Workforce-Capability-Framework-Participant-Resource (word)providers.dhhs.vic.gov.au/sites/dhhsproviders/files/2017-12/Workforce... · Web viewThis case study summarises the key

Participant resourcefor the Community Sector Workforce Capability Framework Toolkit

Department of Health

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Authorised and published 2011, republished by the © State of Victoria, Department of Health and Human Services 2017

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Available at providers.dhhs.vic.gov.au/workforce-capability-framework-implementation

Contents

http://providers.dhhs.vic.gov.au/workforce-capability-framework-implementation

mailto:[email protected]

Community Sector Workforce Capability Framework...............................................................4Introduction..................................................................................................................................... 4

Purpose of the Capability Framework.............................................................................................4

Purpose of the participant resource................................................................................................4

Appendix 1 Case study: emerging leaders in community arts.................................................5

Appendix 2 My Capabilities worksheet.......................................................................................6Level 1............................................................................................................................................ 7

Level 2.......................................................................................................................................... 11

Level 3.......................................................................................................................................... 13

Level 4.......................................................................................................................................... 17

Appendix 3 Example position descriptions.............................................................................21Case Manager – Refugee Support example position description.................................................22

Manager, Risk and Compliance example position description......................................................27

Sports Development Officer example position description............................................................31

Volunteer Retail Assistant example position description...............................................................34

Appendix 4 Templates................................................................................................................37a. Planning template.....................................................................................................................39

b. Assessment Plan......................................................................................................................43

c. Position description template....................................................................................................45

d. Defining the attraction approach...............................................................................................47

e. Interview scoring template........................................................................................................48

f. Reference check template.........................................................................................................49

g. Individual applicant scoring template........................................................................................53

h. Induction checklist.................................................................................................................... 57

i. Gap analysis assessment tool...................................................................................................61

Appendix 5 Learning styles.......................................................................................................69Felder and Solomon learning style...............................................................................................69

Memletics Learning Styles Inventory............................................................................................70

Learning styles references............................................................................................................70

Appendix 6 Evaluation form..........................................................................................................71

Community Sector Workforce Capability Framework

IntroductionThe Community Sector Workforce Capability Framework (Capability Framework) describes the broad capabilities required by people in community sector organisations. The Capability Framework provides current and future employees and managers, as well as volunteers, with a common language for the knowledge and skills and the personal attributes that are critical for the organisation, or for individual roles.

The Workforce Capability Framework was developed after extensive research and consultation in the not-for-profit sector. A range of capability frameworks being used by government and non-government organisations in Australia and overseas were examined to determine what features or content may be suitable for inclusion in a Framework for the community sector. People in the sector were consulted widely, through a series of forums held in metropolitan and regional areas of Victoria; an online survey; and face to face interviews.

The Community Sector Workforce Capability Framework is available at providers.dhhs.vic.gov.au/workforce-capability-framework-implementation

Purpose of the Capability FrameworkThe Capability Framework was developed for use by the community sector workforce to:

• improve the identification of skills and thus the staffing organisations need now and into the future• improve overall quality and effectiveness of service provision and improve client outcomes now and

into the future• provide a greater capacity for professional development and learning • provide better career pathways and recognition for community sector employees• promote enhanced and more flexible professional and management practice • improve and assist recruitment and retention.

By using the Capability Framework, people in community sector organisations will be able to develop adaptable skills that can be used across the whole sector. This will also allow for:

• cross sectoral career pathways • movement between types of service delivery and types of clients• more collaboration across different organisations.

Purpose of the participant resourceThis participant resource provides tools and examples for participants in training on how to implement the Capability Framework in their own organisations.

Page 4 Workforce-Capability-Framework-Participant-Resource

http://providers.dhhs.vic.gov.au/workforce-capability-framework-implementation

Appendix 1 Case study: emerging leaders in community arts

This case study summarises the key findings from a workshop conducted with eight emerging leaders from community arts organisations. The emerging Leaders Group meets regularly using a peer support model to share ideas and experiences about their work.

The Group’s organisations have different objectives; for example, to produce festivals, grow young writers and broadcasters, encourage participation in dance and the visual arts. The sector is characterised by lack of career pathways and progression. Within the arts there are multiple small to medium enterprises and a few large and comparatively conservative organisations. The group met in July 2010 to discuss leadership in the Community Arts sector. They reviewed the Capability Framework to consider their strengths and areas where they would like to grow their skills. The Capability Framework provided a useful basis to start this reflection.

Some of the more common strengths were:

• Partnerships and collaboration and knowledge of community (stream 1)• Time management, taking responsibility (stream 2)• Communication and interpersonal skills (stream 3)• United vision and diversity (stream 4)• Program development (stream 7)Areas where participants felt they would like development included:

• Client / member outcomes• Reflective practice• Risk management

Additionally some participants felt that most of the capabilities from streams 5 (resources, assets and sustainability), 6 (service delivery) and 9 (governance and compliance) in the Capability Framework, were areas where they needed development.

Workforce-Capability-Framework-Participant-Resource Page 5

Appendix 2 My Capabilities worksheet


Level 1 People working at this level do not supervise the work of others; they work under the direction of others and apply their skills to meet established targets or outputs.


1. Community and inter-agency relations

2. Professionalism

3. Communication

4. Leadership and teamwork

5. Resources, assets and sustainability

6. Service delivery

7. Program management and policy development

8. Change and responsiveness

9. Governance and compliance

Networks and stakeholders 1.1.1 Utilises own community networks to achieve established outcomes

Time management 2.1.1 Demonstrates punctuality and meets agreed schedules and timelines

Advocacy 3.1.1 Actively listens to colleagues and clients and passes on relevant information accurately and appropriately

United vision 4.1.1 Maintains enthusiasm and understands own role in achieving organisational mission

Revenue raising 5.1.1 Supports fundraising work

Reflective practice 6.1.1 Applies organisational practice models, procedures and relevant legislation when working with clients/members

Policy development and implementation 7.1.1 Maintains awareness of policies and applies procedures to daily work activities

Change management 8.1.1 Maintains a positive approach to change and adapts to new or different ways of working

Strategy 9.1.1 Achieves targets in work plans and understands links with strategic goals

Community 1.1.2 Contributes to staff forums and meetings about key community issues

Ethics 2.1.2 Observes Code of Conduct, behaves ethically and seeks assistance with ethical dilemmas

Written communication 3.1.2 Provides accurate written information using forms, log books and templates appropriate to the task

Strategic focus 4.1.2 Follows work plan and prioritises key tasks

Financial management 5.1.2 Assists with maintenance of financial records and works efficiently to meet established budgets

Knowledge of client/member issues 6.1.2 Maintains awareness of client/member needs

Program development 7.1.2 Performs own role and responsibilities efficiently to contribute to program and project outcomes

Multi-skilling 8.1.2 Takes advantage of opportunities for learning and growing skills

Quality 9.1.2 Ensures that own work meets the organisations’ quality requirements

Partnerships and collaboration 1.1.3 Works collaboratively with other organisations in formal and informal partnerships to achieve client/member outcomes

Taking responsibility 2.1.3 Takes responsibility for work outcomes and enacts authority as defined in role statement

Verbal communication 3.1.3 Speaks politely and explains issues and information clearly to clients/members and colleagues

Team dynamics 4.1.3 Openly shares information, participates and contributes to team discussions

Procurement 5.1.3 Makes low cost purchases and achieves value for money

Client/member outcomes 6.1.3 Supports clients/members to achieve their goals or aspirations through provision of quality service

Achieving results 7.1.3 Supports program and project team members to achieve defined outcomes

Creativity and innovation 8.1.3 Identifies opportunities to do things better, develops ideas with others and assists with the implementation of routine changes

