Post on 31-Oct-2014
description
Session One – 21/03/14
Participate effectively in the work
environmentCHCORG303C
Overview
Unit Purpose - to enable learners to work effectively as an individual and in work groups to contribute to achievement of organisation objectives.
Unit ElementsContribute to the effective operation of the workgroup
Review and develop own work performance
Work cooperatively with others
Contribute to the development of policies, practices and structures of an organisation
Unit Assessment Guide
Let’s review the tasks!
Community Services
The Australian National Training Authority says that the Community Services Industry focuses on ‘providing a wide range of services to support the comfort and well-being of people’
Community Services
The main activities of the industry, according to the Industry Training Council of Western Australia are:
“Provision of a diverse and complex range of services to support individuals, families and communities experiencing, or at risk of experiencing, social, family or economic difficulties.
Promotion of individual and community well-being … to protect the quality of life.”
Community Services
If the Community Services Industry includes a “diverse and complex range of services” the main role of which is to ‘support’ and ‘empower’, then what kinds of specific community service organisations do you think are included in this industry?
Community ServicesThey might include:
Welfare Organisation
s
Youth Agencies Child
Protection Organisation
Community Centres
Crisis Care
Disability Services
Children’s Services
Community ServicesWhat is the Community Services industry like for workers?
More than 70% of workers are women
Over 46% are volunteers
2% are Aboriginal and Torres Strait Islanders
It is very fast growing (39% between 1997-1998)
It has a high dependance on government funding
Types of Children’s Services
Long Day Care (centre based care): Community based non-profit or private owned
Open long hours, usually 10-12 hours per day 49+ weeks per year
Care and education programs for 6 week to 6 year olds - may vary
Care available 1-5 days
Designed to suit working families
Meals often provided
Funded by Federal Government with fee subsidy incl. CCB & CCR
Types of Children’s Services
Preschool (centre based care): Often are community based non-profit
Open only school hours (some offer early and late starts)
Operate 41 weeks per year
Provide care and education programs for 3 - 5 year olds
Children bring their own lunch
Are funded by the State government
Do not attract Child Care Rebate (50% rebate) but do attract CCB
May have set days for set groups e.g. Monday/Tuesday group
Types of Children’s Services
Out of school hours care:Offer before school, after school and vacation care
Care and education programs for 5-12 year olds
Care available 1-5 days per week
Support working and studying families
Meals may be provided
Funded by the Federal Government with fees subsidies e.g. CCR & CCB
Types of Children’s Services
Family Day CareCare provided in a private home
Birth - 7 years old, as of 1 January 2014, ratio is 1:7 with no more than four children preschool age or under
A family day care educator must have, or be actively working towards, at least an approved Cert. III level education and care qualification
Family or Educator can provide meals
Hours of care can be arranged via a contract so therefore flexible e.g. weekend, evenings, overnight
Suits working and studying families
Fees subsidies available from Federal Government incl CCR & CCB
Types of Children’s Services
Occasional CareUsually open 6-8 hours
Care for various ages (6 weeks - 6 years)
Care can be irregular times and days
May suit non-working families
No meals provided
Federally funded
What do educators do?
Many people consider that early childhood educators have a great job that is about ‘playing’ with children and ‘minding’ them
However caring for children is much more than that!
Educators perform a wide range of tasks
Types of Roles in Children’s Services
Family DaycareCoordinatorEducatorChild Development OfficerAdministrative Assistant
Long Day Care & PreschoolDirector/CoordinatorEarly Childhood TeacherEducational LeaderNominated Supervisor/Certified SupervisorEducatorAdministrative AssistantCookCleaner
Outside of school hours careCoordinatorEducatorAdministrative Assistant
Occasional Care CentreCoordinatorRoom LeaderEducatorAdministrative Assistant
Skills and qualitiesActivity One - What do you think are some skills and qualities that would be necessary for people to be effective in community services?
Qualities include attitudes, values and ethics
Skills include abilities, and learned procedures
Standards of workWhen we begin a new job it is important to know what our employer expects of us
You can usually find this out by talking with your supervisor as well as consulting service specific and industry specific documents
Children’s services have a number of different types of formal and informal documents that will help you understand you role
Job descriptionsThese documents will usually tell you about your rights, responsibilities, the standard of work expected, the specific tasks you will need to do and the times that things need to be done
Formal Documents Informal Documents• job description• duty statements• industrial awards• workplace contracts• service policy and procedure documents• staff handbooks• industry codes and regulations• quality or accreditation standards• strategic plans
• staff rosters• time tables of routines/duties• service delivery programs and plans
Job descriptionsGives you an overall outline of your specific roles and responsibilities.
