procedures
Conducting one-to-one sessions for team members who need to discuss cultural issues
further.
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Activity 2C
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3. Manage the development and maintenance of networks and relationships
3.1. Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation
3.2. Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
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3.1 – Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation
By the end of this chapter, the learner should be able to:
Explain what networking is
List three benefits of networking
Identify three methods they can use to help staff members to begin networking.
What is networking?
Networking is used by organisations for the development of industry contacts. Face-to-face networking
involves gatherings of people or organised meetings. However, there are other networking options.
For example:
Business networking websites
Phone
Email.
The establishment of connections and mutually beneficial relationships should be helpful both for you and
your organisation. It is common to use networking as part of a marketing strategy for access to an ever
increasing pool of clients and knowledge.
Networking may help you to:
Learn more about your industry
Provide career opportunities
Build business contacts
Develop mutually rewarding relationships
Gain access to knowledge
Make people feel part of a community.
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Helping staff to network
Some members of the team may not be familiar with networking and what can be achieved by it. You should
try to encourage and support them in their efforts.
Help staff to start networking by:
Providing a short course or workshop
Providing mentors for staff members
Using role-play to develop confidence in face-to-face networking
Giving a presentation on the benefits of networking
Hosting a networking event
Giving team members a factsheet with helpful places to start; such as a list of websites that they can join.
Tips for networking
Introductions
It is important that you make a positive first impression when networking. You should look people in the
eye, smile, and introduce yourself politely. Body language is important and you should try to keep it ‘open’;
standing with your feet slightly apart and palms facing out.
Your ability to listen is also important and immediately tells the speaker that you are interested in what they
have to say. You should give a variety of verbal and non-verbal feedback to show that you are taking an
active interest. Try to be positive and assertive with your comments.
Tips for developing working relationships through networking include:
Prepare conversation starters, for example:
o ‘how did you get into this field/industry?’
o ‘what made you want to be a …?’
o ‘what are the major issues in your area at the
moment?’
o ‘in which ways would you like to promote your business?’
o ‘what are the most useful contacts for you?’
Using interpersonal style and skills
Being culturally and socially sensitive
Engage in small talk
Try to remember people’s names
Ask thought-provoking questions that will encourage light debate
Politely interrupt a group by joining their conversation at an appropriate pause
At the end of an introduction give out a business card/ask for a card
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Follow up with an email, call, or note.
You can use your organisation’s work systems, policies, and procedures to guide you in networking with
others. Consulting policy and procedure documents will provide you with a set of best practices for
networking with others and building effective working relationships.
Maintaining the relationship
It is important to think about ways of maintaining relationships subsequent to introductions and the
exchange of business cards. It is no good to simply create a list of contacts that you do not engage with. You
need to try and sustain the relationship if you want to be remembered. This takes time, tact, and tenacity.
Ideas include:
Give praise if they achieve something – send congratulations
Recognise other dates, e.g. birthday, anniversary etc.
Invite to lunches or events
Remember their names
Get up-to-date with trends in your industry and use as a topic of conversation
Connect other people
Start a newsletter
Offer to help at networking events.
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Activity 3A
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3.2 – Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
By the end of this chapter, the learner should be able to:
Identify what an objective is and how they should be presented
Explain what targets are
Identify how they can develop and maintain internal relationships
Identify how they can develop and maintain external relationships.
Conducting ongoing planning
Ongoing planning can ensure that you are meeting your objectives. You should make it a priority to
continuously monitor your plan; ensuring that you are on track and can make the most of business
opportunities.
The first questions to ask are:
What are your objectives?
Do you have any targets you need to consider as part of these objectives?
What are your priority areas?
How are you measuring effective workplace relationships?
What are the methods used to develop and maintain workplace relationships?
Objectives
An objective is an aim or goal which should be achieved upon implementation of the
plan. You may have more than one objective.
Objectives should be SMART:
Specific
Measurable
Achievable
Relevant
Timed.
Objectives will be written in statement form and be specific to the aims of the plan. They should be well-
considered and not ambiguous. It is important that you are able to make conclusions and evaluations for the
purpose of determining the success of the plan. Objectives should lead to outcomes. For example, introduce
yourself to five new people and get their contact details at this month’s networking event.
