Utilise Specialist Communication Skills Fanal

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Training, Teaching and Learning Materials Development
SHENO TVET COLLEGE

Under
Ethiopian TVET-System
HARDWARE AND NETWORK SERVICING

LEVEL IV
LEARNING GUIDE
Unit of Competence : Utilize specialized communication skills

Module Title : utilize specialized communication skills
LO 1: Meet common and specific communication needs of clients and colleagues

LO 2: Contribute to the development of communication strategies
LO 3: Represent the organization
LO 4: Facilitate group discussion
LO 5: Conduct interview
Organized by HanibaL Date: 25/08/2008 Page |1

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LO -1 Meet common and specific communication needs of clients and colleagues

Basic communication processes
Communication is simply the sending and receiving of information between at least two people. The
message may be verbal or non-verbal, but to be effective, the message sent must be in a language or
code that the receiver will understand.
For example, in the context of a residential care facility, telling the young people that 'It is ten pm.'
is commonly understood as 'Turn the TV off'. In another context, young people may read this as a
signal to head off to a nightclub.
Successful communication
Communication problems occur when sender and receiver do not share the same code or
understanding of the language used.
For example, when young people use the word 'whatever' in response to a question it is often
unclear to parents whether this signals agreement, disagreement or general apathy.
Unsuccessful communication
The channel describes how the information is relayed. For example:
• Verbal channels include face-to-face meetings, telephone and videoconferencing.
• Non-verbal channels include sign languages, body language, gestures, and facial expressions.
• Written channels include letters, emails, memos and reports, signs and symbols.
Different communication channels have different strengths and weaknesses; the most important
thing is that the receiver can access the message through that channel.
For example, if the intended receiver has a hearing disability and you do not share a common non-
verbal language; your message would be better understood in written form.
The two-way communication process
In an effective two-way communication the sender (or source):
• encodes the message into a form the receiver will understand
• Relays the message via an appropriate channel.
The receiver is then able to:
• access the message
• Decode the message.
The receiver in turn becomes the sender, providing an appropriate response, and the process
continues until the communication concludes.

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

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• Consider the context, or situation, in which the message is delivered. Words or gestures may
have a different meaning for persons from a different culture or environment
• Provide feedback. Provide a response and perhaps restate the communication so that the
sender knows you have understood correctly.
• Let the sender know if you are confused by the message.
Barriers to effective communication
A communication barrier is anything that prevents you from receiving and understanding the
messages others use to convey their information, ideas and thoughts. These barriers may be related
to the message, internal barriers related to thoughts and feelings, or external barriers.
Barriers related to the message include:
• lengthy or disorganized messages
• complex or ambiguous language
• inconsistent body language
• Disregard for specific needs.
Internal barriers include:
• fatigue
• disinterest
• poor listening skills
• past experiences with the client
• home or work problems
• Poor listening skills.
External barriers include:
• noise and other distractions
• unpleasant environment
• Problems with technology or equipment.
These barriers keep the message from getting through. When you are communicating, monitor the
actions of the receiver by observing their body language, response to the message, etc. To check
that the message has been received as it was intended, ask questions and listen to their response.
Specific communication needs
Community and disability service workers work with a diverse range of clients who, because of their
disability or personal, emotional and cultural situation, may require workers to develop and use
specialist communication skills.
You must be able to adapt your communication style to meet the needs of this client group in a fair,
non-judgmental and effective manner.
Areas of specific need you should consider when communicating with others include:
• Disability (including but not limited to intellectual impairment, physical impairment,
psychiatric disability, hearing or vision impairment, learning difficulties, and attention
deficits).
• Literacy (e.g. false assumptions about level of intelligence and understanding, concerns
about the content of documents and forms, what is being written down).
• Language (e.g. non-English-speaking backgrounds, not familiar with service-specific jargon
and acronyms).

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• Gender, age, experiences, emotional well-being and other individual attributes.
• Critical situations. Crises traditionally cause disorganisation of thought and hence need
special skills by workers in establishing rapport with clients.
• Culture (including experiences in other countries, music, spirituality, customs, gender, social
expectations, body language, and position in the community).
• Remote location (limited access to services and resources, distance travelled).
Irrespective of their particular needs, all clients must be treated with dignity and all communication
must demonstrate respect and be open and non-judgemental.
Strategies for specific needs
You will usually find that there is more than one way to provide the information required.
Depending on your client group, you will need to adapt your communication strategy to meet the
particular needs of clients and co-workers; you may need to include use of techniques and aids
such as:
• facial expressions, hand signals and other physical gestures
• objects, photographs, pictures or symbols, written words
• specific techniques and aids
• videos or practical demonstration
• translations of printed material
• language and cultural interpreters
• Augmentative communication systems, such as devices and processes that replace, or are an
adjunct to, speech, e.g. speaking machines, Auslan or Makaton (a system of symbols and
pictures).
The techniques and aids that you use must be appropriate for the individual. For example:
• Unnecessary use of hand movements can be distressing for some people with a mental
illness.
• A person who is deaf may need a specific type of interpreter specialising in either sign
language, aslant or cueing.
• Pens and notebooks may create barriers when you are communicating with a person who is
illiterate. Within a community that has low rates of literacy, informational videos may be
more helpful to clients than written brochures.
You should discuss any difficulties in communicating with a particular person with your supervisor
or mentor. It may be necessary to invite a third party to support communication with a client, or
even to provide an alternative support worker.
People who may be able to assist with communication include professional interpreters, case
workers, or non-professional helpers or support people, for example, trusted friends of the client,
family members or adults.

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Non-professional support persons

Non-professional support people such as family members, careers or professional advocates are not
neutral. If these people are to act as interpreters, be aware that the communication may be
influenced by advice or emotional involvement.
Be extremely reluctant to use children as interpreters for their parents, especially in any sensitive
family matters. This practice can disturb the role and status of members within a family system and
contribute to instability and interpersonal problems within the family.
Working with interpreters

Interpreters include language interpreters and cultural interpreters, who can provide a cultural
context for communication. Translators work specifically with written materials. When you are
working with interpreters:
• The interpreter or translator should be neutral: their purpose is only to relay the message
from one person to another.
• The interpreters should not provide advice or give opinions.
• Be aware of factors that could impact on the interpretation process. For example, differences
in dialect or conflicting politics, beliefs or values may cause a person to reject an interpreter.
• Make it clear to the interpreter that the message must be communicated as you intended.
Ask them to check with you for nuances or to clarify meaning to ensure this occurs.
• Address all questions, eye contact and body language to the client as if you are asking the
questions directly. The focus of the communication should be on the worker and the client –
not on the worker and the interpreter.
Building rapport
Rapport describes a positive relationship that forms between two or more persons. Once you have
identified the possible barriers to effective communication and considered some strategies to
overcome these, you can then look at how to build rapport with the client.
Establishing good rapport with others is an essential skill for community and disability service
workers. It is particularly important when you are interviewing clients, as it allows free and open
discussion and provides better outcomes.
Pay attention to the small things, like greeting people when you enter a room and saying goodbye
when you leave. Consider cultural differences in greetings: for example, handshaking or direct eye
contact may make some people uncomfortable. Making small talk may help a client relax before an
interview.
Check that your client understands what you have discussed. Arrange for an interpreter if
necessary. It is important that the client understands what services the agency provides, what
statutory obligations they have and any processes to address grievances they may have.
Strategies for building good rapport include:
• Being clear about your role and the purpose of the interaction.
• Using a person's preferred name when speaking with them.
• Paying attention to making them comfortable.
• Using a pleasant tone that is clear and precise.
• Explaining words and expressions that may be unfamiliar and not using jargon.
• Asking simple and clear questions.
• Explaining what you already know.