Sets down the boundaries of your responsibilities.
Outlines the chain of management/accountability (i.e. to whom each worker is responsible/reports to).
Is used as a basis for appraisal/review of work performance.
Relates to employees not students - some centres may have a student handbook that will assist you in understanding what is expected of you as a student.
Job descriptionsYou will also have job responsibilities that are not covered by the job description
Being on time.
Phoning in when you are sick.
Getting a medical certificate.
Making sure you report workplace hazards promptly.
Being positive and courteous to fellow workers and service users.
Treating your fellow workers respectfully.
Not using the work phone for private calls without permission.
Ensuring you return promptly from meal breaks.
Role Responsibilities
Accountability to the people who use your organisation—A job description is a way of trying to ensure parents and children receive a professional standard of service
Role Responsibilities
Accountability to your employer—A job description lets you know what is expected of you by your employer (your role and responsibilities) and provides guidelines that clarify those expectations. Your employer may use this to monitor your work practices. They may also use it as a basis for negotiating changes to your role and planning for other positions.
Role Responsibilities
Accountability to yourself—A job description is a reminder to you of your limits and provides a way of protecting yourself from exceeding those limits. It is a means of protecting you and preventing employers from exploiting you as a worker. It is also a way of checking that you are, in fact, fulfilling your responsibilities.
Role Responsibilities
Accountability to your colleagues and your profession—By accepting your job description and working according to it, you are agreeing that it is a reasonable set of expectations for all workers in that position. Therefore, if you accept an unreasonable description or if you do not comply with a reasonable description, you are letting down your fellow workers.
Job description
Activity – Let’s look at a job description
Professional standards and quality standards
Children’s services have associated standards of conduct, a code of ethics and quality standards
These are different to service based documents – like job descriptions - in that that have been developed by particular groups within the broader profession or are legislated by government
National Quality Framework
A National Quality Framework for Early Childhood Education and Care services began on 1 January 2012
Aims to ensure that all children in Australia get access to high quality early childhood education and care and school age care services, regardless of their location
National Quality Framework
The Framework covers long day care, family day care, outside school hours care and preschools
Helps providers improve their services in the areas that impact on a child’s development and empower families to make informed choices about which service is best for their child
National Quality Framework
The NQF includes:
The National Quality Standards (NQS) set out ‘best practice’ standards for services and aim to ensure that organisations continually maintain a high standard of service delivery
• an assessment and rating system• a regulatory authority in each state and territory who will have primary responsibility for the approval,
monitoring and quality assessment• In NSW, the regulatory authority is the NSW Early Childhood Education and Care Directorate
Department of Education and Communities• the Australian Children's Education and Care Quality Authority (ACECQA) is responsible for providing
oversight of the NQF system and ensuring consistency of approach
LegislationIn Australia we have a national legislative framework that consists of the Education and Care Services National Law and Education and Care Services National Regulations
The National Regulations detail legal requirements for the provision of services and are aimed at ensuring minimum standards for the care of children are maintained
ECA Code of ethics
Code of Ethics is a set of statements about appropriate and expected behaviour of members of the early childhood professional group in relation to services users, fellow workers, the community and the overall profession and, as such, reflects its values
Handout - Code of ethics
Early Years Learning Framework (EYLF)
EYLF provide guidance for the delivery of programs in children’s services and have a philosophical and theoretical basis
A curriculum is the program, including routines, our interactions and everything that we do to maximise opportunities for each child’s learning
Belonging, Being & Becoming: The Early Years Learning Framework (EYLF)
My Time, Our Place: Framework for School Age Care
Being safe and organised
Ensuring you have all the resources you need to complete your job.
Keeping yourself organised and on task.
Ensuring your work environment is safe for yourself and your fellow workers.
Managing resourcesWe have said that people are the primary focus of children’s service work
However, in any organisation there is a range of particular resources needed in order to complete tasks and ensure adequate service deliveryThese can be loosely categorised as:human resources (people/staff)material resources (equipment)adequate time.
Managing resourcesYou can make some contribution to the human resource management in your service by:
Completing all tasks assigned to you to the best of your ability.