Risk management 9.1.3 Ensures that risks are identified and reported in own work context



2. Professionalism

3. Communication



6. Service delivery






















Knowledge of community 1.1.4 Maintains basic awareness of current community issues and knowledge of relevant organisations

Problem solving 2.1.4 Demonstrates common sense, and uses established strategies to solve routine problems

Public speaking 3.1.4 Participates actively in staff meetings and shares information to improve work environment and outcomes

Conflict management 4.1.4 Considers the views of others and aims for group cohesion

Equipment and assets 5.1.4 Takes care when using and maintaining equipment and aids

Diversity 6.1.4 Demonstrates sensitivity and respect for diversity and differences in clients/members

Contract management 7.1.4 Records relevant data for contract administration

Technology 8.1.4 Uses technology and software applications effectively in accordance with task requirements

OHS 9.1.4 Ensures safety of self and others in work environment



2. Professionalism

3. Communication



6. Service delivery






















Social justice 1.1.5 Demonstrates commitment to social justice and social inclusion

Initiative and enterprise 2.1.5 Contributes to ideas for improved ways of working

Interpersonal skills 3.1.5 Demonstrates active listening and asks appropriate questions when dealing with clients/members and colleagues

Diversity/different styles 4.1.5 Values diversity in team and supports colleagues

Sustainability 5.1.5 Uses resources appropriately and supports organisation’s sustainability protocols

Client confidentiality and dignity 6.1.5 Respects client/member confidentiality

Complaints handling and continuous improvement 7.1.5 Records complaints and assists with reviewing feedback on program outcomes

Learning and development 8.1.5 Prepares own development plan in consultation with supervisors

Legislation and compliance 9.1.5 Is aware of relevant legislation and licensing requirements and ensures compliance in work practices


Level 2People working at this level have well developed skills; they may take limited responsibility for the work of others.


2. Professionalism

3. Communication



6. Service delivery




Networks and stakeholders 1.2.1 Researches community’s needs and concerns and provides community development/ education

Time management 2.2.1 Manages time and uses tools effectively to assist with planning and organising

Advocacy 3.2.1 Advocates for clients/members to advance their interests

United vision 4.2.1 Generates ideas for innovation and enhanced working practices to achieve organisational mission

Revenue raising 5.2.1 Undertakes public relations and fundraising activities

Reflective practice 6.2.1 Demonstrates reflective and evidence based practice

Policy development and implementation 7.2.1 Participates in the review and development of policy and utilises policies and procedures to guide work practices

Change management 8.2.1 Supports change management and assists others to adapt and adjust to change

Strategy 9.2.1 Contributes to team work plans and ensures that own work outcomes are achieved

Community 1.2.2 Participates effectively in networks and community meetings to advance organisational objectives

Ethics 2.2.2 Observes professional boundaries and standards and assists others with ethical dilemmas

Written communication 3.2.2 Writes accurate, clear and informative reports and communications that meet the needs of their intended audience

Strategic focus 4.2.2 Contributes to team plans and relates teamwork to strategic objectives

Financial management 5.2.2 Assists with budget reviews and works to established budgets

Knowledge of client/member issues 6.2.2 Builds knowledge of client/member issues and requirements to improve practice

Program development 7.2.2 Contributes to program objectives, develops and implements simple project plans

Multi-skilling 8.2.2 Works collaboratively with people from different disciplines and shares skills and knowledge

Quality 9.2.2 Contributes to enhancement of quality practices and ensures that own work meets quality requirements

Partnerships and collaboration 1.2.3 Works collaboratively with other organisations in formal and informal

Taking responsibility 2.2.3 Takes responsibility for work outcomes and assists others to understand role and

Verbal communication 3.2.3 Articulates clear and respectful messages and information to clients/members and colleagues

Team dynamics 4.2.3 Offers constructive feedback and provides balanced and informed perspectives at team meetings

Procurement 5.2.3 Researches market and attains value for money when making purchases or contracting

Client/member outcomes 6.2.3 Provides clients/members with high quality service and appropriate referrals

Achieving results 7.2.3 Ensures clarity of understanding of required work, fulfils program and project

Creativity and innovation 8.2.3 Generates and shares ideas and encourages others to reflect on activities and develop ideas

Risk management 9.2.3 Contributes to identification and control of risks and hazards and takes advantages of emerging opportunities



2. Professionalism

3. Communication



6. Service delivery




partnerships to achieve client/member outcomes

responsibilities work responsibilities, and achieves performance targets

for innovation and improvement

Knowledge of community 1.2.4 Maintains detailed understanding of current community issues and knowledge of relevant organisations

Problem solving 2.2.4 Assists with resolution of clients’/members’ and colleagues’ problems

Public speaking 3.2.4 Uses relevant facts to express clear and logical arguments and opinions in meetings and other forums

Conflict management 4.2.4 Recognises differences of opinion and works toward the resolution of team conflict

Equipment and assets 5.2.4 Researches and recommends purchase of equipment and aids to provide efficient and effective service delivery

Diversity 6.2.4 Demonstrates cultural sensitivity and adjusts personal style in response to client/member differences

Contract management 7.2.4 Maintains awareness of contracts relating to own position and ensures that work fulfils contractual obligations

Technology 8.2.4 Supports the use of new technology and develops skills to master new technologies

OHS 9.2.4 Contributes to identification of OHS risks and hazards, and ensures safety in own work context


Initiative and enterprise 2.2.5 Demonstrates initiative and enterprise and supports others to work more effectively

Interpersonal skills 3.2.5 Demonstrates appropriate interpersonal skills, active listening, empathy, social awareness and emotional intelligence in verbal communications

Diversity/different styles 4.2.5 Builds team spirit and supports team members’ development

Sustainability 5.2.5 Aims for sustainability in purchasing decisions

Client confidentiality and dignity 6.2.5 Respects client/member confidentiality

Complaints handling and continuous improvement 7.2.5 Utilises feedback from complaints to improve programs and reviews own performance

Learning and development 8.2.5 Maintains awareness of own skills and skill needs, actively works to address skills gaps and assists others to identify training needs

Legislation and compliance 9.2.5 Is aware of relevant legislation and licensing requirements and ensures compliance in work practices


Level 3People working at this level take a leadership role; they may supervise the work of others and/or provide leadership through their technical or specialist skills.


2. Professionalism

3. Communication



6. Service delivery




Networks and stakeholders 1.3.1 Reviews and manages services in response to changing needs of relevant groups in the community

Time management 2.3.1 Prioritises work; delegates appropriately demonstrating an understanding of organisational, team and individual priorities and capacities; and ensures that key requirements are met

Advocacy 3.3.1 Articulates clear and persuasive messages about key issues when advocating or negotiating for clients/members and on behalf of the organisation

United vision 4.3.1 Celebrates and rewards the achievement of outcomes that contribute to organisation’s mission

Revenue raising 5.3.1 Prepares funding applications and writes winning tenders

Reflective practice 6.3.1 Disseminates, promotes and develops reflective and evidenced based practice models

Policy development and implementation 7.3.1 Researches options and consults with stakeholders to develop clear and workable policies and procedures that align with organisational mission

Change management 8.3.1 Implements change management processes and monitors progress

Strategy 9.3.1 Develops and implements work plans and targets to support implementation of strategic plan

Community 1.3.2 Represents the organisation and promotes awareness

Ethics 2.3.2 Sees that reward system is aligned with organisational values and that behavioural expectations/C

Written communication 3.3.2 Writes winning tenders, and accurate

Strategic focus 4.3.2 Develops team plans with clear targets and goals linked to

Financial management 5.3.2 Prepares program and complex project

Knowledge of client/member issues 6.3.2 Demonstrates detailed knowledge

Program development 7.3.2 Manages programs and complex projects to work to

Multi-skilling 8.3.2 Designs jobs and teams with an emphasis on multi-skilling and opportunities

