Learner guide

CHCCCS007 - Develop and

implement service programs

Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: [email protected] Web: www.hammond.edu.au Phone: 1800 788 399
 TABLE OF CONTENTS

Introduction ..................................................................................................................... 2
Chapter 1: Engage consumers in the analysis of service needs ....................................... 3
CHAPTER 2: Develop programs................................................................................... 15
According to the Aged Care Act, 1997 clients in aged care facilities have the
following rights; ......................................................................................................... 20
.................................................................................................................................... 21
CHAPTER 3: Implement and monitor programs .......................................................... 29
CHAPTER 4: Evaluate programs .................................................................................. 39
.................................................................................................................................... 39

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 INTRODUCTION
Welcome to this unit of study. This unit is designed to provide you with the knowledge and
skills you need to engage consumers, analyses service needs of particular groups and develop
programs and services to meet those needs. It is designed to be applied in a range of settings
services and programs to address specific client issues, in areas of work such as aged care,
disability, mental health and alcohol and/or other drugs.

What will I learn?

Developing and implementing services programs within the community service sector can
sometimes be challenging. The process requires that community workers have a sound
understanding of the needs of their clients and how the programs that the community service
organisations they work for can address these needs. In this unit guide, you will learn the skills
and knowledge necessary to undertake program development, implementation, monitoring,
and evaluation. It is likely that you will find new and better ways to perform this role as you gain
more experience in the community service industry. You are encouraged to keep a diary of what
works and what does not work for you to help record these experiences as your career
progresses. This will allow your clients to benefit from your knowledge gained over time.

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 CHAPTER 1: ENGAGE CONSUMERS IN
THE ANALYSIS OF SERVICE NEEDS
This chapter will help you learn about the following:
➢ Developing plans for consumer participation and engagement
➢ Investigating the needs of individuals
➢ Recognising barriers to communication
➢ Interacting and consulting with people who use the services
➢ Consulting with other services

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 1.1 Develop a plan for consumer participation and engagement in
decisions about service provision
There are several ways of defining consumer participation. One way is to say: Being part of the
process is what participation is. There is more to it than just observing and commenting on
processes. It requires actual involvement, and finding solutions or developing regulatory tools.
Consumer engagement and participation in decisions about service provision can occur in
several ways. In many organisations, consumers are encouraged to become involved in the
managerial aspects of the organisation. This includes being part of interview panels for
community service jobs, developing and reviewing policies and procedures, advocating for
other people with mental health issues as well as being part of education and mental health
promotion activities. There are also research projects that look into issues such as improvement
of services and access and equity.
All levels of consumer engagement are essential for effective consumer involvement – from
building and raising community awareness through to incorporating consumer input into
organisational strategic planning and priority setting. Engaging at every level will depend not
only on the consumer’s knowledge, skills and experience, but the organisation’s capacity to
resource, train, support and engage them.
Evidence suggests that the higher the level of consumer involvement (from informing through
to community-led) the greater the impact on health outcomes; this is a clear incentive for
organisations committed to making a difference. The more we involve consumers in the
development of the services, the more likely they are to use these services.

Consumer involvement can assist us to achieve:

➢ service planning
➢ improving patient care throughout
➢ education and information
➢ service measurement and evaluation
➢ participation in the research cycle
➢ policy planning and development
➢ priority setting.

There are five types of consumer involvement;

Personal engagement
This looks at people who participate actively to raise awareness from a personal perspective.
These people provide feedback to services to help them understand what is working well for
them and what isn’t. This is from a consumers point of view and comes from shared stories,
focus group studies, targeted working groups and surveys.

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 Advocates are the most common and well-understood type of consumer. They represent the
experiences and broad views of a range of people. Consumer advocates work for:

• Improved information and support

• Better services and coordinated care
• Enhanced research and policy
• Involvement of consumers in decision-making

Within those groups of consumers, their role is particularly important where their voice is not
always heard. Consumer advocates need to be strongly linked with people whose outcomes
are poorer. Those that are in:
• Rural areas
• Remote and Regional consumers
• Aboriginal and Torres Strait Islander groups
• Culturally and linguistically diverse communities (CALD)

Advisors provide opinions and guidance from a consumer needs perspective. They generally
work together with stakeholders of a diverse nature to advise to:
• Services
• Research Organisations
• Government and NGOs

A unique consumer viewpoint is the aim to influence the outcome.

