CLIPS Word Template s17

Contribute to the development of policies, practices and structures of an organisation Report concerns regarding administrative policies, practices and procedures to supervisor

As members of a team working within a children’s service, we are all responsible for meeting the specific responsibilities and roles of our individual job specification. In a well-functioning team and in certain situations, there will be times that you will assist another team member in completing their duties—just as they will sometimes assist you in completing your duties.

All members of the children’s service team should feel like they are a valuable collaborator in the development of the service and this requires individual staff members to be well-informed of service philosophy, polices and practices. Team members not only need to understand policies and procedures, they are also required to communicate any concerns and provide feedback to management about the relevance of these to the service operation. The supervisor of a children’s service fulfils the linking role between staff and management and is, therefore, responsible for reporting and evaluating individual staff or group concerns to be addressed by management.

Why do we have polices, practices and procedures? Written policies document how individual children’s services operate. They should provide us with procedures that will guide us in our practices. Written policies are determined by the management of the service to provide staff members with guidelines to refer to and implement in certain situations.

Do policies need to be in written form? Children’s services will have policies relating to all areas of their operation. All policies should be written and accessible in a folder or policy manual. This policy document should be made available to all staff, families, community and management involved in the operation of the service.

Not all policies will be written down. These unwritten policies are sometimes referred to as protocols.

Some polices are learnt and understood through the observation of staff practices. These unwritten polices are usually known due to the implementation of standard practices for dealing with certain situations within the service and are often developed through staff discussion and procedures.

Most children’s services will have a mixture of both written and unwritten policies.

Developing, writing and maintaining up-to-date policies for all possible circumstances and practices that may influence a children’s service requires a great deal of time and money. As most children’s services are small organisations, there is not a great deal of money or time available for the development of comprehensive policy documents. Usually unwritten policies and practices can operate in small children’s service organisations—people can easily communicate directly with one another.

An unwritten policy may be the practices of staff during lunch-time, as the activity below shows.

Activity 1

What policies need to be written? The policies necessary for a children’s service to have written are those that:

• relate directly to our legal obligations and responsibilities, such as those required by NSW Children’s Services regulation 2004 (refer to the appropriate regulation in your State or Territory) and the National Childcare Accreditation Councils, Quality Improvement and Accreditation System (eg, staff interactions with children).

• relate to the important aspects of service operation (eg, grievance policy)

• become documented due to certain situations being relevant to a particular service (eg, the biting management policy which became necessary at one centre that had several parent concerns over a particular child’s regular biting behaviour).

Who is involved in developing policies? The management of a children’s service are responsible for the development of philosophy, polices and procedures. Each individual service will have a different method of policy development which depends on a number of factors.

These factors may include:

• type of service or structure of service

• individual strengths

• experience and skills of the management

• philosophy of the service in relation to collaboration between management, staff, parents and the community in the development of the service.

Exactly who is involved in developing policies varies—it depends on who owns the centre (or service).

Community-based children’s service These are community-owned services managed by a voluntary committee that consists of users of the service (parents and guardians), members of the community and some staff representatives.

Policy development is the responsibility of the management committee but they may consult with staff, parents and sometimes children in the development of policies.

Day-to-day running of the service is the responsibility of the director.

Private/for-profit services These are privately-owned businesses belonging to a single person or group. The director or coordinator will manage the day-to-day running of the service. This person may or may not be the owner of the service.

Policy development decisions are influenced and finalised by the owner of the business but may involve the staff and users of the service or a committee to consult on the polices and procedures of the service.

Family day care scheme Family day care workers are part of a coordinating unit or scheme such as a council or charity.

Policy development is guided by the policies and procedures of the coordinators of the unit or scheme but workers are able to develop policies and procedures for their own home.

Bureaucratic organisation Organisations such as councils, government departments, companies, universities and charitable organisations may provide a children’s service for their community, employees, students, etc.

Policy development will be influenced by the philosophy, policies and procedures of the larger organisation. Policies may be developed by a committee consisting of staff, management, the users of the service and the community. Policies are approved by the larger organisation for consistency in philosophy, practice and procedure.

