4:05 pm Sun 5 Mar moodle.lms.jti.edu.au Communications protocols 1. Communications with clients: Staff will respect the cultural differences and diversity of our clients. Staff will protect and understand the rights of Aboriginal and Torres Strait Islander clients. Interpreters will be used where there is a language barrier which may lead to misunderstanding by staff member and/or client. Staff will work in a way that is non-judgemental and respectful, no matter what the circumstances of the client. Staff will assess the needs of clients by gathering relevant information to allow the assessment of the nature and level of risk. Staff will protect the privacy and confidentiality of clients. All clients will be informed of their rights in relation to sharing of information and consent. Staff will facilitate clients to make an assessment of their own needs, and to make decisions about the services they receive, depending on their capacity and whether they are receiving services on a voluntary or involuntary basis. Staff will use appropriate verbal and non-verbal communication skills. All communication is to be clear, concise and accurate. Clients will be provided with information in a form that they are able to understand about the services being offered, and their rights. 2. Communication with the community Staff will respect the cultural differences and diversity of the local community members/organisations. Staff will check what title should be used when addressing people in the community, for example, Mr, Mrs, Ms, Auntie, Uncle, first name and so on. Interpreters will be used where there is a language barrier which may lead to misunderstanding between the community group and POTS. All communication with the local community must be in a way that is culturally appropriate, non-judgemental and respectful. Staff will protect the privacy and confidentiality of clients when communicating with the community. No personal information must be provided unless consent has been given and this has been approved by POTS management. Staff will use opportunities to promote the services of POTS in the community. Staff will use appropriate verbal and non-verbal communication skills. All communication will be clear, concise and accurate. Email correspondence is the preferred form of written communication between POTS and the community unless formal agreements are to be entered into. In this case a formal letter will be sent, signed by the Director, POTS. All published or radio/TV media must be approved by the Director, Media and Publications before release. If staff members are approached by media for comment, prior to authorisation of release of information, staff must respond by answering "no comment". All approaches must be reported immediately to the Director, Media and Publications with as much information about the media approach as possible. Your assessor will provide you with the subject matter for your coaching session, which will come from the following list: How to communicate with an elder from the local Aboriginal Co-operative so that they are aware of the services offered. How to communicate with an Aboriginal client who has self-referred for services. How to communicate with a Vietnamese young person who has been referred for involuntary services. How to communicate with the Hillsbury Tribune who have approached you about a client who lost his life in a fire while living on the streets waiting for accommodation to be allocated to him. How to write and publish an article for the local press about the services POTS has provided over the past 12 months. You must supplement your session with presentation media, which can be hard copy or electronic and may include such things as: handouts a PowerPoint presentation YouTube videos flowcharts. You assessor will observe you as you run the session. After the session is over, you will need to ask your participants for feedback on your coaching and communication style. Two questions you must ask during this feedback session are: What were the good points about the way I coached you? In what areas do you think I can improve? Your assessor will then ask you to talk to them about the feedback you received. 34% 4:04 pm Sun 5 Mar 35% moodle.lms.jti.edu.au ASSESSMENT TASK 3: COACHING SESSION TASK SUMMARY: Students are required to deliver a coaching session to a group of three people to assist with communication. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? Access to the internet and other research material - Role play participants (a group of three people these may be colleagues or class mates) WHEN DO I DO THIS TASK? You will do this task in your own time at your workplace or in the classroom (if applicable) Write in the due date as advised by your assessor: WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not shown appropriate skills or knowledge, they will give you some feedback and you will need to do the specific task again. INSTRUCTIONS: For this task you must deliver a coaching session of 15 minutes in duration to a group of at least three people. These people will be classmates nominated by your assessor. Your coaching session must give your audience information about one of the communication protocols from a communications strategy for a fictitious community sector organisation (see below). The following are excerpts from the communication strategy for a fictitious organisation - People off the Streets (POTS) - an organisation that provides temporary, transitional and permanent housing for people living on the streets or who are at risk of living on the streets. Objective 1 POTS is committed to providing care and support for people living on the streets or at risk of living on the streets by supporting them to obtain temporary, transitional or permanent accommodation. Communication strategy to support Objective 1: - Staff are trained to know and understand the standards of care that are expected. - Service users are provided with information so that they understand the standard of care they can expect, and what is expected of them. - Our clients are able to communicate their needs within our organisation. - POTS will regularly gather feedback to make sure we are maintaining out standards of communication with our clients. Objective 2 POTS will play a key role to inform the community of the needs of clients and the accommodation services that are available to them. Communication strategy to support Objective 2: - POTS will provide a regular flow of information to the community. - POTS will build relationships with the local media and use these relationships to assist in providing information on 4:05 pm Sun 5 Mar moodle.lms.jti.edu.au After the session is over, you will need to ask your participants for feedback on your coaching and communication style. Two questions you must ask during this feedback session are: What were the good points about the way I coached you? In what areas do you think I can improve? Your assessor will then ask you to talk to them about the feedback you received. Your assessor will be looking to see that you can: Provide information and resources to support good communication processes. For example, this may include ensuring information is well-researched and is relevant and easy to follow; providing examples such as templates, procedures FAQs; providing references and so on. Provide coaching to a group of three people about communication issues. You must coach three people on a particular communication skill for a period of 15 minutes. Model good communication skills. For example, being able to present verbal information effectively; being clear and concise; using handouts to support verbal messages and so on. Use effective presentation media. For example, handouts, PowerPoint presentations, YouTube videos, Flowcharts, On-line help or others Obtain feedback to assess outcome of coaching and communication. Written Task Outcome 34% DID THE STUDENT ANSWER ALL WRITTEN QUESTION CORRECTLY? (PLEASE NOTE WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE FEEDBACK FOR NOT SATISFACTORY RESPONSE) Written Tasks Satisfactory Not Questions Numbers Satisfactory Comments Attempt Attempt Attempt 1 Yes/No 2 Yes/No 3 Yes/No Date: Date: Date: Click or Click or Click or Click or tap here to enter text. tap here tap here to enter Assessment Q1 to Q8 1: Written questions Assessment 2: Project - Digital Media Strategy Assessment 3: Coaching session Click or tap here to enter text. tap here to enter text. Click or tap here to enter text. to enter text. Click or tap here to enter text. text. Click or tap here to enter text. Click or Click or Click or Click or tap here to tap here tap here tap here enter text. to enter to enter to enter text. text. text. Please note any reasonable adjustments for this task below. Click or tap here to enter text.