Experts are involved in:

• High-level advisory committees
Organisational boards
• Major projects

They are supported by a network of consumers who advise and inform their work and are
knowledgeable across a broad range of care and control. There are several reasons they are
sought after, and these may be because of their:
• Strong consumer expertise
• Longstanding consumer involvement
• Ability to engage a diverse range of consumers to assist them in presenting the
consumer perspective

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 Partners have knowledge that is essential and necessary for health reform, research and
policy development, and system change. Partners are considered an equal partner in the
process and are also referred to as co-design.

1.2 Investigate the needs of individuals as the basis for service provision in
line with consumer participation and engagement plan
When we work with older clients to help them address issues in their lives that are causing
them hardship, it is important to obtain as much information about their individual
circumstances. You will have a range of methods available to you to gather the information
that you need including:

➢ Arrange to meet with your clients and talk about their issues with them directly
➢ Read client case files and notes by other workers
➢ Arrange to meet with clients family and other support networks
➢ Research your client's circumstances (such as the common issues in the geographic
area that they live in).

It is important to discuss potential plans when you are meeting with clients to gain an
understanding of whether they would find a service useful and would access that service or
not. It is easy to identify clients’ needs and develop programs and services to suit, but if the
older person is not interested in accessing such a service, then it will be unsuccessful.

Therefore, it is important to have consumer engagement in the development of any service or

program, from not only potential clients but experts as well.

It would be beneficial if you had a short survey or a range of questions to ask the older person
or their family to ensure you capture the information that you need.

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 Standards, codes and legislation compliance
It is important to remember that you are required to adhere to a range of organisation policies
and procedures when investigating your client's needs. Make sure that you familiarise yourself
with all of the relevant organisational policies and the legal frameworks that influence their
development such as:

➢ Privacy and personal information legislation

➢ Public Interest Directions from government departments
➢ Health Record legislation
➢ Aged care Act
➢ Complaints principle
➢ Quality of care principles
➢ Racial discrimination legislation
➢ Equal employment opportunity legislation
➢ Human rights legislation.

These legislations need to be considered when any service or program is developed; it is

essential that the program meets all legislative requirements.

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 1.3 Recognise processes and communications that may be a
barrier to consumer participation and develop mechanisms to
overcome these
It is important to recognise processes and communication that may be barriers to consumer
participation that could include:

➢ Client lacking an understanding of their rights

➢ Staff member not upholding client rights in their interaction with the client
➢ Systems in place in the organisation and related to service provisions that infringe on
client rights
➢ An older person unaware of their ability to participate in program development
➢ Practical considerations such as transportation to attend meetings etc.

Addressing these barriers should involve working on identifying these barriers by meeting with
the client and asking them key questions about their participation as well as their satisfaction
with their participation in the decisions affecting service delivery.

Other barriers to consumer participation include;

➢ General communication barriers

➢ Language barriers
➢ Special needs.

When we are looking at the success of participation, it is important to look at the barriers to
older people participating as strategies that have been used to increase participation. It is
important to know what has been tried and tested so we can look at different strategies
moving forward.

Mechanisms for overcoming the barriers that have been mentioned may include;

➢ Ensuring clients are aware of their rights

➢ Conducting regular and ongoing training for staff interacting with clients to ensure
best practice
➢ Providing every client, the opportunity to participate, this means each client should be
given information on how they can participate and provide input to services
➢ Where possible provide transportation for clients to participate particularly if you are
aware of this being an ongoing barrier
➢ Have access to interpreters when required
➢ Have access to alternative communication equipment when necessary.

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 1.4 Interact and consult with people accessing the service to monitor
changing needs so they can be addressed
Often one of the reasons your client has raised issues relating to their program or service
delivery needs are associated with their dissatisfaction with the service currently provided.
Community service sector organisations undertake a range of procedures to monitor, assess
and report client satisfaction with service delivery including:
➢ Conducting regular anonymous client satisfaction surveys
➢ Providing a suggestion box or other anonymous means of enabling clients to express
their views about the service
➢ Undertake exit interviews when clients are leaving the service
➢ Undertaking formal research such as interviews with clients and statistical analysis of
survey results and reporting findings.
Other methods of determining a client’s level of satisfaction with the service and program
provisions in your organisation include ensuring that you consult with your clients as changes
to programs occur or as their needs evolve. Most Aged care organisations undertake a regular
review of their clients’ treatment or service plans. Involving your clients in these plan reviews is
a means of consulting them about the way in which they view the success or effectiveness of
the services provided to them.
It is important that we continue to meet with the clients we are working, along with their
families to identify the following;
➢ Are the clients’ goals and needs being met?
➢ Is the client satisfied with the timelines surrounding their needs and goals?
➢ Has the clients needs, goals or preferences changed since you last met?
➢ What needs to be changed to support the client more collaboratively?
➢ How often does the client or carer think the client's needs should be reviewed?
➢ Are there any requests from the client or carer regarding program participation?
➢ Does the client or carer have any other concerns or suggestions?