Activity 2

Concerns with practices and procedures An individual, several people or a group or people may identify concerns about practices and procedures within children’s services. However, any decisions made regarding the identified concern will need to be made in consultation with other members of the management and children’s service team.

When reporting your concerns regarding administrative policies, practices and procedures to your supervisor, it is necessary for you to use effective communication skills. As we have discussed, communication involves the sending and receiving of messages.

Messages can be verbal (language and the way in which the language is spoken) or non-verbal (body language, gestures and facial expressions). To facilitate effective communication, it is also necessary to actively listen to what is being said and then respond appropriately to what is discussed. The use of direct informal reporting strategies should be used when reporting your concern to the supervisor. If your concern is not resolved after the informal reporting process, there are formal reporting strategies that can be implemented.

The recognition of the value and use of implementing effective communication skills when reporting concerns to the supervisor regarding administrative policies, practices and procedures is essential. When you have a concern, there is a need for you to communicate directly with your supervisor. Depending on the type of working relationship that you have with your supervisor, this may seem an overwhelming task for many staff members.

However, there are some effective communication strategies for you to consider and implement when reporting your concern to your supervisor. These are:

• Clearly identify what is the actual concern so that you are able to inform your supervisor clearly.

• Implement the use of ‘I messages’.

• Be aware of the consistency of your non-verbal language and your verbal language (eg, tone of voice, stance and facial expression).

‘I-messages’ This is a valuable tool for communicating your feelings and concerns with other stakeholders within a teamwork situation. ‘I-messages’ encourage the speaker to identify their feelings in relation to a specific situation. Therefore, concerns are communicated clearly and positively to others.

I-messages do not place blame on anyone, as the person using the I-message is talking about themselves, taking responsibility for their own feelings in relation the situation. When using I- messages, blaming statements such as ‘you never…’ or ‘you always’ are removed as we open the discussion or concern with the statement ‘I feel … or I am concerned.’

Suppose there is someone you come into contact with who is inconsiderate of your feelings or who has done something that has annoyed you. Instead of saying, ‘You never think of how I feel’, you might say, ‘When I was not asked about that situation, I felt quite hurt because...’

How to construct I-messages I-messages are constructed in three parts as shown below:

Constructing an ‘I message’ Example

1 State the behaviour or circumstance. I feel (disclose your feelings)

2 State your feelings. When (describe your feelings)

3 State the consequences of the behaviour Because (describe the effect of the on you. situation on you).

Each part of the construction of the I-message is important, and should be said simply in one sentence.

Let’s develop some effective I-messages for a scenario when a staff member had a concern about the service policies, practices and procedures.

Mariel

Mariel is feeling overworked. When she arrives at 6.30am to start her shift she has to complete tasks not completed by the evening staff. This then means that her duties are not completed by the time parents and children arrive for breakfast at 7.00am. She is concerned that she looks disorganised and stressed when parents and children arrive. When she thinks about it, she realises that for the past two weeks there have been several casual staff working the late shift.

Let’s break up Mariel’s I-message into three parts:

Constructing an ‘I message’ Mariel’s example

1 State the behaviour or circumstance. She is having to complete the tasks that have not been completed by other staff members.

2 State Mariel’s feelings. Mariel is feeling overworked and disorganised.

3 State the consequences of the behaviour Her own responsibilities are not being on Mariel. completed by the time the parents and children arrive at the service.

Here’s an example of how Mariel can report her concern to her supervisor using an I-message:

I really enjoy providing a relaxed morning transition for the parents and children that come for breakfast. Lately I feel the breakfast routine is a bit rushed as I am feeling disorganised when the parents and children arrive.

Mariel, in this example, has not blamed the late staff for not completing their duties. She has taken responsibility for the concern through expressing her feelings to her supervisor.

It is crucial to remember that I-messages are not instant problem-fixers. Mariel will not suddenly come up with her I-message and everything will be fine! ‘I messages’ are conversation openers. They initiate, without blame, an invitation to discuss a problem or concern. For example, when Mariel delivers her message, her supervisor may ask more questions and may elicit Mariel’s help to solve the problem. Perhaps the issue will be discussed at the next staff meeting. Mariel, in using an I-statement has taken the first important step to help resolve the issue.