Targets
Targets can help you achieve objectives. You might, for example, have an objective for your organisation that
can be fulfilled through individual daily or weekly targets set for departments.
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Priority areas
This will involve assessing staff competencies with regards to the development and maintenance of
relationships. You should use data collected from managers, e.g. through feedback, questionnaires,
performance reviews, and self-assessments. If you refer to these sources, then you may discover details of
employee successes or and relationships.
For example, you may find that a staff member is struggling to make connections because they have under-
developed communication skills. You may learn that they have no problem finding contacts and introducing
themselves. However, they struggle when it comes to the maintenance of relationships. These types of
problems can be resolved through additional training and support. They should be made a priority.
How are you measuring effective relationships?
This depends upon which criteria you are referring to when you say ‘effective’. An effective relationship may
mean one that results in a successful exchange of knowledge, new contacts, partnerships between
organisations, or job opportunities. Alternatively, it could refer to relationships that you are able to maintain
for a period of time. You should be clear about what you mean by an effective relationship.
Methods used to develop and maintain relationships
There are a variety of methods that you can use to develop and maintain relationships. Some of these will be
more appropriate for internal relationships and others for external relationships.
Internal:
Regular meetings e.g. daily, weekly
Team building exercises
Conferences
Social media/business network sites
Announcements
Newsletters
Staff email
Events, for example:
o parties
o award ceremonies
o lunches
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Activity days, for example:
o volunteering in the community
o charity days
o casual dress days.
External:
Networking events
Trade shows
Functions, e.g. charity functions
Conferences
Business networking sites
Lunch meetings
Telephone.
Tools to help you plan
You will need to keep track of your workforce and their networking opportunities. You will need to plan
events, conferences, and other one-off days around your regular meetings and get-togethers. You may require
a variety of tools to help you manage time and remind staff of upcoming activities/opportunities.
You may use the following tools for planning:
Calendars
Schedules of events
Timeline
Diaries (electronic or paper)
Spreadsheets
Charts.
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Activity 3B
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4. Manage difficulties to achieve positive outcomes
4.1. Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved
4.2. Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures
4.3. Provide guidance, counselling and support to assist co-workers in resolving their work difficulties
4.4. Develop and implement an action plan to address any identified difficulties
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4.1 – Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved
By the end of this chapter, the learner should be able to:
Identify evidence which can be collected to ascertain whether there are any workplace
difficulties
Provide a description of the following training methods:
o team building activities
o action learning sets
o coaching and mentoring.
Assessing potential difficulties
It would be a good idea to assess whether there are likely to be difficulties that could have an impact on work
as it progresses. You should hold meetings with groups and individuals to gauge happiness in relation to their
roles and the working environment.
Difficulties may be identified in the following ways:
Management observation
Performance documents
Complaints forms
Disciplinary forms
Feedback and references
Attendance and quality of work.
This, together with feedback from the team member in question, will help to identify potential difficulties or
conflict.
Resolving issues
It is important that you have a variety of options when it comes to the discussion and resolution of
workplace problems. It is essential to discuss issues affecting workplace relationships.
You can do this by providing the following opportunities for discussion and feedback:
Meetings – involve a group of people who come together to discuss their progress, solve
issues, and present information
One-to-one sessions – involve two people conversing about elements of work, one of
whom is in a more senior role than the other, giving guidance and advice
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Drop-in sessions – involve one or more people who are seeking support or advice in having
a quick word with a manager
o there is usually a set time for drop-in sessions, such as thirty minutes set aside once a
week for answering questions or discussing issues
Brainstorming – a creative process involving a group of people who come together to share
their ideas come up with potential solutions to problems
Suggestion boxes – can provide an opportunity for staff to anonymously confront
problems or issues.
Additional communication training may be required for team members who could improve their
communication. This may reduce the risk of misunderstandings and workplace conflicts.
You could give out fact sheets on communicating with clarity or organise team building exercises and other
training.
Ongoing development and training
You should identify, plan, and implement ongoing development and training of project team members in the
aiming of supporting personnel and project performance. There should be improvements if you identify
areas where additional help is required and provide ongoing support.