Some organisations also establish formal client/consumer consultation process such as Advisory
committees to seek regular feedback from client representatives on system-wide organisation
decisions.

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 1.5 Consult and collaborate with other services and networks to address
multi-faceted needs of individuals and client groups
Consulting and collaborating with other services is part of the process involved in developing
service programs. Coordination between services in the community sector is important to
ensure that there are no gaps in the services provided to the client and no needs are left unmet.
The services that you will often consult and collaborate with include the following:
➢ Medical services
➢ Recreational services
➢ Accommodation
➢ Mental health
➢ Transportation services
➢ Centrelink
➢ Financial support.

Much has been written about the effectiveness of service coordination in the community
services sector. One paper that looked into the provision of services to indigenous communities
outlined the following findings:

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 What we know
Service delivery can be enhanced by effective coordination and the quality of services to benefit
service providers. Improved working relationships and efficient use of resources will also
provide benefits.
What works
Process evaluations and documented practice experience evidence reveal that service delivery
coordination initiatives designed with, and for, Indigenous populations must:
➢ focus on outcomes
➢ be culturally appropriate
➢ invest time and resources into community consultations
➢ apply a strengths-based approach
➢ support Indigenous and non-Indigenous staff.
Initiatives work best when a specific issue or problem is targeted, and coordination occurs
across all organisations: i.e. they must be 'fit-for-purpose'.
What doesn’t work
Without considerable time and resources (financial, human and capital), coordination efforts
will not usually work. Soe other barriers can include:
➢ Program leaders, practitioners and staff shortages
➢ Organisational cultures that are risk-averse
➢ Organisational structures or service delivery models that are inflexible, including 'silo'-
based frameworks
➢ Approaches that ignore local diversity and are ‘one-size-fits-all.’
➢ A lack of clearly defined roles or responsibilities with program partners
What we don’t know
➢ There is only limited evidence to understand whether service delivery coordination
leads directly to outcomes for service users in Australia and internationally.
➢ The evidence is limited to show how models developed for non-Indigenous Australians
or internationally might apply to Indigenous Australians because:
• it can be difficult to attribute changes (like improved
employment outcomes) to a coordination initiative
• where outcomes are measured, evaluations have been
conducted before long-term effects are able to be fully
realised.

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 1.6 Evaluate broader organisation context and its impact on service
delivery

Understanding the broader organisational context and its impact on service delivery requires
you to familiarise yourself with what other departments in your organisation are doing as well
as how the funding system affects the way the organisation operates. This could include
understanding:
➢ Service eligibility criteria
➢ Organisational relationship with other service providers
➢ Requirements for funding arrangements
➢ Record keeping procedures
➢ Organisational policies and procedures
➢ The legislative and regulatory framework of the organisation.

In understanding the external context of your organisation, you can undertake what is known
as a PEST analysis (Political, Economic, Social and Technological analysis). This involves the
following elements to understand the context of your organisation:

Political Considerations
• When is the next election? Local, state and national.
• How could this change policy?
• Who are the most likely candidates to win the election?
• What are their views on policies in business and other policies that may affect your
organisation?
• If there is any pending legislation or taxation changes, could this affect your business
either positively or negatively?
• What is the government's approach to corporate policy, environmental issues, social
responsibility and consumer protection legislation? Will this impact your business and
is it likely to change?
• If legislative changes have been proposed, what are the timeframes?
• Any other political factors that may change?

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 Economic Considerations
• Is the economy stable? Is it growing, stagnant or declining?
• Are the main exchange rates stable or are they varying significantly?
• Is disposable income on the increase or decrease? How is likely to change in the next
few years?
• Where is the unemployment rate? Will it be expensive to hire skilled labour or will be
it easy to develop a skilled workforce?
• Is credit readily available to consumers and businesses? If it isn’t how will it affect your
business?
• Is globalisation affecting the economic environment?
• Any other economic factors to consider?

