Utilize Specalized Communication Skill

2018
GAGE College Department of Technology Section:

Information Technology TTLM for Utilize
specialized communication skill
1. Meeting common and specific communication needs of clients and colleagues
1.1 Development of the community service and disability sectors
The increasing complexity of our modern world has posed great challenges for many individuals
and families. Traditional community and informal helping services were found to be inadequate;
in response to the increasing need, community and disability services have developed and been
professionalized over the last century.
Community and disability services workers are now trained and employed to assist individuals
and families to cope with their own situation and with society's demands and challenges. The
client group for community and disability service workers is often the more marginalised and
disempowered individuals within our society. Hence community and disability service workers
often become the human face of society's attempt to care for these people.
This loss of relationships within society adds to the expectations placed upon you; while you
must develop the necessary skills to work in these sectors, your expertise will be underpinned
by essential personal qualities and attributes.
Self-awareness
Communities and disability service workers spend their working lives interacting with people in
many stressful and emotionally charged situations.
To be an effective helper, you must have a good understanding of yourself.
To become self-aware is to know your strengths and weaknesses, your triggers, your beliefs and
prejudices, your cultural heritage. Self-awareness is an essential underpinning skill in an
effective communicator.
Emotional intelligence
Emotional intelligence (EI) is now seen as an essential quality in any good communicator. Steve
Hein defined emotional intelligence as 'the innate potential to feel, use, communicate, recognize,
remember, learn from, manage and understand emotions' (Hein 2005).
1.1 Identify Basic communication Needs and 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.
Communication problems occur when sender and receiver do not share the same code or
understanding of the language used.
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GAGE IT & Business College Department of Technology Section: Information Technology
TTLM for Utilize specialized communication skill
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.
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:

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 lengthy or disorganized messages

 complex or ambiguous language
 inconsistent body language
 Disregard for specific needs.
Internal barriers include:
 fatigue  past experiences with the client

 disinterest  home or work problems
 poor listening skills  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.
1.2 Specific approach and communication needs
Community and disability service workers work with a diverse range of clients who, because of
their disability or personal, emotional and cultural situation, may require workers to develop and
use specialist communication skills.
You must be able to adapt your communication style to meet the needs of this client group in a
fair, non-judgmental and effective manner.
Areas of specific need you should consider when communicating with others include:
 Disability (including but not limited to intellectual impairment, physical impairment,

psychiatric disability, hearing or vision impairment, learning difficulties, and attention
deficits).
 Literacy (e.g. false assumptions about level of intelligence and understanding, concerns
about the content of documents and forms, what is being written down).
 Language (e.g. non-English-speaking backgrounds, not familiar with service-specific
jargon and acronyms).
 Gender, age, experiences, emotional well-being and other individual attributes.
 Critical situations. Crises traditionally cause disorganization of thought and hence need
special skills by workers in establishing rapport with clients.
 Culture (including experiences in other countries, music, spirituality, customs, gender,
social expectations, body language, and position in the community).
 Remote location (limited access to services and resources, distance travelled).
Irrespective of their particular needs, all clients must be treated with dignity and all
communication must demonstrate respect and be open and non-judgmental.
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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
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 specializing in either sign
language.
 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.
People who may be able to assist with communication include professional interpreters, case
workers, or non-professional helpers or support people, for example, trusted friends of the
client, family members or adults.
Non-professional support persons
Non-professional support people such as family members, careers or professional advocates are
not neutral. If these people are to act as interpreters, be aware that the communication may be
influenced by advice or emotional involvement.
Be extremely reluctant to use children as interpreters for their parents, especially in any
sensitive family matters. This practice can disturb the role and status of members within a
family system and contribute to instability and interpersonal problems within the family.
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.
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 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.
Strategies for building good rapport include:
 Being clear about your role and the purpose of the interaction.
 Using a person's preferred name when speaking with them.
 Paying attention to making them comfortable.
 Using a pleasant tone that is clear and precise.
 Explaining words and expressions that may be unfamiliar and not using jargon.
 Asking simple and clear questions.
 Explaining what you already know.
 Explaining clearly any mandated position you have. For example, you may have to report
to other authorities any disclosure of abuse.
 Explaining the actions that are undertaken both during the interview and as a result of
the interview.
 Using age-appropriate language. Avoid jargon and use words familiar to the other person.
 Conveying acceptance by showing interest and concern.
 Being sincere and realistic in praise and goal-setting.
 Not promising anything that cannot be delivered when the interview is over.
Demonstrating objectivity
Objectivity is essential in ensuring that personal bias does not inhibit communication. Strategies
could include:
 avoiding conversation topics where values and attitudes may conflict, e.g. politics
 remembering that the communication is about meeting the client's needs, not yours
 not taking a difference of opinion personally
 using paraphrasing, reflection of feelings, and clarification techniques rather than
offering your own opinion
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 Remaining calm and predictable rather than responding impulsively to differences of