Quality 9.3.2 Manages implementation of quality systems and ensures that quality outcomes are achieved



2. Professionalism

3. Communication



6. Service delivery




of key issues in community networks

ode of Conduct are communicated

reports and documents that meet audience needs

strategic plan budgets, and reviews financial performance

of client/member issues and builds research links

timelines and budget and achieve goals and objectives; and envisions and designs new programs

for shared learning

Partnerships and collaboration 1.3.3 Develops models and protocols for working in formal and informal partnerships with other CSOs to achieve client/member outcomes

Taking responsibility 2.3.3 Delegates to develop staff and accepts responsibility for actions of staff and teams under authority

Verbal communication 3.3.3 Provides informed, meaningful and relevant messages when communicating with staff and clients/members

Team dynamics 4.3.3 Manages team dynamics, supports productive working relationships and work-life balance

Procurement 5.3.3 Establishes purchasing and probity protocols

Client/member outcomes 6.3.3 Provides clinical leadership and focuses team on client/member outcomes

Achieving results 7.3.3 Clarifies roles and responsibilities of program staff and project teams and achieves necessary support from stakeholders

Creativity and innovation 8.3.3 Establishes ways to capture, communicate and share innovative ideas and practices

Risk management 9.3.3 Manages risk and encourages staff to take advantage of opportunities

Knowledge of communit

Problem solving 2.3.4 Implements

Public speaking 3.3.4 Makes

Conflict management 4.3.4

Equipment and assets 5.3.4

Diversity 6.3.4 Supports

Contract management 7.3.4

Technology 8.3.4 Researches

OHS 9.3.4 Manages work practices for health and



2. Professionalism

3. Communication



6. Service delivery




y 1.3.4 Demonstrates high-level understanding of the sector and the work of other relevant organisations

systems to address adverse events and problems and assists teams to take proactive approaches to problem solving

convincing presentations, using a range of media, to communicate key issues

Develops systems and protocols for management of conflict and disputes and is actively involved in problem solving and conflict resolution

Manages assets, allocates resources and purchases high cost equipment to support service delivery

teams to value and work effectively with client/member diversity

Monitors contracts and checks that contractual obligations of both parties are met

and implements new technologies to strengthen the organisation and improve business practices

wellbeing of staff and compliance with OHS legislation


Initiative and enterprise 2.4.5 Encourages teams to show initiative and looks for ways to work more dynamically

Interpersonal skills 3.3.5 Models self-awareness, self-management and social awareness in communications, problem solving and conflict resolution

Diversity/different styles 4.3.5 Selects diverse team members with strong and appropriate skill bases suited to task and supports team building

Sustainability 5.3.5 Identifies and manages financial risks and develops protocols for sustainable purchasing

Client confidentiality and dignity 6.3.5 Creates systems and policies for protection of client/member confidentiality

Complaints handling and continuous improvement 7.3.5 Establishes complaints handling procedures and methods for responding to critical incidents

Learning and development 8.3.5 Establishes systems and processes for reviewing skills and professional development

Legislation and compliance 9.3.5 Manages work practices to comply with relevant legislation and licensing requirements


Level 4 People at this level will guide and steer the organisation and take responsibility for a range of programs and services.



2. Professionalism

3. Communication



6. Service delivery




Networks and stakeholders 1.4.1 Creates and sustains dynamic, strategic and productive relationships with key stakeholders

Time management 2.4.1 Designs own approaches for excellent performance and structures time and tasks to achieve prioritised outcomes

Advocacy 3.4.1 Expresses confident and cogent public messages when advocating and negotiating for clients/members and organisational issues

United vision 4.4.1 Champions vision and mission and maintains a focus on the big picture

Revenue raising 5.4.1 Negotiates for resources with government, philanthropic agencies or other sources of revenue and invests responsibly

Reflective practice 6.4.1 Supports managers to establish innovative and effective models for service delivery

Policy development and implementation 7.4.1 Establishes policy framework to support Board strategy and decision-making, and fosters staff support for policy implementation

Change management 8.4.1 Keeps informed of changing political, economic, social and technological context and designs responsive change management strategies

Strategy 9.4.1 Establishes and reviews systems to support Board’s strategic plan and achieve organisational goals

Community 1.4.2 Advances organisational objectives and champions important issues with key stakeholders

Ethics 2.4.2 Models organisational values and preferred behaviours and promotes Code of Conduct

Written communication3.4.2 Writes succinct and lucid reports and documents for Board, funding bodies and key stakeholders

Strategic focus4.4.2 Establishes systems to support and evaluate strategic plan

Financial management 5.4.2 Oversees organisational budget and key program budgets, reviews financial performance and ensures availability of adequate resources

Knowledge of client/member issues 6.4.2 Maintains high level awareness of client/member issues as impacted by political, economic, social and technological change

Program development 7.4.2 Establishes targets for program areas and encourages strong results; and supports the development of new programs

Multi-skilling 8.4.2 Encourages multi-skilling, flexibility and learning from others

Quality 9.4.2 Establishes and reviews quality systems and organisational standards



2. Professionalism

3. Communication



6. Service delivery













Partnerships and collaboration 1.4.3 Negotiates and builds fruitful formal and informal partnerships to achieve strategic objectives and improve client and member outcomes

Taking responsibility 2.4.3 Accepts responsibility for organisation’s positive and negative outcomes

Verbal communication3.4.3 Provides considered responses and clear messages to inspire trust and confidence of others

Team dynamics4.4.3 Engenders organisational synergy and a spirit of collaboration

Procurement 5.4.3 Reviews major purchases and ensures value for money is achieved

Client/member outcomes 6.4.3 Fosters a culture of excellence in service delivery

Achieving results7.4.3 Supports program managers and conducts campaigns to assist program activities

Creativity and innovation 8.4.3 Encourages creativity and innovation in the workplace

Risk management9.4.3 Establishes and reviews risk management framework



2. Professionalism

3. Communication



6. Service delivery













Knowledge of community1.4.4 Maintains high level awareness of sector and current issues that affect clients and members

Problem solving2.4.4 Sees emerging problems for the organisation and takes proactive steps to ensure that risks are managed

Public speaking3.4.4 Adapts presentations to engage different audiences and obtain their support

Conflictmanagement 4.4.4 Operates in political environments and key networks and negotiates for win-win outcomes

Equipment and assets 5.4.4 Builds organisation’s asset base to support service delivery

Diversity 6.4.4 Champions respect for diversity and importance of culturally appropriate behaviours

Contract management 7.4.4 Negotiates and establishes contracts, and maintains relationships with key stakeholders

Technology 8.4.4 Promotes the use of new technologies to enhance business practices

OHS 9.4.4 Establishes and reviews OHS systems to address organisational requirements



2. Professionalism

3. Communication



6. Service delivery













Social justice 1.4.5 Demonstrates commitment to social justice and social inclusion and the development of a strong community sector

Initiative and enterprise 2.4.5 Envisions new and innovative possibilities and actions those with significant organisational benefits

Interpersonal skills 3.4.5 Motivates others through personal interactions and mentors development of emerging leaders

Diversity/different styles 4.4.5 Develops and models own leadership style

Sustainability5.4.5 Ensures financial and organisational sustainability through a range of strategies including competitive and collaborative approaches

Client confidentiality and dignity 6.4.5 Fosters a culture of respect for clients’/members’ dignity

Complaints handling and continuous improvement 7.4.5 Encourages continuous improvement and establishment of systems for feedback and review

Learning and development 8.4.5 Fosters a culture of life-long learning

Legislation and compliance 9.4.5 Establishes systems to ensure legislative and licensing compliance


Appendix 3 Example position descriptions


Case Manager – Refugee Support example position descriptionThe GROWTH Migrant Support Program (GMSP) provides assistance to migrants from diverse backgrounds settling into our community. We assist newly arrived refugees coping with the challenges of arrival, settlement and integration into the community. Essentially, we assist newly arrived people to plan for, and to realise, their longer term aspirations. Support for families in times of transition is especially important and a suitably qualified and experienced Case Manager is required by GMSP to work with families in our catchment area.

