Module 1.6 Using Consumer Feedback - Facilitator Guide
Module 1.6 Using consumer feedback - Facilitator guide
Copyright
Australian Aged Care Quality Agency (Quality Agency) encourages the dissemination and exchange of information. All material presented within this handbook and on our website is provided under a Creative Commons Attribution 4.0 Australia, with the exception of:
The Quality Agency’s logo, and content supplied by third parties.
The details of the relevant licence conditions are available on the Creative Commons website, as the full legal code for the CC BY 4.0 AU license.
Attribution
Material obtained from this guide is to be attributed to the Quality Agency as:
© Australian Aged Care Quality Agency 2017.
Third party copyright
Wherever a third party holds copyright in material presented in this guide, the copyright remains with that party. Their permission may be required to use the material.
HDB-EDU-0143 v15.0
Contents
What is Qassist?
Accessing Qassist learning modules and fact sheets
Foundation modules
Case management modules
Foundation modules
Case management education programs
Qassist fact sheets
Consumer guides
Using the Qassist learning modules and fact sheets in the workplace
How to use the facilitator’s guide
Module 1.6 – Facilitation information
Facilitator’s resources and references
Session plan
Attachments:
Activity 1 – Using consumer feedback
Activity 2 – Using consumer feedback
What is Qassist?
Qassist is our regulatory compliance assistance education program. This program and related learning modules are designed to support the aged care sector to improve compliance and consumer outcomes.
Accessing Qassist learning modules and fact sheets
The learning modules and fact sheets fall into two broad categories that inform our compliance assistance program and resources – Foundation modules and Case management modules.
Foundation modules
These modules are designed to provide the sector with an understanding of the regulatory system and its requirements.
These modules provide the foundation for getting to know the Quality Agency, the aged
care standards, continuous improvement, risk in aged care, consumer dignity, choice and feedback. They are targeted at everyone in the sector.While these foundation modules have been designed for compliance assistance purposes as part of our case management responses, they can be used by providers as part of their internal staff training and resource provision as required.
The foundation learning modules include a facilitator guide, presentation resources and associated fact sheets. All of these modules are available for download on our website .
Case management modules
These modules are focused on supporting services to address non-compliance and are specifically designed to support our regulatory case management and monitoring activity.
These modules are only available as Quality Agency facilitated programs through our compliance assistance education program. To apply for compliance assistance education support you can submit an expression of interest (EOI) on our website. Please note compliance assistance education is provided subject to eligibility criteria. For further details on compliance assistance education go to
The case management fact sheets for each module are available for download on our website.
Foundation modules
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
Module 1.1 - Aged Care and Quality Agency overview
Provides the opportunity to explore the big picture and the changing environment of aged care where consumer choice and control is the focus. The module also includes the Quality Agency’s regulatory functions and how quality assessment is undertaken.
Module 1.2 - Getting to know the Standards
Provides an overview of the meaning and intent of the aged care Standards, together with an introduction on demonstrating performance and continuous improvement against the Standards.
Module 1.3 - Continuous improvement
Addresses the importance of continuous improvement being undertaken in collaboration with consumers and staff especially in the areas of demonstrating outcomes for consumers, staff and the service.
Module 1.4 - Understanding risk
Addresses risk management in an aged care context and how to approach managing risk while supporting consumer choice.
Module 1.5 – Consumer dignity and choice
Addresses consumers’ right to privacy, dignity and choice in aged care and provides an overview of the legislation and principles that provide the sector with guidance on consumer dignity and choice.
Module 1.6 – Using consumer feedback
Provides practical strategies to facilitate consumer and representative feedback and how it can be used to support service development, delivery and improvement.
Case management education programs
- DEMONSTRATING PERFORMANCE AGAINST THE STANDARDS
Modules 2.1 – 2.3. Supporting services with compliance issues.
Includes undertaking self-assessment and responding to non-compliance. For example, services that may be experiencing compliance issues or new market entrants. These modules are targeted at management with responsibility for addressing and maintaining compliance and are only available through our case management processes.
- ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
Modules 3.1 – 3.3Improving the sector and consumer focus.
Includes ongoing assessment and planning and a person centered approach to risk. These modules are targeted at both frontline staff and management and are currently only available through our case management processes.
Qassist fact sheets
Module fact sheets are available to support on the job or workplace based learning for staff.
The fact sheets contain a summary of the key information related to the module topic on the front page and suggested learning activities and questions to support personal exploration of the topic or group discussion on the back page. You can use this in a variety of ways and we encourage you to be creative. Use the factsheets to brainstorm with as many people as you can whether it is through a staff meeting, toolbox talks or in training sessions. More tips on using the resources in the workplace are detailed shortly.