opinion.
1.3 Addressing and 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 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.
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
 a sharp tone  non-participation  Closed posture
 snide remarks  distraction (crossed arms, etc.)
 asides (comments  withdrawal  color of face (pallor)
intended for one  continual lateness  angry expression
person to hear, but
directed toward  non-attendance  positioning (e.g.,
others) moving away)
 direct explanation
Levels of conflict
The Levels of conflict diagram describes the escalation of conflict from early signs of
discomfort through to incidents, misunderstandings, tension and crisis.
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Self-awareness in conflict situations
You need to be very honest in acknowledging personal limitations and prejudices, and avoid
imposing your own personal values and beliefs on others. These could include:
 feeling threatened by the other person

 commitment to personal values or beliefs
 being unsure of your information
 Being unassertive, aggressive, talkative, or having low self-esteem.
 being judgmental or having expectations
 Using inferences rather than facts or observations.
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People in conflict can approach the situation competitively or they can attempt to cooperate,
while still acknowledging the existence of a conflict. When people compete in a conflict, they
usually perceive that there will be an outcome in which one side wins and the other loses. If
people attempt to approach a conflict cooperatively, they try to find a solution both parties can
be satisfied with.
People's behavior in conflict falls into five styles described below:
 avoiding – withdrawing from the conflict

 smoothing – finding common interests or areas of agreement
 compromising – bargaining so that each side gets a part of what they want
 forcing – one side causes the other side to change
 Problem Solving – attempting to find a solution that meets both needs.
Conducting interview
Specialist communication skills in such areas as case planning, conducting formal interviews and
referring clients to other agencies are necessary to ensure that clients understand and are
comfortable with the processes.
This section covers specialist case-related communications, including strategies for:
 conducting interviews  consulting with clients and others

 providing feedback and advice  Writing case notes.
 referring clients to other agencies
Interviews
Workplace communication occurs in many ways; with clients, workers tend most commonly to
have face-to-face contact or telephone contact. This contact can occur in both a formal and an
informal context, depending on the particular situation or need at the time.
Formal interviews
Much of the worker–client contact will be within an informal context – a home visit to see how
they are managing, a chat in the office about a new program they might be interested in, a
phone call to check that they are coming to a meeting at the centre or just shared
communication about how their day is going.
However, occasionally the particular situation requires a formal context.
Formal interviews usually follow a more structured process than informal interviews. The
following section will assist you to learn the skills for these types of interviews.
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Intake and case planning
When a client accesses a service for the first time, an initial intake interview is usually
conducted by a staff member; sometimes this may be a supervisor or a fostered intake officer.
This initial interview is used to assess the client's eligibility to access the service, as well as to
make a preliminary assessment of the client's specific needs and areas in which your
organization can assist the client. From this early contact, an initial case plan is developed in
consultation with the client and a relationship begins to develop between the worker and the
client.
Most organizations have a standardized intake form for gathering information.
If you are conducting an intake interview with a client, the types of information that you may
need could include the following:
 general personal details

 personal history
 behavioral/physical/medical information
 key parties or significant others involved
 details of incidents that might impact on eligibility
 current interventions and reasons for those interventions
 the client's perception of their involvement with your organization
 history of involvement of other people and agencies with the clients
 social factors that impact on the client
 Feedback regarding current interventions by other agencies.
For interviewing to be successful:
 The structures (how the interview will take place)