Mandatory• A current drivers’ licence• a police check• a working with children check

Part A: Organisation valuesAt GMSP we value:

• A strong local community that is inclusive and encourages people from all walks of life to be engaged in supporting newly arrived people

• Social justice and respect for the individual • Advocacy for the needs and rights of our clients• Innovation and culturally sensitive service delivery• Diversity.

Part B: Position specification

Role information

Role Case Manager – Refugee Support

Organisation GROWTH Migrant Support Program (GMSP)

Group Western region, Settlement Services Team

Classification level/award rate $___ K package

Reporting structure

Reporting to Team Leader, Settlement Services

Direct reports None

Responsibilities

The Case Manager will provide case management services including:

• Intake• Initial assessment/investigation• Family assessment• Case planning• Service provision• Monitoring family progress• Case closure.


Additionally, the position will provide:

• Orientation programs to newly arrived families• Community outreach, information and referrals• Crisis intervention• Access to translation and interpretation services• Advocacy.

Delegations, authority levels and decision making

As an experienced professional the Case Manager will work with clients to review their needs and wishes and explain the potential consequences of their choices. Their work will reflect the policies of the GMSP, and the organisation’s model for case planning in a social health context. The Case Manager will manage boundaries, liaise with the Team Leader about more complex cases, and obtain professional supervision in-line with the GMSP protocols.

Part C: Person specification

Qualifications

A relevant qualification for the position is mandatory. It is expected that the incumbent will hold a suitable tertiary qualification, such as Bachelor of Social Work, Diploma of Community Services (Case Management) or Welfare Studies.

Key knowledge areas

• Psycho-social assessments• Case management• Trauma responses• Legal, political and social policies influencing work with refugee survivors of torture and trauma in

Australia • Family therapy


Key skills/competencies

Key skills/competency

Description Number matches capability from the Community Sector Workforce Capability Framework

Social Justice Demonstrates commitment to social justice 1.2.5

Reflective practice Demonstrates reflective and evidence based practice to respond sensitively and appropriately to clients needs

6.2.1

Knowledge of clients issues

Builds and shares knowledge of issues for refugees and newly arrived migrants and their families

6.2.2

Client outcomes Provides clients with excellent case management, manages boundaries and empowers clients

6.2.3

Diversity Demonstrates cultural sensitivity and adjusts personal style in response to clients

6.2.4

Client confidentiality and dignity

Respects client confidentiality 6.2.5

Networks and stakeholders

Conducts research and provides community education on issues for refugees and their families

1.2.1

Interpersonal skills Demonstrates high level interpersonal skills including active listening, empathy, social awareness and emotional intelligence in assessing and responding to client needs

Advocacy Advocates for clients and their families to obtain support and access to services

A language other than English would be advantageous.

Personal attributes

• Self disciplined: manages their own time and operates autonomously to achieve key outcomes• Analytical: reviews options and considers implications prior to making decisions; develops systematic

and logical procedures and presents solutions in clear logical arguments• Flexible: adapts to changing circumstances and takes advantage of emerging opportunities; adapts

procedures to address what is most important• Culturally aware: respects differences and values diversity; adapts processes and procedures to

accommodate language and cultural differences• Collaborative: works with others in a spirit of trust and teamwork; works with others to establish and

achieve common goals


Experience

At least five years’ experience in the community services sector, with a minimum of two years in a case management role. Ideally the incumbent will have experience in working with people from culturally and linguistically diverse backgrounds and/or family therapy experience.

Key result areas / job outcomes

• Empowered and self-directed clients• Family support• Effective referrals• Effective and well documented case plans• Implementation of the GMSPs models and frameworks.


Manager, Risk and Compliance example position descriptionDeTour Disability Services is a not-for-profit organisation providing disability services across Victoria to children and adults with multiple disabilities. We provide a range of services including respite, day services, recreation and community development. With a strong membership base and solid corporate governance structures, De Tour is a focused and responsive organisation that delivers quality services.


Part A: Organisation valuesThe purpose of our organisation is to increase the choices and opportunities for people with a disability, as well as creating options for carers and families. Our organisation uses a participatory approach to negotiate outcomes with each client and to promote the rights and responsibilities of full citizenship, and to foster individual growth, development and aspirations. Our commitment is to provide clients with choices in areas that are important to them. Our values are responsibility, respect, integrity, quality and achieving together. It is expected that the incumbent will model these behaviours through their daily behaviours.


Role information

Role Manager, Risk and Compliance

Organisation DeTour Disability Services

Group Corporate Services. Compliance and Risk

Classification level/award rate Manager level III

Reporting structure

Reporting to General Manager

Direct reports Compliance Officer, OHS Officer

Position statement

This position is responsible for providing operational and advisory support to the organisation in the implementation, management and evaluation of the integrated Risk Management and Compliance Program. The applicant will be expected to foster a culture of quality improvement within all sections of the organisation. The position includes the development, implementation and maintenance of quality plans and procedures that allow the organisation to respond to industry standards, relevant legislation and current best practice. The incumbent will be required to contribute to the organisational strategic planning process to ensure that quality improvement is part of everything we do. In particular the position will ensure that DeTour:

• complies with the Standards for Disability Services in Victoria by 2012, and maintains its compliance• complies with all relevant legislation, including OHS, privacy, anti-discrimination, so that there is

complete compliance


• fosters a culture of continuous improvement within the organisation, which is documented and implemented as part of the Quality Plan.

Responsibilities

The key duties and tasks that the incumbent will be required to undertake are:

• Develop, implement and maintain quality plans, procedures and documentation in accordance with DeTour’s Quality Management System

• Provide mentoring, coaching and support to work teams in the implementation of processes and procedures required under DeTour’s Quality Management System

• Support the promotion and development of continuous improvement activities across the organisation• Implement the audit program within the Quality Management System to ensure adherence to the

Standards for Disability Services in Victoria, and other quality programs as required• Implement processes to ensure the integrity of DeTour’s Quality Risk and Safety Data Base System

and processes• Assist service delivery teams to reflect on findings, service data and evaluation of outcomes• Initiate the investigation of incidents/accidents and provide follow up risk management• Conduct internal audits, and facilitate external audits, to support and implement improvement

processes• Report to Management and the Board on the implementation of the Risk Management and

Compliance Program.


The incumbent will be responsible to the Managing Director in terms of strategic direction. However, the incumbent will be responsble for making and implementing decisions about the organisation’s response to the statutory and regulatory framework in which the organisation operates, and the day to day running of the unit and its outputs.


Qualifications

• Relevant tertiary qualification in business, quality or other related field.• Qualified to audit Management Systems

Key knowledge areas

• In-depth knowledge of contemporary Quality and OHS issues and best practice, and the statutory and regulatory framework in which Quality and OHS operates, including the Standards for Disability Services in Victoria, the Australia/New Zealand Standard for Risk Management and other management systems including AS/NZS ISO 9002:2008

• Basic knowledge of the Australian financial services legislative and regulatory environment• Understanding of the social and political context in which the organisation delivers services.