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• Explaining clearly any mandated position you have. For example, you may have to report to
other authorities any disclosure of abuse.
• Explaining the actions that are undertaken both during the interview and as a result of the
interview.
• Using age-appropriate language. Avoid jargon and use words familiar to the other person.
• Conveying acceptance by showing interest and concern.
• Being sincere and realistic in praise and goal-setting.
• Not promising anything that cannot be delivered when the interview is over.
Demonstrating objectivity
Objectivity is essential in ensuring that personal bias does not inhibit communication. Strategies
could include:
• avoiding conversation topics where values and attitudes may conflict, e.g. politics
• remembering that the communication is about meeting the client's needs, not yours
• not taking a difference of opinion personally
• using paraphrasing, reflection of feelings, and clarification techniques rather than offering
your own opinion
• Remaining calm and predictable rather than responding impulsively to differences of opinion.
Assessing the level of acceptance and rapport
Be aware of the mood of the interview or interaction. For example, if your client is particularly
anxious, you may need to take a break, introduce temporary changes in the topic, or allow a period
of silence. If more than one person is conducting the interview, as some situations and policies
direct, then it is a good idea to assign one person as an observer of non-verbal cues.
Signs to watch for include:
• Sounds. Sounds like laughter, moaning, humming, crying and sighing can indicate to you
how the client is coping with the information they are disclosing and help you in your
assessments that follow.
• Body language. The way a person is sitting, walking in, using their eyes, their hands,
fidgeting, tapping their feet and so on are also good indicators to observe during the
interview.
• Cultural signs. Consider cultural differences when observing non-verbal cues. For example,
people in some Aboriginal and Torres Strait Islander communities do not use eye contact
during conversation as a form of respect.
If you are interviewing clients from different cultural backgrounds, consider asking a supervisor or
other knowledgeable person about any cultural cues you should be aware of.
Case study: Determining communication needs
Read the case study below and answer the question that follows.
Your new client Toby is a young Indigenous Australian male from a remote community. He also has a hearing
impairment. Your supervisor explains that Toby's previous caseworker was unable to engage him, and asks how you
might adapt your interview technique to build a better relationship with Toby.
• What areas of specific communication needs could apply to Toby?

• How might you improve the communication process?

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Answer: Toby may have a combination of specific needs arising from differences in culture, remote
location, gender and age: for example, he may not respond well to direct questioning. He may also
have specific communication needs related to his hearing impairment, such as an interpreter of
sign language, aslant or cueing, or the support of a friend or relative.
Managing mistrust and conflict

The context in which most community and disability service work occurs frequently exacerbates the
potential for misunderstanding and tensions within the worker–client relationship.
• Clients may not have requested the service and are considered involuntary, e.g. young people
on Juvenile Justice Orders, people on Mental Health orders, probation orders and Drug
Court orders.
• Clients with multiple disabilities, as well as their families, may have experienced a history of
frustrations and rejections both in their personal lives and in their relations with various
helping agencies. These previous experiences may have affected their expectations of
workers, and their role.
• Clients may be experiencing major crises in their lives; this heightened emotional state can
cause them to misinterpret actions.
• In some areas of work, the clients may have significant communication barriers as well as
cultural differences, which can contribute to suspicion.
You need to demonstrate patience, understanding, and respect for others' cultural, religious or
other preferences. In this way, you can minimize any barriers arising from the clients' and co-
workers' actions or beliefs, and ensure that they do not contribute to breakdowns in
communication, resulting in mistrust or conflict.
Identify conflict
Conflict may be unavoidable, due to the nature and purpose of some communications; however, by
identifying early signs of conflict it is possible to avoid communications becoming emotionally
charged or destructive.
Signs of conflict can be verbal, non-verbal, or indicated through body language:
Verbal disagreement Non-verbal indicators Body language
This may include: This may include: This may include:
• a raised voice • non-participation • Closed posture (crossed
• a sharp tone • distraction arms, etc.)
• snide remarks • withdrawal • color of face (pallor)
• asides (comments intended • continual lateness • angry expression
for one person to hear, but • non-attendance • positioning (e.g., moving
directed toward others) away)
• direct explanation

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LO -2 Contribute to the development of communication strategies

Coaching
Coaching is a specific method of supporting, supervising or training others to help develop their
skills. Think of a situation where you learnt a skill well in a work setting.
• How did you learn it?
• Why was it a successful experience?
• Did you have a coach or role model to help you?
Your coach or role model may have been a co-worker who helped you learn to use the car logbook,
or a manager who supported you in mastering the work operations of your new team. Role modeling
is a technique that involves a novice observing a competent person (the role model) performing the
role or task in the workplace.
Workers may be called upon to provide coaching in effective communication to others, such as new
staff members or volunteers. The coach and coached agree on a coaching plan that will enable the
coached to achieve their goals.
The coaching processes
Process of coaching for effective communication
Coach Novice
Actively listens to determine the need.
Breaks the role down into skills and tasks.
Observes what novice already knows. Makes initial attempt at task.
Decides what skills are needed to communicate more
effectively.
Demonstrates or describes the task by: Observes/reflects.
• questioning, giving advice Listens/reflects.
• giving an example
• talking over the procedure
• Setting a new problem.
Observes/reflects. Applies model/description.
Demonstrates/describes further. Changes approach.
Open and Closed Questions

These are two types of questions you can use that are very different in character and usage.
Closed questions
Definition
There are two definitions that are used to describe closed questions. A common definition is:
A closed question can be answered with either a single word or a short phrase.
Thus 'How old are you?' and 'Where do you live?' are closed questions. A more limiting definition
that is sometimes used is:

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

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

develop a conversation and open up How do you keep focused on your work?
someone who is rather quiet?
To find out more about a person, their What's keeping you awake these days?
wants, needs, problems, and so on. Why is that so important to you?
To get people to realize the extend of their I wonder what would happen if your
problems (to which, of course, you have the customers complained even more?
solution). Rob Jones used to go out late. What
happened to him?
To get them to feel good about you by How have you been after your operation?
asking after their health or otherwise You're looking down. What's up?
demonstrating human concern about them.
Open questions begin with such as: what, why, how, describe.
Using open questions can be scary, as they seem to hand the baton of control over to the other
person. However, well-placed questions do leave you in control as you steer their interest and
engage them where you want them.
When opening conversations, a good balance is around three closed questions to one open question.
The closed questions start the conversation and summarize progress, whilst the open question gets
the other person thinking and continuing to give you useful information about them.
A neat trick is to get them to ask you open questions. This then gives you the floor to talk about
what you want. The way to achieve this is to intrigue them with an incomplete story or benefit.
Client Communication
When a client seeks a service from an agency, it is very important that a case or action plan is
developed collaboratively to best meet the needs of the client. You need to take a number of
considerations into account to ensure this occurs:
Involve the client in the planning:
• Actively listen to the client's needs and wants.
• Identify and discuss any constraints on the client's ability to achieve identified goals, e.g.
lack of finances, abilities, prerequisites, family responsibilities.
• Check that the client has understood the plan as it applies to them.
• Encourage questions and provide further feedback.
Provide a range of options:
• Offer activities and options which are appropriate and of interest to the client.
• Work on small steps that don't set the person up for failure.