Qassist factsheets are available for all the Qassist modules as listed below:
UNDERSTANDING THE REGULATORY SYSTEM AND ITS REQUIREMENTS
1.1Aged Care and Quality Agency overview
1.2Getting to know the Standards
1.3Continuous improvement
1.4Understanding risk
1.5Consumer dignity and choice
1.6Using consumer feedback
DEMONSTRATING PERFORMANCE AND CONSUMER OUTCOMES
2.1Responding to non-compliance
2.2Undertaking a self-assessment
2.3Governance (proposed)
ADDRESSING CONSUMER FOCUS, AREAS OF PREVALENT RISK AND NEW PROGRAMS
3.1Ongoing assessment and planning with consumers
3.2Person centred approach to risk
3.3Safeguarding vulnerable consumers (proposed)
Consumer guides
In addition to the above factsheets the following consumer guides can be used to support consumer engagement in quality assessment and continuous improvement as a standalone resource or in combination with areas above. These are available on our website .
•Consumer guide to accreditation
•Consumer guide to quality review
•Consumer guide to continuous improvement
Using the Qassist learning modules and fact sheets in
the workplace
The ways Qassist can be used are wide and varied. Facilitators are encouraged to be creative when deciding how best to use the resources to meet the learning needs. The following three steps may assist in using the learning modules and fact sheets.
Step 1 – Identify learning needs
Consider the core skills and knowledge required to achieve both individual and organisational goals in the areas of:
•Consumer focus
•Quality assessment
•Understanding the regulatory framework
•Requirements for compliance
Consider the following questions to assist in identifying the learning needs:
•How can effective performance in these areas be achieved?
•What skills and knowledge need to be developed and by whom?
•Are there specific knowledge gaps that need to be addressed?
•Has there been any new legislation, policies or procedures introduced?
•Are there any performance or work health and safety issues?
•Are there any new staff members
Step 2 – Develop a learning plan based on these identified needs.
This could be individual or group based, job role specific or service/organisation delivered, dependent on the needs.
Consider the following questions when developing a learning plan:
•How does formal and informal learning currently happen in your workplace?
•Which of the following is available – on-the-job through buddying and mentoring, off-the-job, network based, formal workplace sessions (e.g. lunchtime ‘hot topic’ discussions)?
•How do people prefer to learn?
•What is the priority for learning?
•What does the training need to achieve – what will be the impact in the workplace?
•How will you determine the effectiveness of the training?
•What resources are available? Training facilities, presenters, subject matter experts
•Do you have a training calendar?
Step 3 – Review the Qassist learning modules and fact sheets, select the ones that will address learning needs, customise for the session, prepare for the learning session and facilitate the session.
It can be a good idea to consider using a reflective practice model as part of your learning approach. For example, by exploring these three key questions:
Suggestions for implementing Qassist in your workplace:
•Incorporate different Qassist modules into your workplace induction program.
•Select modules to meet identified learning needs.
•Use different fact sheets as a focused 10-15 minute ‘tool box sessions’.
•Schedule modules as an agenda item at staff meetings. These short and focused sessions will get staff on the same page, quickly and efficiently.
•Link discussionsspecifically to service delivery strategy and consumer outcomes, and identify opportunities for improvement.
•Use real case studies based on consumers ‘lived experience’ or situations that occur in daily practice.
•Provide the resources to mentors and buddies to assist them in supporting workplace learning.
•Follow up learning byseeking feedback, providing/identifying relevant resources and further learning opportunities.
•Identify improvements/changes that participants can implement in their workplace as a result of the learning.
How to use the facilitator’s guide
This facilitator guide includes detailed notes, PowerPoint slides, discussion prompt questions, activity instructions and resources.
Layout
To make it easy for you to follow the content layout is reflected in the following table format.
Slide / Time / Facilitator information / ResourcesPowerPoint
Slide number / Section duration / Content detail, facilitation process, notes for facilitator / Links to activity resources
For example
Slide / Time / Facilitator information / Resources3 /
5 mins / ASK participants what they understand is meant by the term “quality care”?
Brainstorm what does “quality” mean?
Record responses on a whiteboard or flipchart
Information in italics is for facilitator to use as prompts and/or ensure all information is covered / Fact sheet 1.6
Whiteboard or flipchart
Qassist Module 1.6 – Using consumer feedback
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Module 1.6 – Facilitation information
Aim
The aim of this session is to increase participants’ understanding of consumer and representative feedback and how it can be used to support service development, delivery and improvement.
Learning outcomes
Through active participation participants will be able to:
•Understand the important role that feedback and complaints have within your organisation.