Socio-Cultural Factors to Consider

• What is the age profile and population growth rate? Is it likely to change?
• How will generational shifts in attitude impact what you are doing?
• How are society’s levels of health, education and social mobility changing and will this
affect your business?
• What are the attitudes towards work you can see? Are there employment patterns and
job market trends and do they doffer for different age groups?
• What social attitudes and taboos can affect your business? Any recent socio-cultural
changes that could affect this?
• Do lifestyle choices and religious beliefs affect the population and how?
• Any other socio-cultural factors likely to create change in your business?

Technological Consideration
• New technologies? Are there any you could be using?
• Are there future technologies that could affect your business or industry?
• Do your competitors already use or have access to any new technologies that could
redefine their business?
• Where are governments and educational institutes focussing their research? What can
you take advantage of?
• Has infrastructure changes impacted on work patterns?
• Could you learn or work with any existing technological hubs?
• Any other technological factors to consider?

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 Self-check assessment
Question 1: Why is it important to obtain a consumer’s perspective when developing the quality
of services provided in the community service sector?
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Question 2: List three different procedures that an aged care organisation can undertake to
assess client satisfaction with their service.
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Question 3: List three different factors to consider when evaluating an organisations broader
context?
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 _____________________________________________________________________________
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CHAPTER 2: DEVELOP PROGRAMS

This chapter helps to understand the following:

➢ Facilitate internal and external stakeholder input

➢ Engaging people accessing program in management processes
➢ Incorporating considerations in the planning process
➢ Financial, human and physical resources
➢ Supporting systems
➢ Service evaluation methods and feedback
➢ Documenting priorities, timelines and responsibilities.

2.1 Facilitate input to program development from internal and external

stakeholders

Developing programs for clients require input from internal and external stakeholders; it is
your responsibility to facilitate the gathering of this input. Internal and external stakeholders
should be people who have an interest in the client's well-being along with insight into the
client's needs.

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 External stakeholders may include:
➢ Carers and family members of the client
➢ Other relevant services
➢ Statutory authorities

Internal stakeholders can include:

➢ Workers who have had contact with the client within your organisation
➢ Case managers
➢ Management involved in developing policies and procedures relating to client
service provision

Ensuring that these different stakeholders have input into the decisions relating to program
development could require you to facilitate committee meetings to bring these people
together and discuss the client’s needs. It is important to ensure that the planning process is
collaborative and that everyone involved has an opportunity to have their input heard, this is
important given they are familiar with the clients.

2.2 Engage people accessing programs in management processes and

develop formal arrangements as required

Developing a formal arrangement and engaging people to access programs involves having a
sound understanding of the way in which other people can contribute to the program
development. This contribution can include:
• Provision of services

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 • Advice and input about client needs
• Practical input such as the provision of transportation and financial support for a
program
• Formal arrangements are often made between service agencies whereby issues
such as referrals and eligibility criteria are addressed in a memorandum of
understanding between services.
• Memorandums of Understanding (MoU) commonly look like the following
example:

Partnership Memorandum of Understanding

A MoU focuses on the main objectives and the management arrangements of a partnership. It
can also explain several things like;
• Communication
• Consultation processes
• Information sharing

A MoU is not a legal document, but it can provide a rundown of the partnership's governance
structure and source of authority.
Below is a MoU template that organisations can use.

1. Rationale/Scope
This section should include a statement of the purpose of the MoU, a brief description of
expectations, and/or partnership justification.

2. Goals and Objectives

This should disclose the goals and objectives of the partnership

3. Partner Organisations
Who the MoU is between, e.g.
• Name, Title, Organisation
For each party involved

3. Roles and Responsibilities

These need to be discussed within the Partnership Group. Some examples may include:
The Partnership/Advisory Group is responsible for:

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 • Encouraging collaboration
• The removal of any obstacles to ensure the successful delivery, adoption and use
• The partnerships focus is maintained at all times on the agreed scope, benefits and
outcomes.
• Ensuring any factors outside the control of the partnership are monitored and
managed
The Partnership/Advisory group membership will:
• Be in attendance at all Partnership/Advisory group meetings
• Within and outside of the work areas the partnership will be championed
• All communications and information will be shared with all Partnership/Advisory
Group members
• So the project does become delayed, decisions are made promptly, and actions are
taken
• If a matter arises, all members of the partnership/Advisory Group are notified as
soon as possible
Members of the Partnership/Advisory Group expect:
• Information to be provided to all members, that is correct, accurate, meaningful
and promptly
• Key decisions are given a reasonable amount of time for reflection before being
made
• As they arise, to be alerted to any potential risks and issues that could impact the
project
• The partnership has ongoing health checks to ensure the overall status is verified

4. Governance Structure and Reporting

This should include a description of the reporting responsibilities and governance structure
that may be usef

5. Meetings
• Who the meetings will be chaired by
• The minimum number of members required to conduct the meeting
• Consensus decisions are made, and if not possible the partnership/advisory group
chair makes the final decision
• Who will take and provide the meeting agenda and minutes, and prepare the
meeting notes and information
• How often, where and for how long each meeting will be
• Subgroup meeting arrangements (if required)

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 6. Communication, information sharing and consultation processes
An outline of how information and data collected through the partnership will be handled
by all members to the agreement and any confidentiality considerations.