Reporting concerns It is necessary for you to report your concerns regarding administrative policies, procedures and practices to your supervisor. Through your understanding of the service management structure, and the way in which service policies and procedures relate your job responsibilities, you will ensure that any concerns you report are beneficial for the development of the service. By understanding and implementing effective communication skills, your participation in the process will be positive and valuable.

Concerns regarding job responsibilities Effective communication skills that we have discussed throughout this learning topic are essential when reporting concerns regarding your job responsibilities to your supervisor.

Activity 3

As members of a team working within a children’s service, we are all responsible for meeting the specific responsibilities and roles of our individual job specification. In a well-functioning team and in certain situations, there will be times that you will assist another team member in completing their duties—just as they will sometimes assist you in completing your duties.

All members of the children’s service team should feel like they are a valuable collaborator in the development of the service and this requires individual staff members to be well-informed of service philosophy, polices and practices. Team members not only need to understand policies and procedures, they are also required to communicate any concerns and provide feedback to management about the relevance of these to the service operation. The supervisor of a children’s service fulfils the linking role between staff and management and is, therefore, responsible for reporting and evaluating individual staff or group concerns to be addressed by management.

An individual, several people or a group or people may identify concerns about practices and procedures within children’s services. However, any decisions made regarding the identified concern will need to be made in consultation with other members of the management and children’s service team.

Outlined below are some concerns for you to consider.

Christopher

Christopher coordinates a small rural preschool for three days a week. He is concerned that the playgroup that uses the preschool facilities one day a week is not caring for the resources that belong to the preschool. He is noticing that puzzle pieces are missing, craft resources are depleting rapidly and paint and playdough are marking the carpets. He is wondering if there is a possibility of separating the resources available for the playgroup participants and the preschool through the use of lockable cupboards.

Rebecca

Rebecca works in a children’s centre situated on a military base. All the children who attend the centre have parents employed in the armed services. The centre is managed by a children’s services organisation that provided them with a no-gun policy. The children on a regular basis see mock military operations occurring around the service and the children’s parents discuss their work with the children. Rebecca thinks it’s time that the policy was reviewed as it currently ignores and contradicts the lifestyles of the service users, confusing the children.

Reporting concerns using policies and structures of an organisation Each of these scenarios illustrates a concern of a children’s services worker that is relevant to the policies and procedures of their workplace. As these people work as a part of a team, their concerns need to be discussed and resolved in consultation with others involved in the service. This may include other team members, the supervisor or director, parents, management and children. There are a number of ways of making others aware of your concerns. These ways vary from service to service but, in general, they are reported either formally or informally within the service.

Methods of informal and formal reporting Informal and formal reporting takes place in the various ways outlined below:

Informal reporting Formal reporting Informing your supervisor or director about the Placing the item on the room or staff meeting situation at an appropriate time agenda

Sharing your experience or concern during an Requesting that the team meet to discuss the informal staff room discussion on a related subject issue

Leaving an informal note about the issue for your Addressing the issue in a formal letter to the supervisor or director management committee, director or owner

Addressing the issue in writing or by phone with a professional organisation or union that may act on

your behalf

Addressing the issue by phone or in writing with the Department of Community Services

Grievance policy In all children’s services, there is a need to have a written policy that documents procedures for dealing with complaints. This is usually referred to as a grievance policy. The formal methods for reporting a concern in relation to policies, practices or job responsibilities of a children’s service (recorded in the previous table) contains the elements that would be contained in a grievance policy. These formal or grievance policy procedures would be implemented when all other informal reporting methods have been exhausted and the concern is still evident.

It is always better to resolve a dispute or conflict between staff without resorting to formal grievance and discipline procedures. However, when there has been a serious breach of policy or regulation and no easy resolution can be found, it is necessary to implement the grievance policy.

A good grievance policy reflects the following general principles:

• clear goals

• a logical series of steps

• clear parameters (eg, it clearly states who should communicate with whom—and at what stage)

• each party has the right to express their understanding of the situation and comment on the other party’s understandings

• specific actions.

There is a sample grievance policy in Appendix 1

Reporting a concern as a team member in a children’s service is a valid part of your legal obligations and job specifications and responsibilities. Talking about your concerns can result in some simple and positive changes that will assist in the development of your service and team. Hopefully, through using the informal reporting strategies you will not to have to use the formal reporting procedures. However, it is important to be aware and knowledgeable of the processes available to you when participating in the work environment.