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Provide clear direction:
• Clearly state (both verbally and in written form, if appropriate) the exact steps required by
the client and by the support worker.
• Ensure that the client has the information required to take action on their own.
Provide resources to ensure the client can take the required action:
• Practical resources (e.g. telephone card, transport, and cash.)
• worker support
• Contacts/networks.
Aim for the client to leave the interview with a clear understanding, feeling comfortable about the
planning opportunity and about asking further questions at any time.
Giving feedback
Feedback is often about giving people an account of their behavior or actions as it relates to a
certain criteria. In a communities and disability services context, feedback and advice form an
important part of client service work, usually in the form of information, opinions, observations and
suggestions offered by:
• the client in relation to the way their case is being managed
• The support worker and other people involved with the client about their progress.
Feedback may be provided formally or informally by:
• the client
• Significant others (family members, carers, other workers, professionals, etc.)
• service providers
• your observations/experiences as the support worker
• Your supervisor and/or co-workers.
A formal feedback process may be necessary where support workers are responsible for monitoring
specific activities of the client's action or case plan. An informal process may be to discuss issues
with the client and provide advice. When giving feedback you need to consider the following
guidelines:
• Be flexible about when and how feedback is given.
• Be creative about the most effective ways to provide feedback.
• Be prepared to listen and consider the ideas, opinions and problems raised by the other
person.
• Ask direct questions to clearly identify any problems or issues.
• Show that you respect and value the individual contributions of the other person.
• Provide feedback in such a way that people feel involved and believe contact with you is
worthwhile.
• Practice good communication skills such as active listening, using appropriate language,
explaining meanings and asking questions.
• Ask the other person for suggestions on ways to overcome any issues/problems you or they
have with the action plan.
Referral to other agencies
From time to time in your work as a support worker you or your client will decide that they require
additional or specialist support services which your organization is unable to provide. This will
require you to be involved in the process of referring your client onto another agency.

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The referral process
Each organization will have clear guidelines on the particular process required by that agency and
you will need to familiarize yourself with those, including whether a formal referral report is
required.
It is important that the referral process is handled sensitively and effectively. While you may have
built a good relationship with the client over time, the specialist or other service will be new to the
person. Both parties may need to be supported to ensure that the referral process is comfortable
and successful for the client.
Some major ways of supporting this process are:
• Ensure a referral letter or report accompanies the client. (Make sure you have the client's
consent for any release of information).
• Arrange for an advocate (friend, elder, and worker) to be present for the first interview.
• Ensure that an interpreter is made available if required.
• Arrange a meeting of appropriate people.
• Use augmentative communication systems or aids if required.
Consulting with clients and others
It is important to involve your clients in any decisions that are being made to assist them. Your
clients may be able to identify their need, particularly if they are voluntary clients. If your client is
an involuntary client, you may need to establish formal mechanisms that will assess their needs,
such as case conferences and interviews.
These mechanisms may be outlined in law or in your agency's policies or procedures. If you need to
consult with others about your client, you need to have their consent to do so.
Consulting with others about a client
You may need to consult other family members, other service providers and other workers. It is
important that you only disclose information about your client on a need-to-know basis. This will
help you respect your client's right to confidentiality. Make sure you cater for any additional needs
when carrying out an assessment.
Examining reports, individual plans and case notes
If you are able to access case plans, action plans or court reports, you may be able to identify client
needs, based on the information the reports contain. There is usually a lot of information in a case
plan, ranging from concerns people have regarding the client through to strategies to reach desired
outcomes. Looking at reports and case plans may help you meet the information needs of the client.
Statutory obligations
Statutory obligations may help determine the information needs of your client. If your client is on a
court order, there may be requirements or responsibilities that the client has to meet. You or the
agency may be operating under statutory guidelines. These guidelines may direct the manner in
which information needs are assessed and responded to.
Resource files and directories
Access to up-to-date resource files that contain information about organisations is important in
providing information to clients, including
• types of services available
• eligibility criteria

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• hours available
• contact name and phone numbers
• Available formats for information, e.g. video, audio, multiple languages.
Making the referral
When you have identified a need for referral, you may need to follow up by contacting suitable
services, and making arrangements for the referral. Always check your organisation's policy and
procedures regarding referrals, as you must comply with these.
Contact suitable services
To assist you in selecting the most appropriate service, you may need to obtain a range of
information. For example, you need to:
• establish whether there are vacancies, or how long the waiting list is
• provide sufficient non-identifying information on your client's situation and needs
• confirm that the referral of this client is appropriate and that a relevant service can be
provided
• discuss what the service can provide and obtain information about participation of your
client
• Clarify any obligations in relation to you or your client (e.g. resources required such as
transport, charges, etc.)
• discuss monitoring of progress, sharing of information and confidentiality
• discuss details and provide additional information required by the service
• Identify the other agency's referral protocols, e.g. ask if a written report is required and what
form that will need to take.
Ensure that any referrals are in line with agency policy and documented as required.
Make arrangements
You will need to make clear arrangements in terms of documentation, appointments, costs and
travel. Consider the requirements regarding:
• referral documentation to be provided
• checking and confirming arrangements with referral agency
• ensuring the client understands the referral requirements
• timing of other commitments that you and your client have
• funds required and how you or your client will access these
• How your client might travel to and from appointments.
Do not to commit to any requirement that cannot realistically be met either by you or your client.
Support participation
Clients may need to be given enough initial information to access the service and then ongoing
updates of information to maintain their commitment to working with a particular program or
service. They may need support in attending services; it is not always easy to maintain a
commitment to attending a service, particularly if it involves discussion of personal issues.
It is important that you encourage attendance. You can do this by:
• discussing progress
• listening to difficulties and assisting your client to manage these
• Following up any problems which require your input or for which your client needs advocacy.