7. Conflict Resolution
This section needs to detail the process for resolving any conflicts/disputes that may arise

8. Review and Evaluation

• Having plans and methods in place to determine if the partnership has met its
objectives.
• How will feedback be collected from partners and who can provide the information
on the effectiveness of the partnership.
• What strategy will be in place to review operational processes and identify issues
of concern

9. Resources
What resources, equipment, facilities etc. will be contributed by partnership members

10. Authorisation
Signing a MoU is not a formal process, but it does imply that all members will try to achieve
the listed objectives stated

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 2.3 Incorporate consideration of individual differences, rights, needs and
preferences in the planning processes.
When developing program plans, it is important to ensure that the client's individual
differences, rights, needs and preference are incorporated in the planning process. This
includes reminding the client that they have choices and encouraging them to air their
thoughts and opinions on a regular basis. Clients should feel that their views are going to be
heard from a non-judgmental stance and that their opinions including involvement in
decisions are always valued.

Upholding client rights can be achieved by:

➢ Checking in with the client regularly to ensure that they are satisfied with the
service provided them
➢ Supporting the client to manage and overcome the stigma of having a mental
illness
➢ Providing the client with access to information and resources required to uphold
their rights
➢ Ensuring that the client has decision-making powers
➢ Encouraging the client to be assertive about their rights.

According to the Aged Care Act, 1997 clients in aged care facilities have the following rights;

a) to full and effective use of his or her personal, civil, legal and consumer rights;
b) to quality care appropriate to his or her needs;
c) to full information about his or her own state of health and about available treatments;
d) to be treated with dignity and respect, and to live without exploitation, abuse or neglect;
e) to live without discrimination or victimisation, and without being obliged to feel grateful to
those providing his or her care and accommodation;
f) to personal privacy;
g) to live in a safe, secure and homelike environment, and to move freely both within and
outside the residential care service without undue restriction;
h) to be treated and accepted as an individual, and to have his or her individual preferences
considered and treated with respect;
I) to continue his or her cultural and religious practices, and to keep the language of his or her
choice, without discrimination;
j) to select and maintain social and personal relationships with anyone else without fear,
criticism or restriction;
k) to freedom of speech;
l) to maintain his or her personal independence;
m) to accept personal responsibility for his or her own actions and choices, even though these
may involve an element of risk because the care recipient has the right to accept the risk and
not to have the risk used as a ground for preventing or restricting his or her actions and
choices;
n) to maintain control over, and to continue making decisions about, the personal aspects of
his or her daily life, financial affairs and possessions;

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 o) to be involved in the activities, associations and friendships of his or her choice, both within
and outside the residential care service;
p) to have access to services and activities available generally in the community;
q) to be consulted on, and to choose to have input into, decisions about the living
arrangements of the residential care service;
r) to have access to information about his or her rights, care, accommodation and any other
information that relates to the care recipient personally;
s) to complain and to act to resolve disputes;
t) to have access to advocates and other avenues of redress;
u) to be free from reprisal, or a well-founded fear of reprisal, in any form for acting to enforce
his or her rights.

Every one of the rights listed above need to be taken into consideration when planning for
service development.

APA: Charter Of Care Recipients' Rights And Responsibilities ... (n.d.). Retrieved from
https://agedcare.health.gov.au/publications-and-articles/guides-advice-and-policies.charter-
of-care-receipients-rights-and-responsibilities-residential-care

2.4 Integrate both internal and external services as required

Ensuring that you integrate both internal and external services in the program development
process is vital to achieving holistic service provision for your clients. It is likely that your own
service cannot satisfy all your client’s needs and that you will be required to seek external
service assistance. This is especially the case if your client has co-existing needs such as
dementia and physical disability.

The external services you might seek out for your client could include:

➢ Accommodation
➢ Medical practitioner
➢ Allied health services
➢ Recreation activities
➢ Training and development

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 ➢ Psychiatric services.