Activity 4

Responding to your reported concern The structure of the children’s service organisation in which you are employed will determine the way in which the informal or formal report will be responded to.

As you would report your concern to your supervisor, it would be their responsibility to respond to the specific content of your concern appropriately, implementing one or more of the following strategies:

• Encourage a team discussion and brainstorming for possible solutions for the situation.

• Consult informally with others about the situation.

• Make a change to the procedure considering all the aspects for all team members.

• Refer the matter to his/her supervisor or management for further consideration.

• Decide that the situation should stay as it is. Report concerns regarding job responsibilities to supervisor

Before you start a new job, it’s important to be aware of your organisation’s policies, protocols and procedures. Let’s think a bit more about this...

If you are already in the workforce, reflect to the time when you first applied for your job. Before you started work, did you know exactly what your duties and responsibilities were? Did you get to see a job specification (sometimes the term job description or employment agreement is used). What do you do if you are unsure of what your role is?

The expectations or duties for you to complete as an employee need to be provided to you in writing so that you have a clear outline of the level of your responsibilities within the service. The level of responsibility will vary due to the size of the service as well as the skills, experience and knowledge of the team members (including you).

As an employee, you need to prioritise the responsibilities recorded in a job description so you meet your legal obligations as well as the need to interact with children, parents and staff as an effective team member.

If you are unsure of the scope or practice that has been defined in a position description, ask other team members and your supervisor. This is still an essential part of being a team member participating and communicating within the work environment.

It is also necessary to consult with your supervisor when you feel that there is a concern regarding your job responsibilities. Due to the busy nature of children’s services, there may be times when the duties expected of you and written in your position specification will vary from the duties you actually perform. This may be due to many different variables that influence a

children’s service for perhaps one day or it may be an ongoing situation over several weeks or months. Examples of these types of situations are:

• absence of staff members due to holidays or illness

• a child presenting ill at the service requiring one staff member to care for them until their parent collects them

• another staff member is neglecting their job responsibilities due to problems in their private life.

These are all real and valid situations that may occur in a children’s services team. It is therefore your role to inform a supervisor of when you have identified a concern that affects your own work performance or that of the team in general.

In the next activity, you will reflect on the concerns that the staff members shared with their supervisor previously.

Here is an Employment agreement for trained childcare workers Trained child carers: Employment agreement Responsibilities

Responsible to: the Director and the management committee. Responsible for:  The quality of the care given to children and families in conjunction with the Director.  The provision of a safe, healthy, caring environment for children, staff and parents in conjunction with the Director.  Effective communication between staff, parents and the Director.  The provision of a suitable programme of educational activities.  Ensuring that all regulations, licensing guidelines, Centre policies and procedures are observed.  Ensuring that confidentiality is maintained at all times in line with the Centre's Policy for Confidentiality. Duties Children  Treat each child with dignity and respect, considering their individual abilities, culture and family circumstances.  Develop yearly goals for your allocated room.  Develop implement and evaluate in consultation with other staff a program of experiences suitable to the development and education of the perceived needs of the individual child and of the group.

 Be committed to the inclusion of all children and design the program to meet the needs of all children.  Be responsible for the care and well being of the children throughout the day.  Maintain appropriate and up-to-date records.  Create a warm and stimulating learning environment in the Centre.  Interact with the children in a warm, positive and consistent manner, observing the Centre Policy on Behaviour Management.  Hold and maintain a current First Aid Certificate. Parents  Ensure open communication between staff and parents.  Ensure that parents feel welcome at the Centre at all times.  Actively encourage parental participation in the programme.  Use parental feedback as part of your evaluation process.  Have regular communication with parents via personal contact, contributing to newsletters, parent meetings etc. to keep parents informed of activities, changes or developments within the Centre.  Act as a resource and referral person for families and be aware of resources available within the Centre and the wider community.  Encourage feedback from parents on any aspect of their child's behaviour or routine that may affect the child while at the Centre.  Communicate with family's in regards to their children's interests and skills, incorporating these into the program where appropriate. Staff  Participate in the selection of staff as required.  Be involved in the orientation and supervision of new staff, students and volunteers.  Attend regular staff and room meetings where possible in order to plan an effective programme of activities for all children and foster staff morale and professional development.  Provide feedback from staff to the management committee as appropriate.  Act as a support and resource person for other staff members.  Source and liaise with other professionals as required.  Develop a co-operative relationship with all members of staff to ensure a smoothly operating Centre and a consistently caring, secure and active environment for all children at all times. Centre  Attend meetings with the Director or the management committee as required.  Bring to the attention of the Director any issues concerning the safety or maintenance of the Centre's equipment or environment.  Attend any relevant meetings-eg, DoCS consultations, staff training.  Participate in a reflection and goal setting process twice yearly.