Taking a positive and cooperative approach to your work.
Promptly reporting any difficulties that arise due to staff shortages to your supervisor.
Undergoing training or retraining to improve your skills regularly or as necessary.
Being prepared to be flexible in difficult or critical situations
Managing resourcesAs a worker your responsibilities are to:
Take care of and maintain any materials and equipment that are provided to you.
Use materials and equipment in a safe and ethical manner.
Promptly report any shortages of materials or problems with equipment to your supervisor.
Be aware of the ordering, inventory and storage systems in your workplace.
Ensure that any materials and equipment needed on a day-to-day basis are prepared, in place or easily accessible.
Appropriately store infrequently used materials and equipment
Being organised
As a worker you also have a personal responsibility to manage your work time effectively and stay on task
You need to practice basic time management strategies and prioritise and plan your work
Safe work areasBy law:
We may not work in unsafe environments.
We must identify, report and act to minimise any hazards or dangers.
ALL workers have a responsibility to report any hazards they observe.
There must be a first aid kit available.
Someone trained in first aid should always be available.
See the Work Health and Safety Act 2011 for more information: http://www.comcare.gov.au/
How do I prioritise my responsibilities
Sometimes you may feel that it is difficult to know how much emphasis should be placed on each aspect of the job
What are some ways you can prioritise your work load?
Awards and conditions
The term ‘Industrial Relations’ officially refers to the laws dealing with the arrangements that are made between workers and employers
These laws are developed by governments and based on the history of worker/employer relations over many years
Awards and conditionsThese laws cover different aspects of work, including:
setting basic minimum conditions about workers’ rights, such as pay rates, leave entitlements, and dismissal rules
regulations regarding the relationships between employees and employers
guidelines and rules in relation to Work Health and Safety issues
the handling of workplace disputes or infringements of the Industrial Relations laws
Awards and conditionsIndustrial Relations are the responsibility of both the Federal and State governments
Other key players, besides the government, in Industrial Relations are:
employers, whose main focus is producing adequate, or preferably excellent, goods and services, and ensuring that they make profits
industrial unions, the main focus of which is ensuring that workers have fair conditions
The Fair Work system
The Fair Work system started on 1 July 2009. It’s Australia’s national (federal) workplace relations system
The system is created by the Fair Work Act 2009 and covers the majority of workplaces in Australia
The Fair Work systemKey elements of the new system are:
a legislated safety net of 10 National Employment Standards
new modern awards
revised enterprise bargaining arrangements
streamlined protections dealing with workplace and industrial rights, including protection against discrimination and unfair dismissal
two new organisations to regulate the system: Fair Work Australia and the Fair Work Ombudsman
What are awards?Industrial Relations laws, known as Awards, cover most workers in Australia
Awards set minimum wages and conditions, such as:
hours of employment
pay rates
penalty rates
loadings
allowances
leave entitlements
employment protection provisions
part-time or casual work
Award Conditions and Pay
Most awards that cover child care workers who hold either a Certificate 3 or a Diploma in Early Childhood Education and Care have similar conditions or pay
To determine exact entitlements you should refer to the appropriate award that you are employed under
Award Conditions and Pay
Permanent Full-time:
38 hours per week
Sick leave
Annual leave
An average 38 hours per week over a one, two or four week cycle.
RDO rostered day off 40 hours per week + 1 day off (paid) per month
by agreement between an employer and an employee, an employee may be rostered to work up to a maximum of 10 hours in any one day
Award Conditions and Pay
Permanent Part-time:
Less than 38 hours per week – can be shorter hours each day or can be full hours for less days in the week.