Key skills/competencies



Quality Manages implementation of quality systems and ensures that quality outcomes are achieved

9.3.2

Risk Management Manages risk and encourages staff to take advantage of opportunities

9.3.3

Legislation and compliance

Manages work practices to comply with relevant legislation and licensing requirements, including compliance with OHS legislation

9.3.4 and 9.3.5

Knowledge of community

Demonstrates high-level understanding of the sector and the work of other relevant organisations

1.3.4

Verbal communication

Provides informed, meaningful and relevant messages when communicating with staff and clients

3.3.3

Policy development and implementation

Researches options and consults with stakeholders to develop clear and workable policies and procedures that align with the organisational mission

7.3.1

Client confidentiality and dignity

Creates systems and policies for protection of client confidentiality

6.3.5

Strategic focus Develops team plans with clear targets and goals linked to strategic plans

4.3.2

Personal attributes

• Analytical: reviews arguments and takes a systematic approach to creating and presenting new developments

• Collaborative: works well with others and engenders a spirit of trust and teamwork• Resilient: overcomes obstacles, learns from prior impediments and recovers from setbacks through

self development• Self disciplined: manages their own time effectively and retains a strong work ethic despite

distractions• Client focused: prioritises the needs of clients and is outcomes focused• Ethical: has integrity and principles reflective of the standards and codes of conduct expected.

Experience

• Proven experience with a minimum 2 years working in a similar organisation with responsibility for implementing the statutory and regulatory framework

• Demonstrated experience in implementing a quality management system and conducting internal or external quality audits, particularly in the disability sector

• Experience in managing a team of at least 2 people, and in harnessing cross-organisational support for new initiatives.


Key result areas/job outcomes

• Ongoing compliance with the statutory and regulatory framework in which quality and OHS operates, including the Standards for Disability Services in Victoria, the Australia/New Zealand Standard for Risk Management and other management systems including AS/NZS ISO 9002:2008

• An ongoing development of continuous improvement within the organisation, thereby increasing value to the clients and the organisation.


Sports Development Officer example position descriptionAthletics Today was established to support local athletics clubs and foster skill development for track and field athletics. We also actively engage with key events and organizations such as fun runs, fitness centres, schools and recreational walking clubs. The Sports Development Officer will assist in our general work throughout Melbourne’s South-Eastern suburbs and have specific responsibilities in relation to the ‘Junior Jumpers’ Carnival.


Part A: Organisation valuesOur values are:

• Safety• Health• Friendliness and inclusion• Participation.


Role information

Role Sports and Recreation Officer

Organisation Athletics Today

Group

Classification level/award rate Recreation Officer Class

Reporting structure

Reporting to Development Manager

Direct reports None

Position statement

The objective of the position is to contribute to the development of athletics clubs and to support coaching and education activities in the eastern suburbs. The successful applicant will maintain and foster existing relationships with other organizations, conduct clinics and support the growth of athletics. Additionally, this position will plan, develop and coordinate ‘Junior Jumpers’, an annual statewide competition for children aged 10-15. The carnival is held every September and the competition is designed to foster development in the field disciplines of high jump, pole vault, long jump and triple jump.

Responsibilities

The key responsibilities of the position are:

• The design and delivery of development programs for athletics coaches• Building links with athletics clubs and assisting them to provide positive and inclusive programs• Conducting training sessions with schools and fostering students’ interest in athletics


• Coordination of the Junior Jumpers Carnival


The incumbent will report to the Development Manager. They will work independently and be responsive to the needs of athletics clubs in the area. A monthly report will be submitted to the Development Manager on the officer’s activities, and progress reports will be lodged in line with the annual plan for the ‘Junior Jumpers’ Carnival.


Qualifications

A relevant tertiary qualification is required, e.g.

• Bachelor of Sport and Outdoor Recreation• Bachelor of Sport and Recreation Management• Diploma of Outdoor Recreation• Certificate IV in Community Recreation.

Key knowledge areas

• Coordinating, developing and promoting programs for young people• Developing partnerships with local schools and community services• Youth development • Little Athletics experience, or similar athletics training

Key skills/abilities



Program development • Develops plans and programs to fulfil the aims of Athletics Today

• Has a sound knowledge of community issues in the outer eastern suburbs

7.2.2

6.2.2

Achieves results • Has a clear picture of organisational aims, takes responsibility and achieves an increase in participation

• Contributes to organisational plans and is focused on outcomes

7.2.3

4.2.2

Creativity and Innovation

• Develops new and different activities that stimulate and appeal to athletes in this area

8.2.3

Relationships • Demonstrates cultural sensitivity and makes adjustments as required

6.2.4

Ethics • Has solid professional boundaries and standards 2.2.2

Knowledge of community

• Maintains an understanding of current community issues and organisations of relevance to athletes

1.2.4




Partnerships and collaboration

• Works with local sporting organisations and schools to build links so that better outcomes are achieved for athletes

1.2.3


Personal attributes

• Supportive: encourages athletes and coaches to achieve their goals; listens actively and inspires confidence; demonstrates empathy

• Determined: has clear ideas about what is to be achieved; deals with obstacles and impediments• Positive: has faith in own abilities; is optimistic; remains calm and focused when there is conflict

Experience

• The incumbent will be required to work autonomously on occasions.• A minimum of three years’ experience working within a sports development role is required.


• Increased numbers of people participating in athletics programs• Positive evaluations and feedback from participants and officials of the Junior Jumpers Carnival • Enhanced positive relationships with schools, local athletics clubs and other organisations• Enhanced reputation of Athletics Today


Volunteer Retail Assistant example position descriptionThe Southern Society for Cats and Dogs manages a refuge for 35 abandoned dogs, and 90 abandoned cats. We aim to ensure that these animals are healthy and are matched to responsible owners that can provide a loving and secure home. We do not receive government funding for our work and rely on donations and other fundraising activities to maintain our refuge. We have two opportunity shops located in the south eastern suburbs of Melbourne, staffed by volunteers, and these provide a key source of income for the Society.

Part A: Organisation values• Protection of the welfare and rights of animals• Excellence in the care of our animals• Ethical behaviour in all our dealings• Rigour in the placement of animals with owners.


Role information

Role Volunteer Retail Assistant

Organisation The Southern Society for Cats and Dogs

Group Fundraising, Karri Karri Opportunity Shop

Classification level/award rate Volunteer Retail Assistant

Reporting structure

Reporting to Retail Manager

Direct reports None

Position statement

The prime purpose of the opportunity shops is to provide funds for our animal welfare work. Volunteers are essential to staffing the shops and assisting the Society to continue its animal rescue work.

Our volunteers gain enormous satisfaction from the work they do, and the contribution they make, to animal welfare in our area. Additionally, volunteers gain skills and experience from being part of a professional and fun retail environment. The role involves dealing with people from all walks of life.

Volunteers are accountable for their work and will be required to sort clothing and other donated goods, provide customer service, handle money and assist with the maintenance of the shop. They will report to the Retail Manager, who will allocate tasks, provide advice and feedback and ensure quality in work.

Our primary aim is to run a happy, efficient and professional opportunity shop that will inspire people to use our store.

Responsibilities

• Sorting donated goods (clothing, household goods etc.)• Cleaning and washing• Preparing stock for sale and pricing goods• Displaying stock and maintaining an inviting environment for customers• Customer service


• Handling money


Volunteer Retail Assistants work collaboratively as part of team. The Retail Manager is responsible for task allocation and the implementation of policy and OHS. Volunteers are expected to exercise good judgment and take responsibility for their own actions.


Qualifications

No formal qualifications are required.