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If your client lacks confidence or is unable to clearly communicate their needs, you may need to
consider:
• planning an initial visit to the referred agency, or attending the first appointment along with
the client
• ensuring that the client has the opportunity to provide as much information as they can to
the agency
• providing the client with as much information as possible to take charge of the process from
that point on with your minimal support
• Encouraging the client to provide feedback on the quality of the service and ways that the
service may or may not be meeting their needs.
What you intend as encouragement may sometimes be seen as intrusion. Always take the lead from
your client. If unsure, check if they would like to talk. If they don't, respect their wishes and remind
them that you are available if they wish to talk later.
When referring a client to another service or organization:
• As a support worker, your role will involve providing these supports as part of your duty of
care to your client (including the continuing provision of information) to empower clients in
the use of services/programs.
• A primary need and basic right for any client is to be treated with dignity and respected as an
individual at all times.
• Support for the referral process would depend on individual need. It is important to discuss
with the client your concerns and seek her perceptions of how she is progressing. This
hopefully will lead to her agreeing with the need for specialist help and raising her motivation
to work with the psychiatrist.
• The next step could be researching available psychiatrists in the area and seeking feedback
from other consumers about the quality of service, etc.; you could share this information
with the client to inform a final decision.
• Once the referral appointment is made, the worker and client will agree on the content of a
referral letter and the worker would discuss who, if anyone, the client would like to
accompany her to the first appointment.
• Where appropriate to the case plan, the worker would monitor the client's progress with
these specialist appointments and record this feedback in the case records.
Case study: Referring a client

Read the case study below and answer the questions that follow.
As part of your caseload, you support Naomi, a person with depression. At times, she appears
confused, distressed, passive or angry, depending on her family circumstances at that time. Her
current mental state and prescribed medication can significantly influence her ability to
communicate.
You have been concerned about the chronic nature of her depression and have talked with her
about seeing a psychiatrist. She has agreed, but clearly needs you to support her through the
process.
In what ways might you support a client like Naomi through a referral to a psychiatrist? How
should she be treated, and what practical steps would you take to support the process?

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Example answer:
You must treat your client with dignity and respect at all times. Steps you could take to support the
referral process include identifying suitable services, making arrangements and supporting
participation:
• Research available services in the area, and seek feedback about the quality of service.
• Provide information and discuss the options with the client.
• Prepare a referral letter in consultation with the client.
• Ask the client if she would like anyone to accompany her to the first appointment.
You may have suggested other steps appropriate to your work situation, such as monitoring the
client's progress with the specialist.
Writing case notes
All workers are required to keep some record of their contact with clients. The records you keep will
vary according to your role and responsibilities. They may include:
• completing a communication diary
• writing case notes in the file
• filling out incident reports
• Writing formal reports for supervisors or courts.
Each of these case records is an important form of communication and must meet the required
organizational standards.
A common responsibility for communities and disability services workers is to record the
information and planning agreed to in client interviews and meetings. This should be done shortly
after an interview or meeting with a client has been completed. For what is considered 'usual'
patterns of behavior, provide only brief notes. Greater detail should be included about events or
incidences that are deviations from the person's usual patterns of behaviour. This includes positive
deviations (for example, he was more talkative than usual) and negative deviations (for example, she
was shouting and shaking her fist).
Some records, such as case plans and incident reports, are legal documents and can be used in
formal proceedings such as courts or grievance processes. It is vital that these are accurate and well
written.
Guidelines for written records
To write case notes records of interviews and reports:
• Write it up as soon as possible.
• Record the date, time, location and names of those present for the interview.
• Record the source of information (who said what). Use inverted commas to indicate direct
quotes.
• Aim for accurate and objective reporting – avoid bias and judgment.
• Record facts rather than your opinions. Where interpretations are unavoidable, make it clear
that the information is a personal interpretation, e.g. ‘It has been my observation that.’
• Record behaviors – what the person actually did, their actions or expressions.
• Distinguish between facts and inference – what actually happened, not what you thought
might have happened.
• Record the reasons why you made a decision.
• Omit any information that is unrelated to case management.
When you are writing your notes:

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• Be concise. Use short sentences and paragraphs.
• Use plain, everyday language.
• Use active verbs rather than passive verbs. 'John drove the car' (active) is preferable to 'The
car was driven by John' (passive).
• Set out information clearly, using appropriate headings.
• Check for misspelled words and inaccurate or unclear statements.
You should ensure that all case notes, records of interviews and reports you write are dated and
signed and meet all other organizational requirements
LO -3 Represent the organization

Handling general inquiries
All workers within an organization are bound by the standards and guidelines of the organization.
Among these standards will be those required for responding to inquiries. Consider a checklist like
the one below to ensure that you have covered all you need to when responding to inquiries.
• Am I clear about what specific information is needed?
• Is that information available in my agency?
• Does the person making the request have special needs that I must be aware of?
• Who is the most appropriate person to approach with the request?
• Have I kept in mind the confidentiality policy?
• Is the response I am giving in relation to the request clear and relevant?
• Is additional or supporting information required?
• Should this be referred to another agency or person?
• Does my agency have a policy around the release of this information?
Ask the inquirer how you can help. Ask further questions to clarify the nature of the inquiry and
provide a response, or direct the enquiry to a more appropriate person.
Provide feedback to the person making the inquiry. For example, restating what you understand the
request to be is a sound strategy that could save you time later.
Communication with co-workers
Workers communicate with each other informally and formally in any organization.
In an informal sense, workers often share a break and talk about personal aspects of their lives,
such as families and interests. They may also discuss general workplace issues and share
information informally.
These formal meetings are recorded and documentary evidence of a worker's participation is
maintained within the organization. While much of this communication occurs face to face, there
are many other communication strategies used within a workplace.
Written Material such as letters, memos, reports, workplace documents, minutes of
meetings, submissions, mission statements, newsletters, notices, press
releases, flyers, and brochures.

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Verbal Meetings, interviews, presentations, conferences, committees, formal

speeches, training courses.
Visual Charts, diagrams, pictures, symbols, photographs, signs.
Technological Email, fax, telephone and teleconferencing, videoconferencing and sharing

media such as video or audiocassette, CD-ROM, or Flash drive.
Organizations will choose different communication channels for different purposes, for example:
• a formal monthly report to the management committee
• weekly staff meetings within operational divisions
• a reception area notice board to inform clients
• newsletter to inform volunteers
• periodical networking meeting to inform other providers
• Email messages between support workers.
Working with groups

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

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Formal groups can also include learning groups, set up to gain skills and knowledge about specific
areas, e.g. budgeting, cooking, and work skills preparation.
Informal groups
Informal groups may form because certain activities occur to support that happening. For example:
• Social workers and support workers meet informally to debrief with
oneanother to gain support.
• Young people who share similar life experiences and attitudes hang out
together.
Members of informal groups often find comfort and security in each other's company.
Purpose of the group
There are a number of reasons for forming a group:
• time efficiency
• effective use of resources
• social opportunities for isolated clients
• better decisions and outcomes
• Peer support.
A group may actually change its purpose over time. It may achieve its initial purpose and then
identify another. For example, when a formal purpose is completed, a group may decide they want
to continue associating on a social level. The group may then form its own informal association. An
informal group may decide to formalize their purpose in order to progress their ideas.
Group behavior
Behavior in groups is guided by many factors, including:
• leadership and modeling of behavior by the leader and other members
• group members' expectations
• group leader/facilitator's expectations
• group purpose and goals
• group context and environment
• time frames to achieve group purpose
• resources available, including funding
• group norms
• group rules
• past relationships between group members
• Size and make-up of the group.
As the leader or facilitator of a group, your behavior and expectations will have a significant impact
on the behavior of other members. If you are the leader, it is wise to communicate your expectations
and encourage others to share theirs.
Establishing group rules
Group rules are the guidelines for behavior and participation in the group's activities. The group
can establish group rules in formal or informal ways; these may be clearly articulated by the group
members or may be unspoken or assumed.
Rules that are clearly articulated and agreed upon by all group members from the outset will help
the overall functioning of the group. Unspoken rules are less satisfactory, as they assume that all