 Time frames (when) and
 Protocols (what) need to be established upfront and mutually agreed upon by all
participants.
Preparing for the interview
Regardless of the setting or purpose of the interview, there are common steps in any interview,
including the preparation, introduction, body of interview, recording and closure of the interview
and assessment.
You need to inform your client of your role when you first introduce yourself. Display any
identification required by your agency and explain why you are involved in this particular
situation.
 Establish boundaries between you and the client.

 Clearly define the limits of what you can and cannot do.
 Clarify expectations the client has of you.
 Note statutory obligations and requirements.
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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.
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 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.
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.
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.
Maintain focus
Take care that the interview remains on track to obtain the necessary information. Factors that
make it difficult to maintain focus include:
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 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.
How to conduct a successful interview
A six-step guide to the interviewing process:
Step 1: Preparation
Your preparation for an interview will vary according to the type of meeting you are having.
Preparing for the interview gives you the opportunity to think very clearly about the purpose of
the interview. This allows you to establish a positive environment.
Points to consider in preparing for an interview include:
 Awareness of the statutory power you hold and the rights of the clients.
 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 interviewees 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:
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 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'.
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.
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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:
 summarize 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.
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
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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.
Developing case/action plans
When a client seeks a service from an agency, it is very important that a case or action plan is
developed collaboratively to best meet the needs of the client. You need to take a number of
considerations into account to ensure this occurs:
Involve the client in the planning:
 Actively listen to the client's needs and wants.

 Identify and discuss any constraints on the client's ability to achieve identified goals,
e.g. lack of finances, abilities, prerequisites, family responsibilities.
 Check that the client has understood the plan as it applies to them.
 Encourage questions and provide further feedback.
Provide a range of options:
 Offer activities and options which are appropriate and of interest to the client.
 Work on small steps that don't set the person up for failure.
Provide clear direction:
 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.
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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, careers, 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.
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.
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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 organizations is important in
providing information to clients, including
 Types of services available

 Eligibility criteria
 Hours available
 Contact name and phone numbers
 Available formats for information, e.g. video, audio, multiple languages.
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.
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
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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.
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.
Some records, such as case plans and incident reports, are legal documents and can be used in
formal proceedings such as courts or grievance processes. It is vital that these are accurate
and well written.
Guidelines for written records
To write case notes records of interviews and reports:
 Write it up as soon as possible.

 Record the date, time, location and names of those present for the interview.
 Record the source of information (who said what). Use inverted commas to indicate
direct quotes.
 Aim for accurate and objective reporting – avoid bias and judgment.
 Record facts rather than your opinions. Where interpretations are unavoidable, make it
clear that the information is a personal interpretation, e.g. ‘It has been my observation
that.’
 Record behaviors – what the person actually did, their actions or expressions.
 Distinguish between facts and inference – what actually happened, not what you thought
might have happened.
 Record the reasons why you made a decision.
 Omit any information that is unrelated to case management.
When you are writing your notes:
 Be concise. Use short sentences and paragraphs.

 Use plain, everyday language.
 Use active verbs rather than passive verbs. 'John drove the car' (active) is preferable
to 'The car was driven by John' (passive).
 Set out information clearly, using appropriate headings.
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 Check for misspelled words and inaccurate or unclear statements.
You should ensure that all case notes records of interviews and reports you write are dated and
signed and meet all other organizational requirements.
3. Communication within the organization
3.1 Handling and responding 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.
3.2 Establish Communication channels
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.
In a formal sense, workers come together for many purposes. 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.
Communication strategies used in your workplace may include:
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.
3.3 Provide 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 coachee agree on a coaching plan that will
enable the coachee to achieve their goals.
The coaching processes