Key knowledge areas

Volunteers will be taught most aspects of the work but will already have:

• Basic numeracy and literacy• Awareness of, and commitment to, the mission and aims of the Southern Society for Cats and Dogs




Verbal communication

Is friendly, helpful and polite to customers and other volunteer staff

3.1.3

Money handling Handles money carefully and gives accurate change 5.1.1

Customer focus Understands customers’ needs 6.1.2

Time management Demonstrates punctuality and efficiency 2.1.1

Complaints handling and continuous improvement

Responds to complaints and helps to satisfy customer needs

7.1.5

Commitment Is enthusiastic about volunteering and the aims of the Southern Society for Cats and Dogs

4.1.1

Teamwork Openly shares information, participates and contributes to team discussions

4.1.3

Care for stock and equipment

Is careful when using equipment and maintaining stock 5.1.4

Community inclusion Ability to make people feel welcome and part of the local community

1.1.5

Taking responsibility Is responsible for work outcomes 2.1.3


Personal attributes

• Positive attitude: has a positive view of self and deals well with difficult situations• Customer focused: has a customer focused attitude and deals well with a variety of people• Culturally aware: respects our customers and adapts language to aid communication• Honest: is reliable and trustworthy• Ethical: understands our mission and reflects the standards of our Society

Experience

No experience is required, but volunteers need to have the necessary personal attributes and specified knowledge.


Satisfied customers and willing donors

• Happy teams of volunteers who relate well to each other and the customers• A great opportunity shop with effective layout• Revenue to support the welfare of our animals


Appendix 4 Templates

The following recruitment and selection templates are provided for your use:

a. planning template

b. assessment plan

c. position description template

d. defining the attraction approach

e. interview scoring template

f. reference check template

g. individual applicant scoring template

h. induction checklist

i. gap analysis assessment tool


a. Planning templateThis template provides a planning tool for the recruitment and selection process. It provides an easy method to clearly record the specific activities, persons responsible and due dates for activity related to your recruitment.

Tip: The planning template also provides a good opportunity to think about how and when you will contact applicants. In a tight labour market, regular contact and maintaining a good relationship with applicants becomes more important.

InstructionsComplete this template by recording the particular steps involved for each activity, including who will undertake the step and when.

Stage 1

Activities Steps Person Responsible Due Date

Plan selection process and timeline e.g. Hiring line manager

• Schedule the interview panel and block out appropriate times to conduct the interviews

• Ensure interviewees have had training and know their role and responsibility in the process

e.g. Schedule interview times with panel members

Determine how many interviews you would like to conduct later in the process

e.g. Book interview rooms

Analyse job requirements and determine the requisite knowledge, skills and attributes

Develop key selection criteria

Develop/revise position description

Develop behaviourally-oriented interview questions and descriptively anchored rating scales to score interview responses

Develop scoring criteria for short-listing and other selection techniques to be used

Check. Review Stage 1


Stage 2


Identify and attract a pool of qualified candidates

Consider the following:• Develop a good understanding of

your target audience• Understand the general trends in

supply and demand for the skill set you are recruiting

• Know your competition

• Are other organisations currently recruiting for or terminating employees for a similar role?

• Market the vacancy. Consider the best way to market the vacancy.



Stage 3


Record and acknowledge applications

Short-list/screen candidates

Advise successful and unsuccessful candidates of shortlisting outcome

Arrange and conduct interview

Identify method of combining data

Identify best applicant

Appoint successful applicant/s and advise unsuccessful applicants (and provide feedback)



Stage 4


Arrange a structured induction process

Arrange for a buddy

Obtain formal feedback from the new starter

Monitor and manage probation

Evaluate selection processes



b. Assessment PlanThis template can be used to record the selection techniques that will be utilised to test each key selection criteria (KSC) throughout the recruitment and selection process. This template helps ensure an appropriate and sufficient amount of information is collected from applicants to maximise the quality of the selection decision. Use this template prior to advertising to assist you when the selection decision stage of the recruitment process commences.

Completing the assessment plan1. Undertake job analysis to identify the knowledge, skills, and attributes (KSA) that are required to succeed in the role. From this, develop KSC that will be used to assess the degree to which applicants possess the requisite KSAs.

2. Complete the KSC in the assessment template.

3.Determine the selection techniques to be used to assess the KSC.

An example of selection techniques may be an application form, behaviour-oriented interview and reference checking.

4. Complete the selection techniques in the assessment template in the left hand column.

5. Indicate the selection techniques that assess each KSC with an ‘x’.

The template below includes examples.

Key selection criteria (KSC)

Selection technique

KSC 1 KSC 2 KSC 3 KSC 4 KSC 5

Example

e.g. demonstrated understanding of aged and disability service provision

e.g. knowledgeof high quality case management

e.g. relevanttertiaryqualification

e.g. flexibleand adaptable

e.g. Application form

X

e.g. Interview X

e.g. Reference checking

X X X


c. Position description templateThe information in this template is completed after a job analysis process is undertaken for the position. Instructions are provided in the brackets in each text box. Enter the relevant information in the text boxes under each heading.

Tip: Add an additional text box for any mandatory requirements that maybe required for the role e.g. police check.

Part A: Organisation values

Organisation values

(State the values promoted by your organisation. Clearly stating your organisation values allows candidates to self assess their fit.)


Role

Organisation

Group

Classification level/award rate

Reporting structure

Reporting to

Direct reports

Position statement

(Provide a succinct statement of why the position exists and what the objectives of the role are e.g. In this role, the incumbent will be required to …)

(Ensure the key outcomes are specific, measurable, appropriate, realistic and time bound).

e.g. The desired outcomes/results of the role will be … these will be measured by…

Responsibilities

(Outline the key duties and tasks that the incumbent will be required to undertake.)


(Outline the delegations, levels of authority and decision making the incumbent will have. Include decisions to be made by the incumbent, as well as referrals to higher authority, e.g. financial delegation.)


Qualifications

(Indicate the educational or professional qualifications the incumbent needs and whether this is mandatory or desired.)

Key knowledge areas

(Outline the key areas of knowledge – technical or role specific – the incumbent needs.)



(Outline the key skills/abilities the incumbent needs to meet the required outcomes of the role.)

Personal attributes

(Outline the key personal characteristics the incumbent needs to possess in order to perform the role.)

Experience (including length and depth of experience requirements)

(Outline the type of work experience the incumbent needs, including the length and depth of experience.)

Key result areas / job outcomes

(Outline the key result areas / job outcomes for this role.)


d. Defining the attraction approachThis template can be used for recruiting a particular position or a recruitment campaign to assist you define why your organisation and job is attractive to the right candidates.

Job vacancy

Job reference

Date

Why work in this organisation(Describe the benefits and reality of working in your organisation.)

Why work in this role(Describe the employment benefits offered.)

Labour market and competitor analysis(Do you understand the general trends in supply and demand for the skills set you are recruiting for? Who are your competitors? How are they positioned? How are they different?)

Previous advertising activity(What has been the outcome of advertising for similar roles? Are there any learnings that you can use for this position?)

Target audience(What are the demographics, lifestyle, etc of your target audience? This information will help you when you decide on your employee value proposition and which media to use.)

What is the employment value proposition?(What are the employment offerings or benefits?Substantiate your employment offerings e.g. “great benefits” – what are the benefits?. “Flexible working hours” – why is this attractive to your target audience?)

Mandatory inclusions(Are there any templates or style guides that you can use? Do you have any organisation logos that should be used in the advertisement?)

Media(Medium, length/size and number of advertisement placements. Where will the advertisement be placed? Have you considered local and/or regional media?)

Budget(What are the media and production costs?)

Timing of advertising/campaign(When will the advertising take place?)


e. Interview scoring templateThis template provides an interview scoring tool to capture and assess applicant responses against the identified key selection criteria (KSC). This template can be used for each KSC being assessed.

An example based on assessing the skill “decision making” is provided in the template.

Applicant name

Key selection criteria(Example - Ability to make clear decisions under pressure)

Score:

Definition(Example - Decision making involves segmenting the components of an issue in a systematic fashion and exploring the implications. It entails exercising judgement to interpret information and decide on an appropriate course of action).