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group members have the same view of how the group will operate. Clearly articulated rules can help
to:
• guide the interactions of group members
• determine how the group makes decisions and achieves its outcomes
• set boundaries to individuals' behavior within the group
• assist with the group members' maintaining a commitment to the activities of the group
• Define the uniqueness of the group and its culture.
As a support worker, your role may include facilitating the discussion and agreement of group
rules. Facilitation will help the group identify what is important to each member in terms of how the
group goes about achieving its purpose. Examples of rules include:
• No swearing within the group.
• Wait for others to finish before speaking.
• Respect the opinions of others.
• What is spoken in the group is confidential.
• No-one is to speak for others.
These rules will need to be reviewed as the group takes on more activities or challenges, or when
new members join the group.
Individual differences
Groups can be most effective when members recognize and respect the differences between
themselves. To every group the individuals bring themselves – their different personalities,
backgrounds, life experiences, cultures, languages, beliefs, attitudes, values, ages, physical and
mental abilities, support needs and communication styles. The group may need to make allowances
for some of these differences and be made aware of how their own values, attitudes and beliefs may
negatively affect others.
When the group first gets together, the differences may cause conflict. This should be seen as an
opportunity for the group to learn how to accommodate the differences and make them work for the
group. As the group works through this and grows familiar with one another, its members there will
usually have greater acceptance.
Respecting difference
The support worker should model the acceptance of differences to other group members. Ideally,
you should demonstrate a clear expectation from the beginning that discrimination is unacceptable.
It often helps to set up certain group rules around this area, e.g. not allowing nicknames.
It is important to demonstrate respect for others' points of view or opinion regardless of differences.
This could include:
• listening to their ideas and points of view
• talking about your feelings and opinions
• using a tone of voice that is calm and moderate
• being aware of your body language, e.g. maintaining a pleasant expression
• Attempting to find areas you can agree on.
Personal goals
Each individual within a group has personal life goals, and the group should be encouraged to
recognize and respect these goals. Individuals may not always want to share their goals with group
members and should not be put under any pressure to disclose them. However, acknowledging that
all members bring these to their experiences with the group is important.

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Needs and expectations

Each group member will have their own sense of what they need and what they expect to gain from
the group experience. Groups that do not recognise the goals, needs and expectations of each group
member rarely form any sense of a shared vision or purpose.
If you are running the group or supporting it, it helps to consider individual needs and expectations
in the early stages. You may have an idea from personal contact before group meetings start, or you
may ask the group as a whole to brainstorm their needs and expectations. At the closure of the
group you may like to revisit some of these to make sure that the group and its activities really did
meet those needs.
Skills and knowledge
The skills and knowledge of the individuals in any group contribute to the overall success of group
interactions. You may find that as a facilitator you do not need to contribute much at all if you can
tap into the resources that are present in the group. The benefit is that often group members like to
hear from one another. They may rather learn from someone who has lived through similar
experiences.
Where individuals feel that they are listened to and their needs are being met, they are less likely to
cause disruptions in the group. In any group, people can negatively influence the process in various
ways if they feel left out or isolated. Withdrawal can seriously affect a group.
Encourage participation
Groups can achieve better outcomes with all members actively engaged. Involvement of all group
members in activities and decisions of a group is essential if members are to feel motivated and
committed to the group.
How people involve themselves will depend on factors such as:
• level of commitment to the group and its purpose
• past experiences with groups
• familiarity with group members
• Whether their participation is invited and encouraged.
To have effective group decision-making, it is important to acknowledge and respect all views. These
reflect the personal values, attitudes, concerns, cultural conditioning, and skills of the individuals;
the support worker must demonstrate that their contribution is valued.
Allowing everyone's views to be heard means that the group can consider a wider range of factors,
and that team members are more likely to own any decisions made. With all members working
towards this shared vision and purpose, the group will achieve more.
Facilitation
As a facilitator you will need to be flexible in your expectations of group member participation
levels. You may need to negotiate for members to take on or decrease their levels of participation,
depending on the overall activity levels of the group as a whole.
At times members may need to be encouraged to participate at levels that are within their skill,
knowledge and confidence levels. It is important that you and other members of the group avoid
coercion at all times. This may only serve to decrease the members' participation levels and
commitment to the group as a whole.
People who feel empowered will be more willing to take risks and engage in activities that challenge
them. A sense of a common goal or a shared vision also helps to motivate people within groups and

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encourage their full participation. Clear roles, responsibilities and people's active participation in
establishing the group's rules will help group members feel comfortable about participating at their
optimal level.
Empowerment
People who are empowered have a measure of control over their own lives and decisions, and
generally feel better about them. In any group activities you are involved in as a support worker, the
aim is to ensure that the people you work with are empowered by your support or facilitation
techniques.
Wherever you take over, rather than support, the decision-making power of a person or a group,
you have, to some extent, disempowered them.
Understanding roles
An understanding and appreciation of group roles will help involve group members in activities and
decision-making. In any group context people need to have clarity about their roles and their role
boundaries: what they are doing, what is expected of them and who they should relate to on certain
issues.
A committee is one example of how formal roles can contribute to effective decision-making and
participation. The chairperson's role is to encourage discussion and to allow all members to have a
say. They will commence and wind up the proceedings. A general committee member's role is to
represent the opinions of their fellow workers. The treasurer's role may be to ensure that any
decisions made fall within budgetary requirements. Each role contributes to the final decision-
making of that committee.
Not all groups have such clearly defined roles and, as a support worker, you may need to help
individuals identify their roles.
Organizational group meetings – team meetings, etc.
Team meetings are a regular part of any worker's life, and they can have a great impact on work
practices and job satisfaction. Objectives and agendas for meetings and discussions should be
routinely set and followed.
The key to successful meetings is planning. The following steps are necessary:
1. Decide if the meeting is necessary.
2. Define the purpose of the meeting.
3. Decide who should be invited.
4. Develop and distribute the agenda.
Setting objectives
Most organizations have standard agenda items that match the priorities of the organization’s
administration. These are called standing items and are usually covered first before the more urgent
current business is discussed.
The agenda
The meeting agenda is typically a list of items to be addressed in a formal meeting. These are
presented as brief statements in the order in which you plan to deal with them. Some items are
standard: that is, they are present in almost every formal agenda.
• Meeting details (title, date)