Process of coaching for effective communication
Coach Novice/trainers
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.
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 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.
3.4 Facilitating and wworking with groups
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’ 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.
1. 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.
The group may address the needs of such clients as:
 survivors of child sexual abuse

 children touched by domestic violence
 bereaved children's group
 Gamblers Anonymous
 divorce recovery groups
 Self-esteem and peer support groups.
Formal groups can also include learning groups, set up to gain skills and knowledge about specific
areas, e.g. budgeting, cooking, and work skills preparation.
2. Informal groups
Informal groups may form because certain activities occur to support that happening. For
example:
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 Social workers and support workers meet informally to debrief with one another 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.
Supporting the development of groups
You may identify common goals, and arrange for people to meet and decide for themselves if
they would like to form a group. Be aware that not everyone will feel comfortable in a group
setting, or wish to continue with the group on an ongoing basis. Some groups may take time to
develop a common purpose and may need your support to do this. In your role as a support
worker, you could facilitate brainstorming, needs identification and discussion. When the group
finally disbands, you may support people to maintain the links they made during the group's
existence.
Roles within a group
Support workers and others involved in group facilitation need to have a working knowledge of
group processes, and the skills and knowledge to support the group in achieving its objectives.
Groups can also have secondary benefits such as helping to develop interpersonal skills and new
social relationships.
Individuals within a group may have differing approaches to the purpose and functioning of the
group. Task-oriented members may simply want to get the job done. Relationship-oriented
members are more concerned with feelings within the group and direct their efforts towards
maintaining relationships.
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Effective facilitation can assist in achieving an acceptable compromise between task and
relationship needs and behaviors necessary for the group to function. The task and maintenance
roles should not be confused with formal roles allocated to group members.
Task roles
Task focus is about getting the job done, achieving the goals – development of a structure
appropriate to the group task.
Initiating: Suggests or proposes new ideas.

Clarifying: Clarifies, pulls ideas together, and coordinates activities.
Expediting: Prods the group to action or decision or higher goals.
Information: Gives and seeks information and opinions.
Maintenance (relationship) roles
Relationship focus is about concern for feelings, caring for each other – development of a
structure appropriate to the emotional needs of members.
Encouraging: Understands and accepts others' views.

Harmonizing: Reconciles disagreements and relieves tensions.
Observing: Offers a perception of how the group is operating.
Sensitizing or Gate- Supports communication and involvement. Maintains equilibrium.
keeping:
Standard setting: Sets standards.
Following: Goes along with the movement of the group, accepts the ideas of others
and indicates support for the action being taken.
Court jesting: The court jester relieves tension by the responsible use of humor.
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Group behavior
Behavior in groups is guided by many factors, including:
 leadership and modeling of behavior  resources available, including

by the leader and other members funding
 group members' expectations  group norms
 group leader/facilitator's  group rules
expectations  past relationships between group
 group purpose and goals members
 group context and environment  Size and make-up of the group.
 time frames to achieve group
purpose
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 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.
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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.
Respecting difference
The support worker should model the acceptance of differences to other group members.
Ideally, you should demonstrate a clear expectation from the beginning that discrimination is
unacceptable. It often helps to set up certain group rules around this area, e.g. not allowing
nicknames.
It is important to demonstrate respect for others' points of view or opinion regardless of

differences. This could include:
 listening to their ideas and points of view

 talking about your feelings and opinions
 using a tone of voice that is calm and moderate
 being aware of your body language, e.g. maintaining a pleasant expression
 attempting to find areas you can agree on.
Personal goals
Each individual within a group has personal life goals, and the group should be encouraged to
recognize and respect these goals. Individuals may not always want to share their goals with
group members and should not be put under any pressure to disclose them. However,
acknowledging that all members bring these to their experiences with the group is important.
Needs and expectations
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 recognize 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.
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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.
Empowerment
People who are empowered have a measure of control over their own lives and decisions, and
generally feel better about them.
Understanding roles
An understanding and appreciation of group roles will help involve group members in activities
and decision-making.
A committee is one example of how formal roles can contribute to effective decision-making and
participation.
Not all groups have such clearly defined roles and, as a support worker, you may need to help
individuals identify their roles.
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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.
3.5 Setting objectives and 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
 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.
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 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.
3.6 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.
Disruptive behaviors may include:
 interrupting others  talking down to people