Types of training include:
Action learning sets
Coaching and mentoring
Team building
On-job training
External training
Self-directed learning.
You may be able to give the individual(s) concerned a choice of development opportunities so that they can
decide which best suits them. Alternatively, it may be necessary for you to choose the best method to suit the
time and budget of the organisation.
Team building activities
Team building and group activities can help to create bonds between team members and reduce hostility.
They can also help team members develop a skill, such as problem solving, and improve relationships for
greater motivation and adaptability. Team building activities can be performed internally or externally. They
may be as simple as small group exercises held in a conference room, or extend to adventurous outdoor
pursuits. To be most effective they should be held regularly, e.g. weekly/monthly.
Action learning sets
An action learning set is a small group of peers who come together with a learning facilitator for the
discussion of work issues. The group will meet a few times a year and get the chance to report on various
issues. After reporting back to the team the other members will get a chance to ask questions to open up the
problem or situation and help to analyse it. Each member then gets the chance to discuss what they have
learned from the session. The members take what they have learned and apply it to the workplace.
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Coaching and mentoring
Coaching and mentoring can overlap. Coaching involves creating an optimum environment for learners to
perform to the best of their abilities. It allows the learner to dissect a situation and discover their own
solutions. A coach does not necessarily have to be in a similar role to that of the learner, although they may
well be. Mentoring involves regular contact with a person in a similar or higher position. The learner will be
able to draw on the experience of the mentor to help them handle issues that arise in the workplace.
Tips for verbal communication:
Using active listening techniques, e.g. clarifying by summarising
Controlling your tone of voice and body language, e.g. remaining calm and demonstrating
understanding by:
o talking slowly
o looking interested by maintaining eye-contact and an expression of concern
o not folding arms
Interpreting non-verbal and verbal messages, e.g. resistance
Using appropriate language; verbal or non-verbal – try to be accommodating and adapt
your style
Questioning to clarify and confirm understanding
Using language and concepts appropriate to cultural
differences:
o different cultures and communities have
different euphemisms and accents, which you
should bear in mind when speaking
o English can potentially be a second language
o some words, terms, and phrases may be
considered offensive
Using positive, confident, and co-operative language.
Tips for written communication:
Understand the purpose of your communication
Know your audience and their level of understanding/expertise
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Structure your writing
o beginning/introduction
o middle/main body
o end/summary/sign off
Different formats and their traits
o letters
o presentations
o emails
Choose the correct level of formality.
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Activity 4A
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4.2 – Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures
By the end of this chapter, the learner should be able to:
Give a brief description of three different types of conflict
Identify three general principles for managing conflict.
Identifying conflict
It is quite likely that conflicts will be encountered when working as part of a team. You should aim to identify
these as early as possible and ensure that they have minimal impact on the goals of the team and morale.
Conflicts occur for a variety of reasons, including:
Clashes of personality
Differing opinions
Claims to authority.
Inter-project and intra-project resource conflict
Inter-group conflict is conflict arising between two or more groups, whereas intra-group conflict is a conflict
that arises between individuals.
Types of conflict include:
Superiority – can occur when a team member or group thinks that they have superior
qualifications, ability, or experience
Vulnerability – this is where team members fear for their future for various reasons,
including poor resource management
Task conflicts – can occur when people have different opinions projects
Personal conflicts – can occur when people’s personalities clash and can result in negative
emotional responses, e.g. shouting/arguing
Knowledge sharing conflicts – can be a result of other types of conflict, such as
superiority or personal conflict. May also be a result of poor communication and knowledge
transfer between team members.
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Managing conflict
There are a range of principles which should be applied when dealing with conflict in the workplace. These
may be referred to in your organisation’s dispute-resolution procedures.
General principles for managing conflict include:
Getting the parties together to talk about their issues
Listening to both parties to understand what has caused the dispute
Treating each party equally and remaining impartial
Presenting each view point and talking through the conflict with each party, acting as a
moderator for the conversation
Documenting discussions and following formal procedure for disputes (these may include
disciplinary action if serious).
Dispute resolution
Serious conflicts should be resolved according to the dispute resolution processes that are in place at your
organisation.