Question(Example - Please describe a time when you had to make a difficult decision in a high pressure environment. What was the situation, what did you do, and what was the result?)

Situation / Task Action Result

Descriptively anchored rating scale

1 =much less than acceptable. Applicant did not at all demonstrate a structured process to making a decision.

2 =less than acceptable. Applicant insufficiently demonstrated a structured process to making decisions.

3 = acceptable. Applicant demonstrated sufficient evidence of how they break down components and gather information to make a decision.

4 =More than acceptable. Applicant demonstrated step-by-step how they break down components of an issue and how they exercised judgement to interpret information to make a decision.

5 =much more than acceptable. Applicant significantly demonstrated in detail how they systematically break down components of an issue, explore the implications of their decision, and interpret relevant information in order to decide on a course of action.

f. Reference check templateThis is a reference check template that can be combined with a rating scale for referee’s responses to provide a structured reference check.

Instructions to complete the templateComplete the below template by:

• Inserting the specific key selection criteria (KSC) in the template to assess the applicant that requires a referee check

• using one template for each applicant• contacting professional referees (i.e. a previous employer) to seek information on the applicant

• prompting the referee (where possible) to provide specific behavioural examples (i.e. example/s of when and how the applicant demonstrated the particular KSC) to support their response, particularly when asking questions related specifically to the KSCs

• confirming (during a telephone reference check) with the referee the information that has been provided by either emailing them the completed template or reading back the information provided.

The most effective use of reference information is to combine it with other selection data to make a final decision.

Reference check

Date of check

Check completed by

Name of applicant

Position applied for

Referee (name, title, organisation)

In what capacity do you know the applicant?

Time employed with your organisation

Applicant’s previous work responsibilities

Applicant’s reason for leaving

Applicant’s previous level of performance

Did they supervise anyone in their position?

(If yes) Can you tell me about their supervisory skills and style?

How do you consider that the applicant is best managed?

What do you consider the applicant’s outstanding strong points to be?

Are there any areas for improvement that you can suggest as they move forward in their career?

Are organisation values important to them?How have they demonstrated this?

Would you re-employ the applicant if you had the opportunity? Why/why not?

Is there anything else a future employer needs to be aware of?

Specific behavioural questions relating to each of the KSC(Ask specific behavioural questions in relation to the KSC. These questions will be unique to each reference check. Rate each question out of 5.)

Descriptively anchored rating scale:

(Insert the KSC in the space provided below. Add a rating scale for each response to the KSC.

Note: the rating relates to how the applicant meets the KSC according to the information provided by the referee.

Key Selection Criteria Comments Scale

KSC 1:

KSC 2:

KSC 3:

KSC 4:

KSC 5:

g. Individual applicant scoring templateThis template can be used to combine the scores on each selection method and arrive at an overall score for an applicant (use this template for each applicant being assessed).

Instructions• In the top row enter the applicant’s name, and the key selection criteria (KSC) for assessment. • On the left hand side column, enter the selection techniques used to assess the KSC. It is important

to note that every selection technique will assess each KSC, so areas that are not assessed can be blanked out, e.g. the interview may only assess KSC 1 and KSC 4, so the boxes at KSC 2 and KSC 3 should be blanked out to indicate they are not applicable to that particular technique.

• Enter the scores for each KSC assessed. Combine, then average, across each KSC to create overall score e.g. (3 + 5) / 2 = 4

• Include any comments to explain each of the ratings, citing behavioural examples. Areas for development should be noted, as this will either be useful for delivering feedback to unsuccessful applicants or will provide valuable on-the-job information for successful applicants.

The template below provides examples to assist in completing the template.

Applicant name: (Example: Mary Smith)

Selection technique KSC 1 KSC 2 KSC 3 KSC 4 KSC 5 Comments

Examples demonstrated understanding of theory and practice in aged and disability service provision

knowledge of high quality case management service/ provision

relevant tertiary qualification

client focused

Application form 4/5 Example: Mary has a relevant background and has the requisite qualifications.

Interview 4/5 4/5 Example: Mary demonstrated her understanding of the theory and practice in aged and disability service provision through her response to the behavioural questions.

Referee Check 4/5 4/5 4/5 Example: Mary’s referee responses supported scores attained through the other selection methods.

Overall Score (average of the KSC scores)

4/5 4/5 4/5 4/5 Example: Overall, Mary presented as a high calibre candidate who should be seriously considered for this role.

Development areas No significant areas for development arose through the selection process.

h. Induction checklistIn this example checklist, the induction process typically takes three months to complete, aligning with the three month probation period.

Below is an outline of the induction stages and person/s responsible.

Induction stage Responsibility

Prior to commencement e.g. Human resources

Commencement e.g. Human resources

First day e.g. Hiring line manager, Buddy

First week e.g. Hiring line manager, Buddy, Human resources

First month e.g. Human resources

First three months e.g. Hiring line manager

Prior to commencement

Activity Person responsible Completed (Y/N)

Mail out to the new starter a kit of information that requires them to read, sign, complete and/or return:• letter of offer

• tax file number declaration

• superannuation form

• bank details

• emergency contacts

e.g. Administrators

Organise the following for the new starter:• IT, such as establishing an email account,

phone number, email address and directory lists and computer

• work station, such as furniture and equipment.

• Ensure that any work station adjustments for a person with a disability are made.

• premises security card

• business cards.

e.g. Administrators

Assign a ‘buddy’ to the new starter. e.g. Hiring line manager

Commencement


Introduce new starter to team. e.g. Hiring line manager/Buddy

Provide new starter with organisational overview (this may be through two separate induction processes, where new starter may attend a divisional induction and/or organization induction).

e.g. Hiring line manager

Provide new starter with information and training on:• premises

• IT systems

• use of telephones

• network directories and document standards

• document management and mail centre.

e.g. Human resources

Follow up progress and answer questions. e.g. Buddy

First week

Discuss with new starter:• employment terms and conditions

• policies

• job requirement and performance expectations

• relevant business plans

• management reporting systems.


• Organise for new starter:IT software training (if required)

• installation of appropriate databases and software, such as meeting room bookings and human resources centre.

e.g. Human resources

Inform new starter of any group/team meetings. e.g. Buddy


First month


Discuss with new starter:

• reporting process

• work expectations

• performance management

• career plan

• learning and development plan

• salary reviews/structures

• probation periods (if relevant).


Discuss with new starter:• leave entitlements

• other relevant human resources information.


Discuss with new starter:• emergency procedures

• first aid.

e.g. Buddy


Discuss with new starter feedback on the induction process to date (refer to information sheet: Managing job expectations for further information on managing expectations).


Provide feedback to human resources on induction process.


First three months


Review probation (if relevant). e.g. Hiring line manager

Complete probation review form. e.g. Hiring line manager

i. Gap analysis assessment toolOrganisations should regularly evaluate their selection practices.

This tool has been developed to provide a quick check for community sector organisations to assess their recruitment selection processes. Human resources practitioners can use this tool to identify areas where they can improve their implementation of best practice. The tool can also be used to evaluate processes and measure improvement over a number of years through a periodic assessment.

Complete the following questionnaire by scoring your current recruitment selection practices under each section.

Assess your application of best practice on a 5-point scale where:

• always is scored as a 4• usually is scored as a 3• sometimes is scored as a 2• rarely is scored as a 1• never is scored as 0.

Each section of the questionnaire represents a phase of the recruitment and selection process. Each phase has been ascribed a value based on its importance in the process.

The value ascribed to each phase of the process was taken from research and indicates that:

• effective job analysis contributes 22% to an effective hire• effective short-listing contributes 8% to an effective hire• effective interviews and additional assessment contributes 27% to an effective hire• effective on-boarding contributes 18% to an effective hire• a well-managed process contributes 25% to an effective hire.