• Welcome
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• Apologies (for those unable to attend)
• Previous minutes (an overview of items dealt with at the previous meeting)
• Items for discussion (e.g. project updates, changes to policy)
• Other business (an opportunity to introduce additional items)
• Date of next meeting
A copy of the agenda should be provided to each person who is invited.
Providing information
The facilitator is responsible for ensuring that the group meeting is as productive as possible. This
may include preparing materials, providing information in advance, and perhaps arranging for
others to provide specialist information.
• In a formal setting, agendas can be an excellent starting point for ensuring that relevant
information is provided and shared to facilitate outcomes when a work group meets.
• Handouts are also a good method of providing information to a group of people. However, it is
a good idea to send these to members prior to a meeting so that they have time to read and
mark sections for comment.
• Charts, diagrams and other graphics are also very good tools for providing information in a
visual form. Often a great deal of information can be provided on a single diagram or chart.
These can be more interesting and understandable to participants than one person speaking
for a lengthy period of time.
Regardless of how and when the information is provided, it must be relevant to the outcomes.
Evaluation of group communication strategies
Participants in any type of group have their own sense of what they need and what they expect to
gain from the group experience. These expectations can often be in addition to the stated group
outcomes, so it is very useful to find out what these are in the early stages of the group forming.
At the closure of the group you may like to revisit some of these to make sure that the group and its
activities did meet those needs. Questions that will help in this evaluation include:
• What did we achieve? Did we achieve our goals? What worked and what didn't work for us?
• How did we do this? Did we enjoy the experience? Did the group members respect each
other? Were people acknowledged and empowered in the process?
• What could we have done differently to enhance the experience?
• What have we learnt from this experience to take into our next group experience?
Dealing with disruptive behaviors
You may have experienced many group activities and you may have been quite bewildered by the
way some people have communicated and behaved in those groups.
You will continue to come across a wide range of specific communication styles and needs in your
work as a support worker. To be able to address these, it is important to understand some of them.
Disruptive behaviors may include:
• interrupting others
• talking too much
• making statements which are too general or excessively firm
• repeatedly telling others what to do
• talking down to people
• asking loaded questions
• sarcasm
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• blaming others
These behaviors and communication styles are often consistent with particular personality types
within the group.
As a group facilitator or as a support worker when someone else is facilitating, you may need to
step back from the way people choose to communicate in the group, and understand that it is the
best they can do at that time.
Networks
Networks are the internal and external contacts and relationships workers develop to support their
work in the organization. These can be at client level, as well as at a broader organizational level,
and the contact person may be whoever sits in a particular role, or a specific person who has
relevant skills and knowledge.
Networks don't just happen. Your role may include developing new networks and maintaining
contacts within existing networks. The table below demonstrates how informal and formal networks
may be structured and maintained.
Why Who How often Processes
(purpose or need) (position or role) (weekly) (meeting, email)
Share information about Youth care outreach Irregular Emails, informal
a current youth issue in worker meeting at local café
your area
Identify funding Senior manager, BDO, Monthly Formal meeting, tabled
opportunities Project Officers reports, business cases
The basic principles underlying effective communication in networking include:
• clear systems for interaction with each other (who does what and when)
• clear systems for the dissemination of information such as written, verbal, visual or
electronic
• Maintenance activities, such as set meetings or informal catch-ups with network contacts.
Any agency or organization can have extensive and multidimensional networks. For communities
and disability services workers, these could include:
• HACC agencies in the region
• peak bodies, e.g. Youth Affairs Network Qld, Multicultural Mental Health Network, QCOSS
(Queensland Council of Social Services)
• a range of people from the local community – Neighborhood Progress Association, Goodman
Interagency meeting
• agencies from the same service delivery sector – Youth Advisory Council
• related agencies – Intergovernmental agency coordinating committee
• Funding bodies/peak organizations.
Representing your organization
When you participate in a forum or a network meeting, you are representing your organization, and
you need to present yourself in a positive and professional manner.
Planning a presentation
You may on occasion be called upon to make a presentation or prepare a report on behalf of your
agency. This task is much easier with well-researched and well-organized material. When you are
preparing information for presentation, consider:
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• What information is required?
o must know
o nice to know' (i.e. 'padding')
o unnecessary detail
• Have I applied the 'Three 'Cs' strategy?
o clear
o concise
o correct
• How do I best convey the information?
o purpose
o audience
o time available
• Who needs to know?
o confidentiality
o relevance
o level of detail
At times you may need to contribute to presentations or information sessions for groups of clients,
colleagues, or agency networks. Plan your presentation as a set of easily managed, logical steps.
Brainstorming will help establish all the factors that you will need to consider, for example:
• what you want to achieve
• the topics to be covered
• time available
• resource requirements
• audience profile – size, backgrounds, special interests, needs
• presentation methods, use of graphics or other media
• timing and sequencing
• physical environment
• Possible constraints.
Developing a plan will help make your report or presentation run smoothly. You may find that
following a planning format like the one below will help you organize your ideas.
Sample plan for presenting information
Topic: Team building
Location: Training room
Date/time: Monday 27th, 9.00 – 11 am
Number of participants: 15
Participants: Workshop staff
Outcome Key points Methods Resources
Identify five features of Introduction Verbal presentation Laptop and overhead
an effective work team Session overview with key points on projector
Definition of a team PowerPoint Session handouts
Key characteristics of an Activity Butcher's paper and
effective team: Discussion markers
• leadership Assessment case study Assessment sheet
• goals Evaluation sheet
• decision-making
• communication
• relationships

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Summary and review

Your plan could include some features not identified above, such as timing, references, and notes
on presentation. Once you have gathered this information, and have a clear understanding of the
session that is to be developed, you can begin planning.
Meeting the needs of specific audiences
It is important that you consider all criteria for the outcomes to be met. Each presentation is unique
in some way; by considering all possible aspects, you can help ensure that you have represented
your agency as a professional organization.
Writing to organizational standards
Documents are part of the regular role of community care workers. Your day-to-day
communications may include:
• case management reports
• written referrals
• case notes
• emails
• letters to clients
• letters to external service providers
• Emails to co-workers.
General principles for effective writing in different situations apply to any organizational writing.
The following chart may be a good starting point for writing effectively:
Tips for better written communication include:

• Language. Use plain language and short sentences and paragraphs. Avoid jargon – terms
used by people within a particular organization or profession.
• Tone. Consider the tone of the communication. Is the tone too formal or informal, does it
convey an appropriate attitude?
• Editing. Have another person edit your work if appropriate (remember confidentiality, etc.)
• Graphics. Consider whether the use of graphics would be a better way to convey some
information.