•Understand the legislative requirements around consumer feedback.
•Describe how to respond positively to feedback and complaints.
•Use consumer/representative feedback to improve service development and delivery.
Target audience
This session is designed for management and staff who are working in residential and home care services as well as those who are new to the aged care industry.
Session overview
Duration approximately 95 mins
Time / Session content/activities/notes5 mins / Welcome and learning outcomes
15 mins / Activity 1 – Decisions, decisions
15 mins / Expected outcomes and consumer feedback
5 mins / Legislative requirements
10 mins / Benefits of consumer feedback
15 mins / ACCEPT
20 mins / Activity 2 – ACCEPT process
10 mins / Resources, learning and reflection
Facilitator’s resources and references
Session Plan
The session plan contains detailed information relating to the topic, discussions and activities. The session plan guides the facilitation of the session and assists the facilitator in relation to content, timing and resources the PowerPoint presentation is used as guidance for facilitators and does not contain as detailed information as the session plan. Facilitators should refer to the session plan in the first instance to ensure they have a thorough understanding of the topic and delivery method.
A note about language– care recipients …consumers… residents…clients….elders….citizens
In aged care, there are a range of terms used to describe people that access aged care services. In these modules, we use the term ‘care recipient’ when there is a direct reference from the legislation for example in principles of the Standards and the expected outcomes. For all other references, we use ‘consumers’ regardless of the service delivery context. Your service may use other terms that are appropriate to the service delivery or cultural context. Substitute for what is most appropriate for the target audience you are delivering the session to.
Module 1.6 Resources
Ensure you have the following resources:
•Session specific
-Factsheet
-PowerPoint presentation – Using consumer feedback (including printed copies with note taking area to be provided to participants)
-Activity 1 worksheet– Decisions, decision (copy at the end of this guide)
-Activity 2 scenarios– ACCEPT feedback (copy at the end of this guide)
-Charter of Consumer Rights (Residential or Home Care)
•Laptop
•Data projector – speakers
•Flipchart paper
•Highlighter pens
•Whiteboard markers
References
•Accreditation Standards -
•Home Care Common Standards -
•ATSI Flexi Standards -
•Australian Aged Care Quality Agency -
•Charter of consumer rights – Residential Care –
•Charter of Consumer Rights – Home Care -
Qassist Module 1.6 – Using consumer feedback1
Session plan
Module 1.6 – Using consumer feedback
1 / 3 mins
/ Introduction
NB: be aware of using acronyms, terminology and/or specific sector language during the session. Some participants may be new to the sector.
•Welcome
•Acknowledgement of country (I would like to begin by acknowledging the Traditional Owners of the land on which we meet today. I would also like to pay my respects to Elders past and present)
•Introduce topic and advise session will go for approximately 90 minutes
•Quick Ice Breaker (name, how long people have been working in the sector, how long took to get here, previous job).
2 / 2 mins / Learning outcomes
By the end of this session, participants will be able to:
•Explore the important role consumer feedback and complaints have within your organisation.
•Examine the legislative requirements around consumer feedback.
•Describe how to respondpositively to feedback and complaints.
•Use consumer/ representative feedback to improve services.
Inform participants that the session is designed to be interactive and their active participation will increase their learning.
3 / 15 mins / Activity 1 – Decisions, decisions
•Divide participants into pairs
•Give each pair a different scenario (1-4 are residential focussed and 5-8 are home care focussed).
•Pairs to decide what action to take
•Consider if feedback would be provided – why?
•Responses to be recorded on worksheet
•Pairs to feedback their responses
If a pair decided NOT to provide feedback note on the whiteboard why they made this decision.
People may not give us feedback because they are ;
•Afraid of upsetting us
•Fear of what might happen
•Think they wouldn’t be taken seriously
•They don’t want to be seen as annoying or whinging
Debrief
ASK whole group –
What would potentially happen in each scenario if feedback is not provided?
Key message
Although it can be difficult to provide and seek feedback however it is anessential part of identifying opportunities for improvement. / Activity one worksheet
Whiteboard
4 / 15 mins / Expected outcomes and relationship with consumer feedback
Handout relevant fact sheet outlining the Standards
Brainstorm on whiteboard
Which expected outcome is most relevant to consumer feedback.
If more than one applies, prioritise in terms of consumer feedback.
Accreditation Standards 1.4 Comments and complaints and
Home care Standards 3.3 Complaints and service feedback
ASK –
•What do the words in the outcome mean? (e.g. put the wording in plain English)
1.4 comments and complaints – how do you know, consumers and other stakeholders know how to make a complaint within and outside of the service?