Dispute-resolution processes may include:
Documented organisational policies and procedures
Industry agreements
Relevant legislation and regulations, such as discrimination
legislation procedures.
Bullying in the workplace
Any discrimination should be treated very seriously, as should workplace bullying. There is no specific
legislation relating to bullying in the workplace (it is not unlawful unless people are discriminating against
others on grounds of sex, race, disability or age). However, employers have a duty to reduce the likelihood of
bullying as it affects an employee’s state of physical or mental health under workplace health and safety
legislation. For more information on bullying, go to: https://www.humanrights.gov.au/workplace-bullying-
violence-harassment-and-bullying-fact-sheet (Access date 19.09.16).
The Fair Work Act 2009 also has information on bullying and protects workers from unfair dismissal.
Employees can lodge an application to stop bullying and for unfair dismissal with the fair work commission.
Employers have the opportunity to respond to applications of dismissal and commissioners will decide if a
jurisdiction hearing is necessary. Please go to https://www.fwc.gov.au/resolving-issues-disputes-and-
dismissals/respond-application (Access date 19.09.16) for more information.
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Activity 4B
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4.3 – Provide guidance, counselling and support to assist co-workers in resolving their work difficulties
By the end of this chapter, the learner should be able to:
Identify what counselling involves
List two areas which counselling can help with
Determine three preventative measures which can organisation could offer to tackle
different areas
Explain what is meant by confidentiality and how it applies to providing support to team
members.
Providing guidance
It will be essential to demonstrate excellent leadership skills when providing guidance for your team
members.
Leadership skills include:
Ability to inspire
Expertise
Confidence
Empathy.
You should aim to be as approachable as possible, make time for people, learn their names, and engage with
them regularly for the establishment of trust. The team member should be prepared to share information
with you.
Team members may have the following difficulties:
Illness
Lack of skills or resources
Motivation
Lack of communication
Time restraints
Conflict
Diversion, such as being asked to do something
else mid-task.
Counselling
Counselling involves one-on-one discussions with a professional to help a person overcome personal
problems that are impacting on their work. Counselling is offered by employers to help prevent personal
problems from becoming a disciplinary issue. However, people are sometimes referred to counsellors as part
of disciplinary action.
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Counsellors can help with:
Stress
Bullying
Depression
Alcohol or drug abuse.
Employers should promote healthy living and work practices. These may include access to a gym, healthy
eating options in the cafeteria, relaxation classes, and ergonomic solutions.
Confidentiality
Personal information should be protected and only disclosed professionally. The only situation where this
private information can be disclosed is when there is a serious threat or risk of injury to the individual or
others. The individual may choose to disclose their information. However, it has to be their choice.
Organisation policy on confidentiality may relate to:
Access to records
Carriage and storage of records
Collection and use of client's personal and health information
Destruction of records
Release of information.
Ways to ensure confidential information is kept safe include:
Keeping it in locked filing cabinets
Keeping it away from unauthorised people
Keeping it in locked rooms
Having it password protected on computers
Refraining from naming clients in public
discussion
Discussing things in soundproof rooms.
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Activity 4C
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4.4 – Develop and implement an action plan to address any identified difficulties
By the end of this chapter, the learner should be able to:
Explain what an action plan is
Complete a table in order to ensure that an objective is specific, measurable, attainable,
relevant and time-based.
Developing an action plan
Your action plan should define your overall objective and state how you intend on achieving it. An action
plan helps you to ensure that you have covered everything for a firm idea of what needs to be achieved and
how you can put it into practice through step-by-step instructions.
Planning can result in the achievement of various objectives. Action plans save time in the long run as you
just have to follow the steps instead of stopping at each stage to think about the next problem.
The plan should be:
Specific
Measurable
Attainable
Relevant
Time-based.
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Goals
Objective Specific Measurable Attainable Relevant Time-based
What you want to achieve
What?
Why?
When?
Where?
Who?
How much?
How many?
How often?
Can you realistically achieve it?
Does it relate to what you want to achieve now?
By when?
Example
Overcome mild depression
Finish a course of counselling, to help overcome depression and improve my work
Once a week, for an hour
Yes, the counselling office is located at work and the session starts after work every Thursday.