 To promote a positive and professional image of the Centre at all times.  To participate in the Quality Improvement and Accreditation System on an ongoing basis.  To share cleaning responsibilities, both relating to the group you are working with and in other areas of the Centre.  To participate in the development of Centre philosophy, policies and procedures. Yourself  Ensure the maintenance of a healthy and safe work environment and inform the Director immediately if you suffer any injury at work and fill in the relevant details in the Injury book. Actively follow the Centre's Policy for OH&S legislation.  Take regular breaks utilising leave as it becomes available.  Undertake ongoing staff training in areas of special interest or areas of need as identified by yourself in consultation with the Director.  Maintain a high level of general health with particular regard to immunisation status. Immunisation to be undertaken at your own expense.  Adhere to the Centre's Health and Safety Policy. Notes These duties and responsibilities may alter from time to time by negotiation and mutual agreement of the employer and employee. Provide information, ideas and suggestions to supervisor when requested

Providing information, ideas and suggestions to the supervisor Within a children’s service, the more people that participate in sharing information, ideas and suggestions the more valuable the service is to the stakeholders involved in the service. Stakeholders include anyone who has a real and vested interest or involvement in a service.

Who would be the stakeholders in a childcare centre?

Stakeholders in a children’s service include:

• children

• parents

• staff

• management

• community and other organisations.

By encouraging stakeholders to share information and ideas, a service is more likely to be better able to meet the needs of all involved in the children’s service.

There will be opportunities for you (as a children’s service worker) to contribute to the development of policies, practices and structures within the service. As a stakeholder in the service, you have many valuable skills, ideas and experiences to contribute.

Strategies for sharing information, ideas or suggestions with your supervisor Activity 5 Participate in staff meetings/working groups, if required

An effective team communicates well. One of the ways in which they communicate is through meetings. This doesn’t mean that meetings are the only way in which teams communicate— nor does it mean that all meetings are effective ways of communicating. It takes skill, cooperation and planning to make meetings beneficial for all team members.

The purpose of staff meetings and working groups In children’s services, you will probably find that most organisations have some system in place that enables the staff to meet together on a regular basis. The purposes of such meetings include:

• communicating information about what the organisation is doing

• sharing information and ideas

• looking at the progress of particular projects

• planning.

In addition to staff meetings, sometimes you will need to attend management committee meetings, inter-agency meetings, board meetings, case conferences, meetings of advisory groups and task-focused meetings (such as a meeting to discuss a particular policy).

Procedures for meetings and working groups Sometimes meetings follow a formal procedure and are very focused on tasks. Sometimes, they are more informal and focused on team maintenance (ie, making sure the team is functioning happily and harmoniously rather than just focusing on a particular task).

In more formal meetings, a particular procedure is followed, which is usually outlined in a set agenda. The agenda of a general meeting can include:

• looking at recent correspondence

• hearing various reports (such as those about management or occupational health and safety issues or specific projects)

• general business (such as new policy development and planning).

• Minutes (written notation of all matters discussed) are usually taken for the following reasons:

• to have a record of the discussion for future reference

• to act as a reminder for follow-up activities

• sometimes as a legal requirement (eg, in a publicly-funded community service which is managed by a committee, there must be formalised minutes for accountability under the law).

Hopefully, in an effective team, some time is allowed on a regular basis for looking at staff issues such as training and professional development as well as addressing particular staff needs, frustrations and suggestions.