3.3 How do you know complaints are dealt with fairly within a reasonable timeframe?
•How would you demonstrate your service meets these expected outcomes?
•What evidence could you show?
How does consumer feedback impact positively on the outcomes?
Key message
Consumer feedback is essential for continuous improvement and ensuring that consumer directed care meets the consumer’s individual goals, needs and preferences. / Whiteboard and markers
Accreditation Standards
Home Card Common Standards
NATSI Flexi
5 / 5 mins / Overview of legislation and consumer feedback and the link to the standards
Getting feedback from consumers/ representatives is a good thing for everyone. But we also do it because we have to do it.
Explain the legislative requirements of services and the Quality Agency
•Legislated requirement to interview at least 10% of care recipient/ representatives at a re accreditation audit for residential care
•Care recipients/ representatives must be informed of the re-accreditation audit
•In quality review it is not legislated how many care recipients we speak to but we always speak to them as part of the audit process
Refer to the relevant clause in Charter of care recipients’ rights and responsibilities
•Residential – 1-s to complain and to take action to resolve disputes.
•Home care – 1.6 Comments and complaints
ASK –
What would happen if we didn’t ask for feedback from consumers/representatives?
Key message
There would be no improvement and we would not be meeting our legislative requirements. / Whiteboard and markers
Charter of consumer rights – Residential Care
Accreditation Standards
Charter of consumer rights – Home Care
Home Care Common Standards
NATSI Flexible Care Standards
6 / 10 mins / Benefits of feedback
Sometimes we receive feedback from consumers/representatives and we might feel it’s unjust or unwarranted, our natural reaction is to argue or dismiss it but this can have big repercussions.
ASK –
•Have you ever received feedback – at work, home, sports – that you thought was unfair?
•Why did you feel this way?
•How did you respond to this feedback?
Key message
A natural mechanism in our brains ensures we are built for survival.
This can tend to react in several ways when we feel threatened in any way.
•We get angry
•We get shy or
•We stand up and fight.
ASK –
What are the benefits of seeking and receiving feedback for
•Staff
•Consumers
•Management
Record responses on white board. / Whiteboard and markers
7 / 15 mins / The ACCEPT process
Briefly explain the ACCEPT process in relation to feedback.
A / A - Applaud
Thank the person for providing the feedback. It can be rally hard to give feedback – especially if it is a complaint. Let them know you appreciate feedback (both positive and constructive) as it ensures improvements can be made.
C / C - Clarify
Check your understanding, and that you have the details correct, by telling the person in your own words what you heard or read. Reflect the feedback back to them.
C / C - Commit
Let them know that you will follow up on their feedback and let them know the outcome. It is important that they feel they have been heard and something will be done.
Note – these are the first 3 steps which are completed with the person giving the feedback. Now we need to do something with the feedback for the next 3 steps.
E / E - Escalate
Understand your role and responsibilities in reporting and escalating feedback. Follow your organisations’ process for escalating and reporting feedback.
P / P - Plan/Implement
If required, after investigating the feedback, set plans for improvement. Analyse the feedback, plan for improvement and implement improvement.
T / T - Tell
Go back to the person who gave you the feedback and let them know the outcome. It is important that you inform them about what you have done and what is intended as a result of the feedback.
Apply the process to one of the scenarios provided.
•Read out one of the scenarios from Activity 2.
•Brainstorm on the white board how to respond to the scenario using ACCEPT / Using Consumer Feedback Factsheet
8 / 20 mins / Activity 2 – Using the ACCEPT process
•Divide the group into pairs
•Using a different scenario the pairs take turns in each reading out the scenario, while the listener responds using the ACCEPT process
•Reader to give say whether they felt heard
•Change pairs – listeners to become readers
•Ensure each participant has a turn as reader and listener
Debrief
ASK –
•What did they find challenging?
•What worked well?
•How can they improve using the process? / White board and markers
Activity 2 Scenario handout
9 / 5 mins / Resources
Briefly refer to the resources available:
•Accreditation Standards
•Home Care Common Standards
•Quality Agency – courses, information, process, standards, fact sheets
10 / 5 mins / Review of learning outcomes
Briefly reiterate areas covered and key points of learning.
Ask if anyone has any questions and clarify where needed.
A recap of the learning outcomes:
•Understand the important role that feedback and complaints have within your organisation
•Understand the legislative requirements around consumer feedback
•Describe how to respond to feedback and complaints positively
•Use consumer/ representative feedback to improve services
Ask participants to name two things they have learnt from the session and how they can implement these in the workplace.
Thank participants for attending and contributing.
Qassist Module 1.6 – Using consumer feedback
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