When integrating the external services with internal services make sure that:

➢ You have communicated all the relevant information

➢ You have accessed the service that your organisation has an agreement with or the
service that your client is familiar with.
➢ You provide ongoing support to that service so that the integration process runs
smoothly.

2.5 Determine financial, human and physical resource requirements

As an integral part of program development, you need to identify the financial, human and
physical resource requirements for service you are developing. These resources could be in
the following forms:

Financial resources

➢ Funding for the provision of a service

➢ Grants and fundraisers
➢ Cost of service to clients
➢ Taxicab or public transport fare for access to the service
➢ Budgeting and future forecasting costs.

Human resources

➢ Staff for the provision of service

➢ Carers and family members to provide support

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 ➢ Interpreters if relevant
➢ Personal care attendants to accompany the client to the service
➢ Transportation workers if required.

Physical resources

➢ Equipment for the provision of the service

➢ Communication Aids
➢ Computer and other administrative equipment.

2.6 Develop supporting systems and procedures

Once you have developed programs for your clients that include service provisions it is
necessary to ensure that the client has a range of support systems in place to ensure that the
client receives optimal services. These support services and procedures could include:

➢ Transportation to the service if required

➢ Accompanying carer and/or worker if required
➢ The opportunity to provide feedback about the service received
➢ Opportunity for the client to lodge complaints about the service if relevant
➢ Reminder to the client that they have rights and that these are upheld by the
service.

Most organisations have procedures in place for support mechanisms. You will find that you
are commonly required to ensure that these support mechanisms:

➢ Provide relevant information regarding support services available within the

organisation
➢ Identify practical considerations (pick up and drop off locations for transporting
clients)

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 ➢ Outline if there are any costs associated with the support service and if so who will
bear these costs

2.7 Develop and integrate service evaluation methods, including

mechanisms for feedback from people accessing service programs

Seeking feedback from clients about the services delivered to them can be part of the overall
evaluation program. There are several ways in which workers review a program and service
delivery; these may include;

➢ Surveying the clients involved and gauging their sense of satisfaction

➢ Measuring the outcomes against the client’s initial goals
➢ Identifying the level of participation in the program.

It is common to find that many community service organisations have a clear process in place
to guide the review process, as this allows for the very important continuous improvement.

The following is a template used by one community service organisation that encourages
client involvement in program and service reviews:

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 2.8 Document program identifying priorities, timelines and responsibilities

Once you have determined the program details, you need to document the program. Many
organisations will have templates that require completion which enable you to document
priorities, timelines, and responsibilities. It is important to assign areas of responsibilities to
actions that are required to hold people accountable and ensure that the various actions are
undertaken according to plan. Timelines provide you with a system by which to measure the
progress of the program implementation as you can review the activities based on the
timelines assigned.
One mechanism you could adopt to document priorities, timelines and responsibilities is to
put in place an action plan.
Action plans are described by the community toolbox as follows:

What is an Action Plan??

An action plan is a way to ensure that an organisation can turn its dreams into a
reality. An organisation will have a vision, and an action plan allows them to put this
into practice and deliver their vision. It describes the strategies needed to meet it’s
objectives and can consist of actions or changes required in the community
• Each change or action step should include the following information:
• What needs to occur to create the action or change?
• Who will carry out the changes?

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 • When will they take place by and how long will they take?
• Are resources required?
• What communication is required?

What are the criteria for a good action plan?

An action plan should have several criteria.
Is the action plan:
• Clear? Does everyone know who will do what and by when?
• Current? Does it reflect current work and does it take into consideration any
emerging opportunities and/or barriers?
• Complete? Does it list all of the action steps or changes required in all aspects
of the community?

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 Self-check assessment
Question 1: List three different internal stakeholders.
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Question 2: List three different support mechanisms that a community organisation might
provide?
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Question 3: Describe two steps involved in the development of an action plan.

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 _____________________________________________________________________________
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CHAPTER 3: IMPLEMENT AND MONITOR

PROGRAMS
This chapter will help you learn about the following:
➢ Communicating roles and responsibilities
➢ Monitoring service delivery objectives
➢ Feedback and interactions with users for ongoing monitoring
➢ Identifying and addressing problems
➢ Maintaining relevant documentation

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 3.1 Communicate roles and responsibilities to relevant stakeholders

When implementing programs, it is crucial that you let all the relevant stakeholders know
precisely the roles and responsibilities that have been assigned to them. When communicating
with stakeholders, you need to ensure that:

➢ You have provided the stakeholders with all the relevant information about the
program details
➢ You have informed the stakeholders about each other’s responsibilities so that they
know the limits to their roles
➢ You have advised the client or clients about the stakeholder’s roles and responsibilities
➢ You have established regular communication protocols with the stakeholders

Stakeholder’s roles and responsibilities can include:

➢ To provide emotional support to the client

➢ To concern themselves with an area of client need such as accommodation
➢ To provide practical support such as transportation
➢ To provide information regarding client rights and to advocate for the client on issues
relating to their rights.