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Writing for organizational purposes

When you write to someone inside your own organization, you must consider the organization as
your audience. In many cases, documents will be kept on file.
Your organization may have a corporate style guide or style manual that provides instructions on
how documents are to be written, to whom they should be addressed and in what format they
should be written.
The tone of your writing will depend on your intended audience:
• When you are writing to a senior person in your organization or to a person outside your
organization, your tone will be more formal.
• When you are writing to a colleague whom you know well, your tone may be less formal.
• Your organization may also have specific guidelines for writing to a client.
For support workers, confidentiality and clients' right to privacy is a primary consideration in what
information is written down, how it is communicated, where it is filed, and who is allowed access to
read it.
LO -4 Facilitate group discussion

Responding to grievances
Many conflicts can be resolved with good communication skills. At other times, conflicts may be
more serious, perhaps resulting in a formal complaint or grievance. In these situations you have a
duty to follow your organization’s written policy and procedures.
If you are involved in a conflict, you may be required to:
• inform the person or people involved that you must report the problem
• report the matter to your supervisor or other appropriate person
• document all the issues, dates, actions, etc. in a factual and objective manner
• Provide documents and forms, and attend interviews as required.
Managing grievances requires a good balance of acknowledging emotions and extracting factual
information. If you are assisting with conflict resolution, procedures could include:
1. Inform the people involved (in writing) of the process to be followed.
2. Interview the people involved together and separately as appropriate.
3. Document the process, outcomes and action agreed upon.
4. Take action, review action.
5. Follow up as appropriate.
Any interview should end with clear outcomes indicating action to be taken, which is responsible for
the action, and a strategy agreed to for reviewing the action and the process generally.
If the conflict is an emergency situation:
• Act immediately to deal with the emergency, according to organizational policy and
guidelines.
• Contact the appropriate staff to manage the problem.
Once an emergency is under control, those involved may require debriefing from an appropriate
staff member

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Negotiation
Negotiation is a process for reaching an agreed outcome between two parties who seem to have
opposing outcomes. The negotiation process involves developing rapport and establishing a common
ground.
A good technique for negotiation is to work through the following steps:
1. Allow others to state their case without interruption.

2. Validate the other person's proposal – 'That's a very good point.'
3. Give direct feedback, showing sensitivity to their viewpoint – 'I understand why you see it
that way.'
4. Remain flexible, and make suggestions about how the situation could be resolved. 'Would
you feel better about it if I ...?'
5. Express feelings. 'I am concerned that ...'
6. List all available options – 'Perhaps we could ...'
7. Find common ground – 'We both want clients to have the best service possible.'
8. Engage in problem-solving by using open-ended questions and accepting feedback. 'How do
you think we could do it differently?'
9. Get agreement by identifying the highest common intent. 'We can both agree on ...'
Once you have established your common ground, work from there.
Mediation process
Mediation processes allow for the identification of individual issues and the exploration of the
history of the conflict. Mediation differs from negotiation in that it involves a third party – the
mediator – and is usually a more formal process. Mediation is often appropriate when:
• The people involved have failed to negotiate an outcome between them.
• Constraints between parties mean that they are unable to communicate effectively.
• A formal grievance process requires an independent facilitator.
Mediation is often conducted in the following way:
• All people involved are invited to attend an interview. (This could also include a mentor or
support person.)
• The people being interviewed are given details of the interview in writing in advance.
• The purpose of the interview and the procedure to be followed are clearly explained to all
those in attendance.
• All attendees are introduced and their reason for being there is explained.
• The person presenting the problem presents their report or story.
• Time is allowed for the person to express themselves fully without interruption.
• Anyone else involved is given time to present the facts from their perspective.
• The problem/issue/reason for conflict and its severity are clearly defined and agreed upon.
• Options for possible solution/solutions are identified and discussed.
• Decisions about strategies for solution/s are made and agreed on by all concerned.
• Action required and those responsible are identified, agreed upon and written down so that
everyone is clear about the process.
• A date is agreed upon to come back and review the situation, to ensure that the matter has
been resolved to everyone's satisfaction.

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Referral to mediation
The crisis stage of conflict can be very complex and may have conflicting and competing issues that
need to be dealt with. You may need to invite an independent facilitator to manage the process.
Formal mediation will most likely require a written referral, similar to that required for referring a
client on to another service.
Confidentiality must be maintained at all times, and a Release of Information Form signed if
required.
LO -5 Conduct interview
Conducting an interview
You need to be alert to the many factors that can disrupt an interview, hinder disclosure of
information, or even impact on the client in such a way that they will not participate at any point in
the future.
Strategies to minimize potential disruption and help the interview progress smoothly include:
Minimize client discomfort
Interviewees may feel pressure or be overwhelmed by their expectations or the expectations placed
on them by others. Some ways of reducing the pressure include:
• Be as relaxed and informal as the interview context will allow. Where possible, choose an
informal setting where they feel safe and familiar.
• Reduce the interviewee's anxiety by discussing it with them if it is considered appropriate to
do so.
• Provide the client with as much information as they will require (in a way that they will
understand) before the interview.
• Ensure that the client understands what is expected of them in the interview.
• Explain what will happen with the information they provide.
• Arrange for the client to have a support person with them if apprpropriate, such as a mentor,
family member or friend.

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Be open-minded
Sometimes predetermined expectation of the information that you will be receiving can hinder the
collecting of information. To minimize this effect:
• Remain open to a range of possible conversations that will obtain facts.
• Enter into the interview without any set notion of the information you will be receiving.
Minimize outside distraction
Banging doors, telephones ringing, other people's conversations being heard and big windows
opening out onto busy areas are examples of things that can cause unwanted distractions for both
you and your client.
• Make sure you are in a comfortable room that is private, well lit, has no telephone and no
distractions from fellow workers or other clients.
• Make sure that confidentiality can be maintained and that others cannot hear your
conversation.
Avoid stereotyping
A stereotype is a false but commonly held belief about a group of people. Having a stereotypical
image of a client or client group can affect the way you interact with them in an interview. Examples
of stereotypical thinking could include:
• Asian women are quiet and passive.
• Young people can't be trusted to act in a mature way.
• People with an intellectual disability are unable to make their own decisions.
• People who have English as a second language are intellectually inferior.
Stereotypes like this will affect your ability to obtain information and may cause you to interpret
some information incorrectly. Always remain open and non-judgmental in your interactions with
clients.
Maintain focus
Take care that the interview remains on track to obtain the necessary information. Factors that
make it difficult to maintain focus include:
• trauma
• embarrassment
• fear
• laughing inappropriately
• avoidance of the issue by clients
• discussing client issues not related to the interview's purpose
• Insufficient time for the client to express their situation and their needs.
Resource: How to conduct a successful interview
A six-step guide to the interviewing process:

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Step 1: Preparation
Your preparation for an interview will vary according to the type of meeting you are having.
Preparing for the interview gives you the opportunity to think very clearly about the purpose of the
interview. This allows you to establish a positive environment.
Points to consider in preparing for an interview include:
• Awareness of the statutory power you hold and the rights of the clients.
• Familiarity with agency policy and procedure on interviewing and recording of information.
• Talking with clients and seeking their permission for the interview and recording procedure.
• Identifying any additional needs your client may have. Be aware of any special cultural or
language requirements.
• Setting up a room or space that is appropriate for the type of interview you are conducting,
e.g. a formal setting around a boardroom table or an informal interview around a meeting
room coffee table, or at the interviewee’s home.
• Consulting senior officers or supervisors for support and guidance.
• Preparing a checklist of things you need to do or say in the interview, if needed.
• Identifying and setting up appropriate recording tools.
• Being clear about confidentiality requirements.
• Understanding your role and responsibility as the interviewer.
• Clearly defining the purpose of the interview.
• Making sure an interpreter is present if necessary.
Step 2 - Introduction
It is your responsibility as an interviewer to set the scene for the interview. The following tasks need
to be performed in any interview:
• Make the clients comfortable. The key to this is your attitude towards them, your openness,
honesty and tone of voice. It is important you speak clearly and respect their feelings. This
can often be trying in difficult situations.
• Outline the reason for the interview, the way it will be conducted, proposed outcomes, how it
is to be recorded, and access to the recorded information. Inform clients of their rights and
responsibilities. Rights and responsibilities include dealing with grievances, refusing
participation, freedom of information, statutory and legislative requirements of you, the client
and any government body or agency involved, confidentiality and limits to confidentiality. If
you are conducting an interview to collect evidence, make sure that your client is informed
that any information could be used in court.
• Ask clients if they have any questions and if they didn't understand anything.
• It is important to encourage them to participate in the interview. An unwilling client who is
fearful of giving information will need to be approached differently from a client who is
confident and willing to explain their experiences.
Step 3 - The body of the interview

The body of the interview is where you get down to business. It is the time that you collect the
information you require and explore the substance of that information.
To access this information, you will need to use the following techniques:
Open and closed questions
Closed questions are those that can only be answered with a 'yes' or 'no'.

Sheno TVET College
Open questions are questions that cannot be adequately answered by a yes or no, and usually start
with the words 'how', 'what', 'which', 'who' or 'where'.
The same topic can be put into an open or closed question. You are likely to obtain more
information from an open question, as shown in the example below.
• Closed question: Did you stand by and watch? No.
• Open question: What did you do while this happened? I went to find a telephone.
Active listening
This involves hearing what the person says and checking that you have heard the message the way
they want you to hear it. This means asking questions about what the client has told you, to clarify
your understanding of what the client has said.
Reflecting
This is similar to active listening, except that you reflect what they say to you as a statement rather
than questions.
Maintaining rapport
This involves allowing the client to talk when they need to, asking them if they are still happy about
the interview and monitoring their capacity to contribute. For example, are they tired, has the
meeting gone too long, are they getting restless?
Feedback
This means using information from other sources and checking the facts given in your interview
with those from other meetings.
Following are some suggestions to ensure that the interview is effective:
• Use simple words.

• Use short sentences.
• Use names rather than pronouns.
• Make sure that the client understands your questions.
• Monitor their response to make sure they have understood.
• Ask the client to repeat what you have said rather than asking, 'Do you understand?'.
• Do not respond to every answer with another question.
• Try to acknowledge the client's comment. This will encourage them to expand on their
previous statement.
Step 4 - Closure
The most important aspect of the closure of the interview is encouraging the clients to have
confidence that you will be acting in their best interests, with empathy for their position. Usually
they have given you valued information that needs to be treated with respect. Therefore, in closing
the interview, you need to:
• summaries the major points in the body of the interview
• gain agreement on facts
• gain agreement on understanding what you will do with this information
• ask if they have any questions or concerns
• Clarify whether the purpose of the interview has been met and the outcomes have been
clearly stated.

Sheno TVET College
Step 5 - Recording
In human service work written records of interview are often a requirement, to allow:
• the results to be kept for reference
• feedback to participants
• a basis for appeals against decisions, if relevant
• a tool for supervisors to support the interviewee to improve their skills, etc.
Recording an interview can be quite difficult during an interview and is often best completed
directly after the interview has finished. However, if there is a lot of detail required, you may need to
ask the client's permission to write as you go along. Sometimes, a second person can be co-opted to
do this, but it will depend entirely on the circumstances and the people involved.
Step 6 - Assessment
Those conducting the interview will usually have certain questions or criteria as the basis for
information being sought in the interview.
If an assessment is required, this will best be based on the pre-set criteria, to create a more
objective result.
To be effective, any questions for assessment purposes directed towards the person being
interviewed must be appropriate to their developmental level. There could be major differences in
language, comprehension, reasoning and memory between you and your client; these need to be
taken into consideration when developing assessment tools.
All of these processes are aimed at ensuring that the interview situation is as effective as possible
and the person being interviewed is empowered in the process.
Obtaining information
Many interviews require you to record factual information. This will be easier if you can develop
good rapport with the client and make them feel comfortable about providing information.
At the start of the interview:
• Outline the limits of confidentiality that can be offered to the client, and obtain the client's
consent for release of information to third parties where necessary, e.g. Centrelink, GP, or
legal guardian/carer.
• Explain clearly what the information is required for (e.g. client service planning or court) and
ensure that the information is relevant to the requirements.
• Before you begin questioning, explain that being honest with each other is essential.
Sometimes being honest can be difficult for a client because:
o they have been threatened or feel threatened
o they fear future consequences
o they fear others getting into trouble
o They are in the presence of someone they do not know.
During the interview:
• Ask simple questions that seek to have them explore the information they give you. A
combination of open and closed questions can help you ask about a piece of information in
more than one way.
• Clarify any points that you don't understand. You may choose to let the client tell their story
and seek to clarify at the end, or it may be more appropriate to walk them through their story
step by step.
• Agree on statements of fact. At the closure of the interview (you can also do this throughout
the interview if the information is complex), come to an agreement with the client on things

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that appear to be fact. Put these into short and simple statements that are clear. These can
also be put into written form for the client to sign it if you think it is appropriate to do so.
To distinguish between fact, opinion, assumption and hearsay (heard from someone else) when you
are presented with information:
• Check how this information came to be known.
• Explore whether it is first-or-second hand.
• Find out whether what they say is a belief or a known fact with some proof.

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Sheno TVET College

Training, Teaching and Learning Materials Development

SHENO TVET COLLEGE

HARDWARE AND NETWORK SERVICING

Unit of Competence : Utilize specialized communication skills

LO 1: Meet common and specific communication needs of clients and colleagues

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LO -1 Meet common and specific communication needs of clients and colleagues

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Non-professional support persons

Working with interpreters

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• What areas of specific communication needs could apply to Toby?

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Managing mistrust and conflict

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LO -2 Contribute to the development of communication strategies

Open and Closed Questions

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As opening questions in a conversation, as It's great weather, isn't it?

As follow-on from closed questions, to What did you do on you holidays?

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Case study: Referring a client

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LO -3 Represent the organization

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Verbal Meetings, interviews, presentations, conferences, committees, formal

Technological Email, fax, telephone and teleconferencing, videoconferencing and sharing

Working with groups

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Needs and expectations

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• Meeting details (title, date)

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Summary and review

Tips for better written communication include:

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Writing for organizational purposes

LO -4 Facilitate group discussion

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1. Allow others to state their case without interruption.

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Step 3 - The body of the interview

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• Use simple words.

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