It is focused on why I am low and how it is impacting on my work and home life.
The course finishes in twelve weeks and after this period I will be reassessed.
Your action plan may include the following details:
Milestones
Timelines
Costing for each tactic
Priorities
People responsible.
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Milestones
Milestones are significant points of reference and occur after a certain number of tasks have been completed.
Responsibility for milestones
You should also think about the responsibilities surrounding different milestones.
Questions to consider include:
What should each team or team member be doing at the point of milestone achievement?
Do you know each individual responsible for the tasks leading to a complete milestone?
(And if not, can you find out?)
What are the procedures for this?
What does the milestone mean for the end goal?
Who is accountable for the milestone?
Timelines
You may have timelines for the tasks, a completion date for each milestone, and also the end goal. Timelines
are really useful for visualising the information and putting it into context. They enable you to see where you
are and what you should have already completed. You should also be able to identify follow-up steps. This is
much better than a simple list of dates and makes it more difficult to miss things.
Here is a simplified version of a timeline:
Milestone 1
(15/01/2015)
Task 1 (01/01/2015
Task 2
(15/01/2015)
Milestone 2
(20/02/2015)
Task 1
(10/02/2015)
Task 2 (20/02/2015)
Milestone 3
(20/04/2015)
Task 1 (29/03/2015))
Task 2 (20/04/2015)
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Costing
The costing will depend largely on what it is you are aiming to achieve. It should incorporate all the individual
expenses involved in achieving your goal. Examples include staff training, the use of counselling, and other
dispute resolution services. Time should also play a part, as wages are one of the major costs which should be
taken into account.
Other costing matters to consider include:
How long will the objective take to achieve?
How many people will you need to achieve it?
Which additional resources will you need?
o external consultants
o materials
o software
What level staff will you need?
Priorities
A commonly used time management technique is to divide your priorities into categories relating to their
urgency and importance.
Consider Eisenhower’s urgent vs. important principle:
You will need to understand the difference between urgent and important n order to divide your priorities
into categories. Urgent tasks are those which if not done immediately will have immediate consequences.
Important tasks are those that lead to the achievement of personal or professional objectives.
From the above matrix you can see that the order of priorities is as follows:
1. Urgent and important tasks (for example, crisis situations or important deadlines)
Urgent and important
Not urgent but
important
Urgent and not
important
Not urgent and not
important
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2. Not urgent but important (for example, relationship building or professional development)
3. Urgent and not important (for example, interruptions to other tasks, such as unimportant
emails or telephone calls)
4. Not urgent and not important (for example, junk mail or gossip).
People responsible
You should plan who you will need to assist for achievement of the goal, how many people will be required,
and the necessary level of expertise.
You should consider the responsibility each person involved in achievement of the goal. You are advised to
use a RACI (Responsible, Accountable, Consult, and Inform) chart. This will help you to see the different
relationships between individuals in relation to project tasks.
Here is an example RACI:
RACI Chart Team member
Activity Tom Chloe Vicky Emily Hilary
Create plan I I I R A
Research external resources C C R A I
Submit change request C R R A I
Review R I I C A
Key:
Responsible = R
Accountable = A
Consult = C
Inform = I
Your action plan should now be ready for implementation. You will need to consult it regularly to monitor
your progress and achievement.
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Activity 4D
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.
This includes:
Skills assessment
Knowledge assessment
Performance assessment.
This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move onto
the next one – well done!
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References
These suggested references are for further reading and do not necessarily represent the contents of
this unit.
Websites
The Fair Work Act 2009:
https://www.fwc.gov.au/resolving-issues-disputes-and-dismissals/respond-application
Best practice guidelines for recruiting:
https://www.humanrights.gov.au/best-practice-guidelines-recruitment-and-selection
Workplace discrimination, harassment and bullying:
https://www.humanrights.gov.au/employers/good-practice-good-business-factsheets/workplace-
discrimination-harassment-and-bullying
Workplace bullying: violence, harassment and bullying fact sheet:
https://www.humanrights.gov.au/workplace-bullying-violence-harassment-and-bullying-fact-sheet
All references accessed on and correct as of 19/09/2016, unless other otherwise stated.