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 3.2 Facilitate provision of training to support the implementation

Program development involves a range of skills and knowledge. Some of the people involved in
your program may require a range of further training to support the implementation of the
program. This training can be provided in several different ways including;

➢ Attending seminars and conferences

➢ Coaching and mentoring from work colleagues or supervisors
➢ Shadowing more experienced workers
➢ Reading policies and procedures in your organisation
➢ Serving on committees and working groups.

Training can be provided on topics such as

➢ Communication skills
➢ Coaching strategies
➢ Interviewing skills
➢ Conflict resolution skills
➢ Negotiation skills
➢ Effective public speaking.

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 3.3 Monitor service delivery against agreed objectives and budgetary
frameworks

Most programs that are delivered in the

community sector require that a budget is
adhered to. A budget is a list of the
expected costs of different categories
relating to the program. Budgets are
estimates and cannot always be correct
therefore most organisations make
attempts to project their future costs. It is
important that when delivering services,
the objectives are met and work within
the budget frameworks. To do this, you
should regularly review the budget and
initial objectives of the program in relation
to the activities and service delivery of the
program.

Funding framework, including not-for-profit, government funding

The authorities that provide funding such as government bodies and philanthropic trusts or
charities determine funding criteria. The limitations often placed on organisations relating to
funding criteria include:

➢ Client eligibility criteria

➢ Geographic limitations such as where the service can be provided
➢ Means testing of client and thresholds of the income that renders them eligible for
services
➢ Collation of statistics about the clients and services provided
➢ Policies and procedures that must be applied in the organisation
➢ The management structure of the organisation
➢ Qualifications of workers in the organisation.

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 3.4 Make user interactions and feedback an integral part of ongoing
monitoring

Your ongoing monitoring of the program should include seeking feedback from the client
group and ensuring that you are providing plenty of interaction with the clients this will allow
the clients to build trust with you. If the clients trust you, they are likely to provide you with
more honest feedback whether it be good or bad.

This process involves:

➢ Regularly asking the clients to provide you with feedback about their experiences
➢ Observing the clients’ participation in the service
➢ Providing the clients with information about their rights including their rights to
complain about the service
➢ Many community organisations distribute questionnaires to obtain information about
the client

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 The following is an example of one such questionnaire distributed by a Health and Community
Care service:

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 3.5 Identify and address problems in addressing the needs of service users
in accordance with organisation procedures

An important part of program delivery is to attend to problems as they arise. It is important to

ensure that the experiences of the clients are heard and that you support the exploration and
validation of the issues that the clients raise. To do this, you need to develop some of the
following skills:
Active listening
Active listening is a way of listening and responding to the other person that improves the way
in which you understand each other. Some tips for ensuring that you are listening actively
include:
➢ Eye contact (culturally appropriate)
➢ Demonstrate attention, e.g. nodding
➢ Encouragement, e.g. “Mm-hmm”, “Yes.”
➢ Minimise distractions, e.g. TV, telephone, noise
➢ Do not do other tasks at the same time
➢ Acknowledge the client’s feeling, e.g. “I can see you feel very sad.”
➢ Do not interrupt the client unnecessarily
➢ Ask questions if you do not understand
➢ Do not take over and tell your own ‘story.'

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 ➢ Repeat back the main points of the discussion in similar but fewer words to check you
have understood the client correctly (this is known as paraphrasing, a reflection of
feelings, clarification, summarising).

Effective questioning
Most of the information you need to know to service your client will emerge naturally if you
use the previous skills. Questions do not stimulate a person to talk. Too many questions result
in the worker taking control. Only ask questions if you are clear what you hope to achieve by
asking that [articular question. There are two types of questions:
➢ Open questions
Typical open questions start with “how, what, when, where, can and could”. “How did that
happen? What things that went through your mind? Where did you feel that in your body?
Could/can you tell me more about your experience?”
➢ Closed questions
A closed question leads to a specific answer and limits the range of answers possible. The
closed questions confine the client to a limited response but are useful if you are looking for
specific information. Do not bombard your client with closed questions, as this can be very
intimidating!