Sub-total your scores and multiply your scores by the weighting factor to get a weighted score for each section. The scoring process weights the responses to determine a result scored out of 100. The weighted scores will highlight how your current practices compare with best practice.

Job analysis and key selection criteria

Recruitment and selection process Alw

ays

(4)

Usu

ally

(3)

Som

etim

es (2

)

Rar

ely

(1)

Nev

er (0

)

1 How often do you conduct a job analysis to develop the job description?

2 How often do you conduct a job analysis to develop the selection criteria?

3 How often do you involve incumbents in the process of identifying knowledge, skills and attributes?

4 How often do you involve managers in the process of identifying knowledge, skills and attributes?

5 How often do you find candidates are able to clearly understand the key selection criteria?

6 How often do you communicate your organisation’s values to candidates in the recruitment and selection process?

Sub-total

Short-listing


ays

(4)

Usu

ally

(3)

Som

etim

es

(2)

Rar

ely

(1)

Nev

er (0

)

7 How often are candidates required to submit a completed standard application form?

8 How often is a scoring procedure used to evaluate whether applicants meet the key selection criteria?

9 How often are applicants matched to other roles (i.e. to create a talent pool)?

Sub-total

Interviewing and additional assessment


ays

(4)

Usu

ally

(3)

Som

etim

es (2

)

Rar

ely

(1)

Nev

er (0

)

10 How often are structured, behaviour oriented interviews used?

11 How often are interview questions structured around job related knowledge, skills and attributes?

12 Do you ensure all panel interviewers are trained in appropriate interviewing techniques?

13 How often do you use a descriptively anchored rating scale to score applicants?

14 How often do panel members independently score applicants?

15 How often are applicants’ scores numerically aggregated into final ratings?

16 How often are work samples tests used for technically oriented roles?

17 How often are job knowledge tests used for technically oriented roles?

18 How often are selection decisions based on a numerical aggregation of scores that applicants achieve throughout the selection process?

19 How often are defined, structured reference checks used?

20 How often are reference checks assessed on a standardised scoring system?

Sub-total

On-boarding


ays

(4)

Usu

ally

(3)

Som

etim

es (2

)

Rar

ely

(1)

Nev

er (0

)

21 How often do you use a structured induction process?

22 How often are probation periods used and actively monitored?

23 How often are new starters encouraged to discuss role expectations?

24 How often are new starters encouraged to discuss relationship expectations?

25 How often is the buddy system utilised?

Sub-total

The process


ays

(4)

Usu

ally

(3)

Som

etim

es (2

)

Rar

ely

(1)

Nev

er (0

)26 How often are recruitment and selection processes evaluated, based on receiving internal feedback?

27 How often are recruitment and selection processes evaluated, based on receiving external feedback?

Sub-total

Total /120

Scoring

Scoring Raw score Multiplied byweighting factor

Weighted score

Job analysis 0.92

Short-list 0.67

Interviews and assessment

0.48

On-boarding 0.90

The process 3.13

Total /120 /100

Appendix 5 Learning styles

Felder and Solomon learning styleOne theory about learning styles has been developed by Richard Felder and Barbara Solomon. This learning styles theory is described briefly below, with examples from the training program to illustrate how the preferred learning style has been catered for. You will probably find that participants have a combination of preferences, e.g. they may be an active and visual learner.

Table 1 Learning styles - Felder and Solomon

Learning style

Descriptor Example

Active Understand new information by doing something with it. Often keen to try out and experiment with the new information and often enjoy working in groups.

Developing a Position Description using the Capability Framework, in a small group.

Reflective Often prefer to think through problems first on their own rather than discussing it in groups.

Reviewing own capabilities and attributes.

Sensing Like learning facts and solving problems by well established methods and like new knowledge to have some connection to the real world.

Intuitive Prefer discovering new relationships, can be innovative in their approach to problem solving and dislike repetition and routine calculations.

Considering a range of innovative learning and development options.

Visual Understand new information best by seeing it in the form of pictures, demonstrations, diagrams, charts, films etc.

Use of the PowerPoint slides to give instructions; and use of the Capability Cards to build Position Descriptions

Verbal Understand new information best through written and spoken words.

Listening to the presentation on the Overview of the Capability Framework; and reading the Framework in the Tool Kit.

Sequential

understand new information where each step follows logically from the previous one.

Completing a Position Description template.

Global tend to learn in large jumps by absorbing material in a random order without necessarily seeing any connections until they have grasped the whole concept.

Spreading out the Capability Cards to choose relevant Personal Attributes and Capabilities for a position.

Workforce Capability Framework Example evaluation form 73

Memletics Learning Styles Inventory

Table 2 Memletics Learning Styles Inventory

Visual learner prefers pictures, images and spatial understanding

Aural learner prefers sound and music

Verbal learner prefers words, in speech and writing

Physical learner prefers using body, hands and sense of touch

Logical learner prefers using logic, reasoning and systems

Social learner prefers to learn in groups and with others

Solitary learner prefers to work alone and use self-study or reflection

The suggested session outline is catering for different learning styles, for example by:

• including individual reflection, pair work, small group work and whole group work• having people use the Capability Cards, encouraging them to move them around to ‘mix and match’

capabilities and attributes; and read the Capability Framework in the Tool Kit• giving instructions visually using PowerPoint slides and verbally using the videos on the website• encouraging people to move to different parts of the room for some exercises, and sit at tables for

others• undertaking a role play exercise where imagination has to be used, and working logically through a

Capability Assessment Tool.

Learning styles referencesBelow are a selection of websites that discuss different learning styles and theories. However, have a search on the Internet and see what else you can find.

Study and Learning Centre, RMIT - Learning Styles

https://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/vak.html

University of Leicester - Learning theorieshttp://www2.le.ac.uk/offices/ssds/sd/pgrd/resources/teaching/theories

http://www2.le.ac.uk/offices/ssds/sd/pgrd/resources/teaching/theories

https://www.dlsweb.rmit.edu.au/lsu/content/1_StudySkills/study_tuts/learning%20styles/vak.html

Appendix 6 Evaluation form


Evaluation FormImplementing the Community Sector Workforce Capability Framework

Name (optional)_______________________________Date_______________

Venue ___________________________________________

Facilitator/s ___________________________________________

Please rate your level of knowledge, awareness, understanding and ability in relation to:

Before the workshop After the workshop

Poor Fair Good Very Good

Excellent

Poor Fair Good Very Good

Excellent

Workforce Capability Framework content

Using the Framework for Recruitment and Selection

Using the Framework for Performance Appraisal

Using the Framework for Learning and Development

How adults learn

How do you rate the facilitator in: Poor Fair Good Very Good

Excellent

Clearly explaining the key concepts

Keeping the workshop session alive and interesting

Maintaining a friendly and helpful attitude

Having an understanding of issues in the sector

Using relevant examples

How do you rate the: Poor Fair Good Very Good

Excellent

Workshop content

Pre-workshop organisation (e.g. booking)

Venue

Catering

Overall workshop experience

As a result of the workshop how confident do you feel about:

Not confident Fairly confident

Confident Very confident

Explaining the Workforce Capability Framework to others

Assisting organisations to adapt and implement the Framework


What further areas of development do you need in regard to the Community Sector Workforce Capability Framework?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________

What could have made the workshop more effective?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What aspects of the workshop worked best for you, and why?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Are there any other comments you would like to make about the workshop?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

Workforce-Capability-Framework-Participant-Resource (word)providers.dhhs.vic.gov.au/sites/dhhsproviders/files/2017-12/Workforce... · Web viewThis case study summarises the key