Sick leave – prorata - only for the days you work
Annual leave - prorata - only for the days you work
Award Conditions and Pay
Casual:
Minimum 2 hours per day – no guarantee of work
No sick leave
No annual leave
Extra 25% loading on permanent hourly rate pay
Award Conditions and Pay
Shift Work:
Ordinary hours may be worked between 6.00 am and 6.30 pm. Where broken shifts are worked the spread of hours can be no greater than 12 hours per day
Morning shift starting between 5 – 6am paid extra10% for the day
Afternoon shift finishing after 6.30pm and before midnight paid extra 15% for the day
Night shift means any shift finishing after midnight and at or before 8.00 am or any shift commencing at or before midnight and finishing before 5.00 am paid extra 17.5% for the day
Saturday paid at the rate of time and a half for the first two hours and double time thereafter Sunday paid at the rate of double time. Public holidays paid at the rate of double time and a half
Award Conditions and Pay
Meal Breaks:
Generally between 30 – 60 minutes unpaid, may leave the premises during this time if desired, additional to your working hours
If required to stay on the premises for ratios and be available to return to classroom if needed – 20-30 minutes paid, included in your working hours
Should be taken in the fifth hour of working, if working less than 5 hours per day not entitled
Morning/afternoon tea break – 10 minutes, should be taken in 2 -3 hour working
Award Conditions and Pay
Paid Personal/Carer’s Leave: Available for full and part-time employees
An employee may take paid personal/carer’s leave if the leave is taken because the employee is not fit for work because of a personal illness injury, or to provide care or support to a member of the employee’s immediate family who requires care or support because of illness, personal injury or because of an unexpected emergency
an employee is entitled to 10 days of paid personal/carer’s leave.
An employee is entitled to 2 days of unpaid carer’s leave when a member of the employee’s immediate family, or their household, requires care or support because of a personal illness or injury or an unexpected emergency Unused sick leave accumulates to following year
Need medical certificate if absent for more than 2 days
Does not get paid out when leave employerNew employer, new start to entitlements
Award Conditions and Pay
Annual Leave:
Available to full and part-time employees
Entitled to 4 weeks after every 12 months service
Receive leave loading 17.5% additional to regular wage
Employer can say no when you request leave – so service can still operate, not all staff can take leave at same time
If employer wants you to take leave (eg Christmas closedown) you must receive 1 months notice
Unused leave paid out when leave employer
Award Conditions and Pay
Non-contact time: staff responsible for programming get 2 hours/week
Uniform: employer must supply if compulsory
Superannuation: additional to wages at 9%
Pay: various levels depending on qualifications, experience, should be listed as gross on payslip
Payslips: required by law, can be paper or electronic
Personal Work Diary: good idea to document if problems arise, keep track of leave etc
Complaints and Queries: Contact the Fair Work Australia (FWA) Help Line on 1300 799 675
Develop own work performance
All workers need to evaluate themselves and think about possible changes in their work performance if they want to be effective workers and stay enthusiastic about their work
This is particularly so if you want a change in position or a promotion
Undertaking some form of professional development is part of working in most industries
Develop own work performance
Being aware of your own strengths and weaknesses assists you to know where to start with your professional development
It also helps you prepare for and monitor feedback you may receive from others
Refer back to the list of skills and qualities that you made last week... do you need to work on any of these?
Develop own work performance
In your workplace, you may undergo a performance appraisal
This is a formal process undertaken by your manager, team leader or supervisor. However, there is usually a more informal process going on in the workplace
However, there is usually a more informal process going on in the workplace as well, where your supervisor oversees what you are doing day-to-day and is able to evaluate your contributions and ascertain where you might need to improve
Develop own work performance
It can be helpful to build a relationship of trust and honesty with your supervisor so you can both seek and receive feedback on your performance
How can we feedback about our performance?
How can we receive feedback about our performance?
Working cooperativelyElement 3 Work cooperatively with others
1. Use problem solving when necessary so work is completed according to organisation policies and practices
2. Demonstrate respect for individual differences of workers in workplace relationship
3. Demonstrate understanding and application of the value of cultural differences and diversity when working with others
4. Identify and show respect for different roles and responsibilities
Working cooperatively
5. Behave appropriately in the workplace, in a manner likely to promote more cooperation
6. Share information with others in order to complete set activities
7. Report conflicts to the workplace supervisor
Working in a team
What are some skills that assist people to work as a team?
Working in a team
Workers in the Community Services Industry spend considerable time working in groups or teams either with services users, colleagues, community members or some combination of these
A work team is a group of people who work together with a common goal or purpose
They may work together temporarily or permanently, on single or multiple issues
Working in a teamWhy do people work in teams?
To achieve a common goal
To share ideas
To find out what colleagues think
To solve problems
To make recommendations
To make decisions
To develop a plan or program
Working in a teamThere are many different types of teams involved in a child care service:
teams who work in a room with a group of children
teams who work in the same service
teams from different services who work for the same organisation
teams comprising of management and staff representatives
They all need to be able to work effectively with each other in order to promote productive teamwork. A team does not necessarily mean teamwork!