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 3.6 Maintain relevant program and service delivery documentation

Maintaining relevant documents related to program delivery usually, involves completing a

form or template. The way in which case notes and other documentation should be written
within the community sector, in general, should be as professional as possible. You will need
to ensure that you:
➢ Write the date, time, location and names of people present at the interaction
➢ Record who said what and use inverted commas when indicating direct quotes
➢ Ensure that your records are objective and accurate
➢ Record facts rather than your opinions
➢ Record the client's actions and behaviours
➢ Make sure that you are writing facts, not inference – identify what happened not what
you thought might have happened.
➢ Record the reasons for decision making
➢ Use short sentences and be concise
➢ Use plain language
➢ Use appropriate headings and set out the information in a logical manner
➢ Make sure that you sign all the notes you record.

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 Self-check assessment
Question 1: Describe three different stakeholder responsibilities.
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Question 2: What is the difference between an open question and a closed question?
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Question 3: What factors do you need to consider when maintaining relevant program delivery
documentation?
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 CHAPTER 4: EVALUATE PROGRAMS
This chapter will help you learn about the following:
➢ Access capacity of programs to meet objectives
➢ Seeking and evaluating feedback
➢ Modifying programs to meet changing requirements

4.1 Assess capacity of programs to meet objectives

When evaluating a program and service you need to assess the capacity of the program to meet
its objectives. This involves reviewing factors such as:
➢ How was the program planned?
➢ How were the programs implemented?
➢ How were resources applied in the implementation of the program?
➢ Are there improvements that can be made to the entire program development process?
➢ Was the program development consistent with the organisation's philosophies and
policies?

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 Process Evaluation
This type of evaluation is concerned with how a service is delivered. It can assess several aspects
such as:
• The timing of the intervention
• Where it is occurring
• Costs involved
• Services offered
• Who is participating
• How you enter and progress through the program
• How many session you can attend
• Who is facilitating the intervention

The idea of process evaluation is to identify areas that are working well and areas that may
benefit from or require a change. Some key questions can be answered by using a process
evaluation:
• What are the clinical characteristics and the demographics of the program?
• What are the active ingredients of your program?
• Is the program being administered by all service providers in the same way?
• Has implementation of the program or training happened as intended or planned?
• Is the target population of the program being reached effectively?
• Have successful collaborative links with other programs or services providers been
established?

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 • Is the program being delivered in the most effective way?

A process evaluation cannot answer questions regarding the effect or impact of a program on
participants.

4.2 Seek and evaluate feedback from those using the service and other
stakeholders

Seeking and evaluating feedback is a process that every program should undertake. Quality
customer feedback is important to know, so you can evaluate if your services are effective or
require improvements. Some of the ways you can obtain feedback can be:

• Interviews with groups or individuals

• Surveys
• Questionnaires
• Focus groups
• Formal and informal meetings

We can seek feedback from several sources such as:

• Clients
• Employees
• Managers
• Employers
• Community

Obtaining honest feedback is critical to the success of a program. Some of the ways we can
receive honest feedback is to:

• Be receptive to the responses provided by people and not become defensive

• Using open forms of communication such as body language, questions and language
that is not-judgemental

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 • Always including open questions to generate feedback and allow for general feedback
to be given and for the person to feel comfortable

4.3 Modify programs as needed to meet changing requirements within

policy and budgetary frameworks
Once you have evaluated the feedback, you receive and undertake an extensive review of the
services provided you may need to modify the program to meet any changes that are required
within the policy and budgetary frameworks. To do this, you should regularly review the budget
and organisation policies to ensure that they are reflected in the current program delivery.
The instances in which modification of programs may be required are when:
➢ Client’s financial circumstances change, which may cause them to be ineligible for the
program
➢ Clients living arrangement and accommodation changes, which might take them out of
the catchment area for the program
➢ The program may require updating such as when legislation relevant to the program
changes
➢ The program may require a further injection of funds due to exceeding budget.

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 Self-check assessment
Question 1: Describe one type of evaluation process an organisation could undertake?
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Question 2: List three questions you could ask consumers in an evaluation process.
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Question 3: Describe two different circumstances in which you might need to make
modifications to delivered programs?
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 References
Australian Government (Cancer Australia) -
https://consumerinvolvement.canceraustralia.gov.au

PEST Analysis – mindtools.com.au

Charter of Care Recipients Rights - https://agedcare.health.gov.au/publications-and-

articles/guides-advice-and-policies/charter-of-care-recipients-rights-and-responsibilities-
residential-care

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