Do you recognise yourself (or any of your colleagues) in these descriptions? It’s important that you don’t take on any of these stereotypical roles if you want the communication in your workplace to be effective.

Strategies for participating in meetings and working groups You can also assist meeting procedure by doing the following:

• Prepare for a meeting beforehand by thinking about what you would like to discuss, what you would like to achieve and how you will approach the rest of the

team. If there is an agenda outlined beforehand, familiarise yourself with the topics to be discussed.

• Share your ideas freely with your team in a logical, genuine way.

• Ask questions when you don’t understand others’ suggestions and discussions.

• Listen carefully to what others have to say and clarify anything you’re unsure about.

• Try to encourage those who are quiet to participate.

• Clarify who is responsible for the outcomes of the meeting and summarise any future tasks that you understand are your responsibility.

Have you watched the video Meetings, Bloody Meetings? John Cleese’s role in it will help you gain a clearer picture of the leader’s role.

Activity 6

Appendix 1

Grievance policy

In relation to staff

The quality of any organisation is largely defined by the quality and commitment of its staff. We recognise that the staff at the Summerville Children's Centre is an integral part of our provision of quality care for children and their families. Therefore it is important that staff feel supported in all aspects of their work.

If conflict occurs in the workplace it can have a detrimental effect on the provision of service and so the following procedures have been put in place.

Policy statement

The Summerville Children's Centre Grievance Policy aims to provide a framework so that:

 Staff have a structure if a need arises to complain about managerial performance and have some form of redress.

 All staff are guaranteed of a hearing.

 All staff members are protected against false or vexatious accusations.

 All staff are protected against reprisals by management.

 Staff have a right to union representation.

Background

It is always better to resolve a dispute or conflict between staff without resorting to formal grievance and discipline procedures. However when there has been a serious breach of policy or regulation and no easy resolution can be found it is necessary to implement the Grievance Policy.

A good Grievance Policy reflects the following general principles:

 The establishment of clear goals

 The development of a logical series of steps

 The setting of clear parameters (eg, who should communicate with whom at what stage)

 That each party has the right to express their understanding of the situation and comment on the other parties' understandings

 Specific actions are identified.

Procedures and guidelines

 The Director should be notified of the grievance.

 In the case where the grievance involves the Director the first point of call needs to be with the Board of Management.

 Any staff member may ask the Director to take up any issue with the Board.

 Any staff member may approach the staff representative, and ask that a matter be taken to the Board. The staff representative should then approach the Chair who will take the matter up with the Director and the Board when appropriate.

 Discussions should commence about the conflict/dissatisfaction with the Director or chair of the Board whichever appropriate. These discussions need to be documented.

 If no resolution can be found - the Director should advise the Board of Management.

 Mediation should be organised each person who is involved directly with the grievance has the right to an advocate. In some cases the advocate could be a representative from the relevant Union.

 Where there has been a proven breach of policy or regulations a letter of warning should be presented. A plan of action for improvement is to be implemented. A second warning and an amended plan of action is given if improvement is not demonstrated. After two formal warnings without improvement in the stated behaviour, employment will be terminated.

 Instant dismissal will occur in the case of negligence, abuse, fraud, misrepresentation and wilful destruction of property or goodwill.

In relation to customers

The main customers of the Summerville Children's Centre are the children and their families. We are part of the service industry and we have a responsibility to provide quality service for our clients. When a customer is not satisfied with the service and there is a complaint directed at the Centre or the Centre staff it is important to follow the guidelines set out below.

Procedures and guidelines

 A Customer Complaint form is completed.

 The Director arranges a meeting with the customer. The meeting is documented.

 The Director then addresses the issue with the relevant staff and asks for that staff member's understanding of the situation.

 The Director may then bring the customer and the staff member together in a meeting to discuss the complaint and seek resolution. The meeting is documented.

 Negotiation occurs and a change may be implemented.

 If the resolution is not satisfactorily resolved the Customer may want to take the complaint to the Board of Management and would do this by letter.

 The Board would discuss the issue, follow through the customer complaint report and arrange a meeting with the customer. The meeting is documented.

 Negotiation occurs and a change may be implemented.

 Confidentiality is to be observed at all times.