Working in a team
In the children’s services profession staff teams in centres have a common goal – the provision of good quality care of children
If the care we provide is to be good, we not only need to work together as a team, we need to work together well!
Working in a teamWhat are some advantages and disadvantages of working in teams?
Advantages Disadvantages
Working in a teamAs a worker, you need to:
Be clear and direct in your communication
Deal with any lingering misunderstandings or conflict you may have with other team members
Clarify your purpose
Be honest if you can’t make a commitment to the group
Clarify your role within the team
Participate in decision making
Notify your supervisor if you are having problems/concerns within the team
Working in a teamThe team has a responsibility to:
Clarify the team’s purpose or goals and prioritise these
Clarify each member’s roles and responsibilities
Decide if the team is feasible
Encourage a sharing of roles and knowledge
Set aside regular meeting and discussion times
Address any conflict which may arise
Work at ways of developing decision making and member participation.
Identify and resolve issues that may be impinging on team work, e.g. lack of time or lack of skills.
The team leader should take ultimate responsibility for trying to ensure these responsibilities are fulfilled
Working in a teamThe following indicators let us know that a team is effective:
The team has clear goals and a purpose
The team has members with the skills to get the job done
There is a commitment to or belief in the group and/or the project
Team members have clear roles and responsibilities
There is clear and direct communication between team members
There is an acceptance of and willingness to deal with conflict
All members participate on an equitable basis
Effective communication and information sharing
Communicating effectively
In order to effectively communicate in any situation you need to:
Demonstrate respect for others and yourself
Express yourself in a clear and open ended way
Understand and take others’ points of view
Resolve conflict and make compromises over disagreement
Communicating effectively
The particular skills involved in effective communication include:
Attending – Focusing your attention on what the other person is saying or doing. This is often conveyed through open body language and appropriate eye contact
Active listening – This includes taking into account:
Who is sending the message.
The context of the message.
Our reactions and feelings about the message.
The purpose of the message.
Possible barriers to effective communication and acting to overcome them
Communicating effectively
Reflecting – Involves confirming the message by repeating it back to the sender to avoid misunderstandings
Responding assertively – This means responding in a way that signals respect for the sender and the information without being overly apologetic or defensive (submissive) or negative (aggressive)
Communicating effectively
Ways to convey respect when communicating with others include:
Using the person's name
Indicating your interest through appropriate body language and eye contact
Avoiding making judgements and jumping to conclusions
Listening to the whole message without interrupting
Acknowledging and working to understand the other person's point of view
Observing appropriate confidentiality
Communicating effectively
‘I’ Messages are effective and positive ways of communicating in the workplace
Using ‘I’ messages signals that the speaker is taking responsibility for the communication and their feelings in any given situation
Communicating effectively
‘I’ messages usually have three parts:
The behaviour or situation is identified
The speaker's feelings are identified
The consequences of the behaviour for the speaker are identified
Communicating effectively
‘I’ messages are usually formulated in the following manner:
I feel … (disclose feelings)
When … (describe the situation)
Because … (effect of situation on you)
You can also add a fourth part:
And I want …
Communicating effectively
Scenarios. In groups of two work through the scenarios using the ‘I’ messages
Sharing information
In children’s service organisations some of the most important information we need to share is about our children and families
Educators receive a lot of information about others in order to appropriate levels of care and support
Sharing informationWorkers need to be aware of:
The relative importance of the information received
The consequences of the information
Who else within the organisation ‘needs to know’
The best way and time for sharing particular types of information
Sharing information
In sharing information two particularly important things to consider are:
Ensuring appropriate confidentiality.
Passing essential information on promptly and to the right person/s
Conflict resolution andproblem solving
Just as you will have bad days at work, when you might feel upset, angry, frustrated and annoyed, so will your colleagues
Often when we feel like this, we find it hard to hear others and tend to take things very personally, becoming easily offended and defensive
Conflict resolution andproblem solving
What is the problem?Think about what it is that each person involved in the conflict needs or wants.
What has triggered it? Think about any issues which contributed to the problem and which may still exist.
How ‘bad’ is it? Think about how long it’s been going on, how big the issues are which contributed
to it, whether it seems able to be ‘fixed’.
How might it be solved? Brainstorm every possible solution you can think of, even those you might think
are unachievable.