 talking too much  asking loaded questions
 making statements which are too  sarcasm
general or excessively firm  blaming others
 repeatedly telling others what to do
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
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level, and the contact person may be whoever sits in a particular role, or a specific person who
has relevant skills and knowledge.
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 Youth care outreach Irregular Emails, informal
about a current youth worker meeting at local café
issue in your area
Identify funding Senior manager, BDO, Monthly Formal meeting,
opportunities Project Officers tabled reports,
business cases
The basic principles underlying effective communication in networking include:
 clear systems for interaction with each other (who does what and when)
 clear systems for the dissemination of information such as written, verbal, visual or
electronic
 Maintenance activities, such as set meetings or informal catch-ups with network
contacts.
Representing your organization and participating in different forum
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:
 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
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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.
Consistency and Written communication
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:
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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.
Written communication 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
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Conflict resolution
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, who 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.
The most common conflict resolution methods are:
1. 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 ...'
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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 ...'
2. 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 themselves.

 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 a possible solution/solutions are identified and discussed.
 Decisions about strategies for solution/s are made and agreed on by all concerned.
 Action required and those responsible are identified, agreed upon and written down so
that everyone is clear about the process.
 A date is agreed upon to come back and review the situation, to ensure that the matter
has been resolved to everyone's satisfaction.
Referral to mediation
The crisis stage of conflict can be very complex and may have conflicting and competing issues
that need to be dealt with. You may need to invite an independent facilitator to manage the
process.
Formal mediation will most likely require a written referral, similar to that required for
referring a client on to another service.
Confidentiality must be maintained at all times, and a Release of Information Form signed if
required.

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2018

GAGE College Department of Technology Section:

1. Meeting common and specific communication needs of clients and colleagues

1.1 Development of the community service and disability sectors

To be an effective helper, you must have a good understanding of yourself.

1.1 Identify Basic communication Needs and processes

The channel describes how the information is relayed. For example:

 Verbal channels include face-to-face meetings, telephone and videoconferencing.

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

The receiver is then able to:

 access the message

Barriers to effective communication

Barriers related to the message include:

 lengthy or disorganized messages

Internal barriers include:

 fatigue  past experiences with the client

External barriers include:

 noise and other distractions

1.2 Specific approach and communication needs

 Disability (including but not limited to intellectual impairment, physical impairment,

Strategies for specific needs

 facial expressions, hand signals and other physical gestures

Non-professional support persons

Working with interpreters

Strategies for building good rapport include:

 Remaining calm and predictable rather than responding impulsively to differences of

1.3 Addressing and Managing mistrust and conflict

Signs of conflict can be verbal, non-verbal, or indicated through body language:

Verbal disagreement Non-verbal indicators Body language

Self-awareness in conflict situations

 feeling threatened by the other person

People's behavior in conflict falls into five styles described below:

 avoiding – withdrawing from the conflict

This section covers specialist case-related communications, including strategies for:

 conducting interviews  consulting with clients and others

However, occasionally the particular situation requires a formal context.

Intake and case planning

Most organizations have a standardized intake form for gathering information.

 general personal details

For interviewing to be successful:

 The structures (how the interview will take place)

Preparing for the interview

 Establish boundaries between you and the client.

During the interview:

 Check how this information came to be known.

Minimize client discomfort

Interviewees may feel pressure or be overwhelmed by their expectations or the expectations

How to conduct a successful interview

A six-step guide to the interviewing process:

Points to consider in preparing for an interview include:

Step 3 - The body of the interview

Open and closed questions

 Closed question: Did you stand by and watch? No.

Following are some suggestions to ensure that the interview is effective:

 Use simple words.

 summarize the major points in the body of the interview

 The results to be kept for reference

Developing case/action plans

Involve the client in the planning:

 Actively listen to the client's needs and wants.