Sub-Field: Social Services

21735

25-Oct-12

7 of 7

level: 4

credit: 6

planned review date: May 2007

sub-field: Social Services

purpose: People credited with this unit standard are able to describe communication skills that support service user self-determination in employment support, and demonstrate communication, teamwork, and problem-solving skills that support service user self-determination in employment support situations.

entry information: Open.

accreditation option: Evaluation of documentation and visit by NZQA and industry.

moderation option: A centrally established and directed national moderation system has been set up by Community Support Services ITO Limited (Careerforce).

special notes: 1 People awarded credit in this unit standard are able to demonstrate knowledge of Te Tiriti o Waitangi for social service purposes, and are able to apply this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit 7926, Explain Te Tiriti o Waitangi for social service purposes).

2 Glossary

Characteristics and needs of the service users may be physical, emotional, psychological, spiritual, social, economic, or political. Characteristics and needs may include but are not limited to: age and stage of development, culture, disability, gender, health status, language, sexual orientation, and needs for physical comfort, safety, and privacy.

Employment is the agreed exchange of labour for money in compliance with all the conditions of the Employment Relations Act 2000.

For the purposes of this unit standard, employment support is defined by the following six principles – placement first; ongoing support; wages and associated employment benefits; universal eligibility; real workplaces; career development.

Employment support worker refers to the person seeking award of credit for this unit standard.

Inclusive language means language that is free of sexist, racist, or other biases; avoids stereotypes; recognises performance and achievement irrespective of age, class, ethnicity, gender, sexual orientation, or other characteristics when they are irrelevant; and avoids potentially offensive or discriminatory forms of expression.

The term service user is used in this unit standard because that reflects the nature of their relationship with the employment support worker and service provider. However, they may also be regarded as a ‘job seeker’ or ‘employee’ in other circumstances.

3 Assessment notes

The context of assessment should be within employment support services. Evidence may be gathered from a range of situations that include but are not limited to career planning; workplace training and ongoing employment support; or job development. It is expected that the employment support worker will demonstrate communication skills with service users, employers, colleagues, other agencies, and service users' whānau/family. It is also expected that the employment support worker will be able to respond to the communication needs of people that are specific to their characteristics and needs. The employment support worker may require augmentative or adaptive communication strategies.

The following apply to the performance of all elements of this unit standard:

a All activities must comply with service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.

b All activities must comply with relevant cultural, legislative, and regulatory requirements, which include but are not limited to: Code of Health and Disability Services Consumers’ Rights 1996; Employment Relations Act 2000; NZS 8134:2001, Health and Disability Sector Standards; Health and Disability Services (Safety) Act 2001; Health and Safety in Employment Act 1992; Human Rights Act 1993; Official Information Act 1982; Privacy Act 1993.

4 Resources related to communication skills in employment support may include but are not limited to:

a The Association for Supported Employment in New Zealand (ASENZ). 1999. Second edition. A framework for quality: Quality assurance for supported employment services in New Zealand. Palmerston North: ASENZ.

b Bolstad, Richard; Hamblett, Margot. 2003 reprint. Transforming communication: Leading-edge professional and personal skills. Auckland: Pearson Education New Zealand Ltd.

c Bolton, Robert. 1987. People skills: how to assert yourself, listen to others, and resolve conflicts. Brookvale NSW: Simon & Shuster Australia.

d de Bono, Edward. 1987. Six thinking hats. London: Penguin.

e Hunter, Dale; Bailey, Anne; Taylor, Bill. 1994. The art of facilitation. Auckland, N.Z.: Tandem Press.

f Metge, Joan; Laing, Patricia. 1984. Talking past each other: Problems of cross-cultural communication. Wellington, N.Z.: Victoria University Press.

g Metge, Joan. 2001. Kōrero tahi Talking together. Auckland, N.Z: Auckland University Press.

Elements and Performance Criteria

element 1

Describe communication skills that support service user self-determination in employment support.

performance criteria

1.1 Key principles of communication are described in relation to employment support.

Range: key principles of communication – assertiveness; boundary clarity; congruence; confidentiality; courtesy; cultural appropriateness; respect; responsible recognition and use of power in relationships; self awareness; using 'I' statements; values-based communication.

1.2 Interpersonal skills are described.

Range: interpersonal skills – attending, clarifying, encouraging, following, listening, questioning, paraphrasing, reflection of feeling and content, summarising, voicing an opinion.

1.3 Inclusive language is defined in relation to communication in employment support situations.

1.4 Potential communication issues across different cultures, genders, and workplace structures are described in terms of one of the resources listed at special note 4.

Range: evidence is required of one example for each of – culture difference, gender difference, one workplace structure.

1.5 Principles and skills for conflict resolution are described.

Range: principles and skills for conflict resolution include but are not limited to – enhancing clear and accurate communication; enabling non-belligerent communication; focusing people on their feelings, needs, and views; focusing people on listening to others; enabling people to move through blocks to conflict resolution; generating options to resolve conflict; clarifying points of agreement; evaluating progress towards conflict resolution; enabling people to try different options to resolve conflict; win-win.

Evidence is required of four principles or skills.

1.6 Empowering and disempowering ways of working in employment support are outlined.

element 2

Demonstrate communication, teamwork, and problem-solving skills that support service user self-determination in employment support situations.

Range: evidence is required of demonstrated communication skills with service users, employers, colleagues, other agencies, and service users' whānau/family. In the case of service users' whānau/family, evidence may be presented from a simulated situation.

performance criteria

2.1 Verbal and non verbal communication skills demonstrate clarity and congruence.

Range: communication skills include but are not limited to – establishment of a welcoming environment; greetings and introductions; rapport building; interpretation and use of body language.

2.2 Interpersonal skills respond to verbal and non-verbal communications, and are matched to the characteristics and needs of others.

Range: interpersonal skills – attending, clarifying, encouraging, following, listening, questioning, paraphrasing, reflection of feeling and content, summarising, body language, voicing an opinion.

2.3 Communications skills demonstrate use of inclusive language.

2.4 Support and leadership skills are demonstrated.

Range: support and leadership skills – modelling appropriate behaviour; motivational skills; generating trust and confidence in others; time management.

2.5 Teamwork skills are demonstrated.

Range: teamwork skills – working co-operatively; asking for and providing assistance and support to other team members; decision-making; conflict resolution; giving and receiving feedback.

2.6 Problem-solving skills are demonstrated.

Range: problem solving skills – problem identification; generation of potential solutions; choice of solution; implementation of solution; evaluation of effectiveness of solution.

2.7 Acknowledgement of and respect for difference, including but not limited to cultural and gender difference, is demonstrated.

Comments on this unit standard

Please contact Community Support Services ITO Limited (Careerforce) if you wish to suggest changes to the content of this unit standard.

Please Note

Providers must be accredited by the Qualifications Authority or a delegated inter-institutional body before they can register credits from assessment against unit standards or deliver courses of study leading to that assessment.

Industry Training Organisations must be accredited by the Qualifications Authority before they can register credits from assessment against unit standards.

Accredited providers and Industry Training Organisations assessing against unit standards must engage with the moderation system that applies to those standards.

Accreditation requirements and an outline of the moderation system that applies to this standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The AMAP also includes useful information about special requirements for providers wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.

This unit standard is covered by AMAP 0222 which can be accessed at http://www.nzqa.govt.nz/site/framework/search.html.

Ó New Zealand Qualifications Authority 2012