What are the on sequences? Look at each brainstormed suggestion and list the positive and negative outcomes
of following each ‘solution’.
Which solution will I choose? Rank the suggested solutions in relation to how many positive and negative
outcomes they have, i.e., the solution with the most positive outcomes would be
ranked number one.
How will I carry it out? Think about who will do what, where and when? What resources will I need, how
will they be gathered and by whom?
Now, do it! Put your plan into action.
Respecting other workers
Two important ways that you can ensure a cooperative workplace are:
By respecting the individual differences of others
By valuing cultural differences and diversity
Respecting other workers
We all have different ideas, beliefs and values
As long as these do not conflict with the aims and practices of the organisation we should be able to work in a way that does not compromise our own or other’s values and beliefs
The workplace or organisation needs to be inclusive and ensure that people of different gender, cultures, abilities and lifestyles can work together
Discrimination
Discrimination in the workplace occurs when a person is treated unjustly at work
Think of a time when you may have been discriminated against either at work or in another situation. On what grounds were you discriminated against (e.g. your sex, age, etc.)? How did you feel? What was your response?
Discrimination
It is important that you recognise what it feels like to be discriminated against as it may assist you in reminding yourself not to discriminate against others
DiscriminationIt is also important that you know that discrimination is illegal on the following grounds (NSW Anti-Discrimination Act, 1977)
gender (including pregnancy)race, colour, ethnic or religious background, descent or nationality marital status
disability (including past, present or future physical, intellectual or psychiatric disability, learning disorders, or disease, e.g. HIV) sexual preference
age
transgender (that is, anyone who lives, has lived or wants to live as a member of the opposite gender to their birth)
DiscriminationDirect discrimination is where someone is treated unfairly or unequally on the basis that they belong to a particular group of people
For example, an employer who refuses to employ someone because they are homosexual or because they are Vietnamese is directly discriminating against that person
DiscriminationIndirect discrimination is where there is a workplace policy or rule which applies to everyone, but which has an unequal effect on different groups of people according to their race, gender etc.
For example, an employer who says that they need a person who is 180cm tall to do a job is likely to be discriminating against women and some ethnic groups
Discrimination
In certain jobs, employers are allowed to employ people of one gender rather than the other, or people of particular races or ethnic groups or people of particular ages, where that characteristic is considered essential for the job to be carried out effectively
DiscriminationIt is also not considered discriminatory according to the law to:
make young employees follow different rules or receive different benefits, including wages, as long as they are under 21 years old
give women extra rights or privileges in connection with pregnancy or childbirth
make special provisions for people with disabilities
have provisions for the special needs of particular age or racial groups
DiscriminationSenario Discrimination
YES No
A woman applies for a position in an OOSH service and she is told she is not suitable
because she is too overweight to keep up with the children
A woman applies for an educator’s position. She has recently been married and, in the
interview, the employer says “I suppose you’ll be wanting to have a family soon?”
A male educator is told by a parent that they don’t want him to change their infant’s
nappy because he is a man
An applicant for a position in a service is told they are not suitable as they are not
Chinese.
An educator at a child care service is ‘suspended’ while his/her employer checks out a
rumour they’ve heard about the employee’s drug use history.
Harassment
Harassment is any form of behaviour that is not wanted and not asked for and that humiliates someone, offends them and/or intimidates them
HarassmentThe NSW Anti Discrimination Act 1977 makes it illegal for employees to be harassed during their work because of their:
gender
race (including colour, nationality, descent, ethnic or religious background)
disabilitysexual preference or transgenderagemarital status
pregnancy
association with a person of a particular race, gender, sexuality, etc
Harassment
Usually, harassment is ongoing or a series of events
However, legally just one act can be determined as harassment
Harassment can take many forms
Harassment
How can I stop harassment and discrimination at work?
establish an atmosphere of trust and open communication
treat everyone equally and with respect and appreciate individual differences
try to ensure comfort and safety at work
Harassmentbe committed to eliminating discrimination and harassment
survey employees to see if discrimination or harassment has occurred
develop anti-discrimination and harassment policies and make sure all employees are familiar with them
develop appropriate mechanisms for handling complaints including keeping records about complaints
ensure employment, promotions, and training opportunities are based on merit
Summary of key points
What is a team and why are they importantTeams in child care servicesYour role and responsibilities when you are a part of a teamWhat makes a team effectiveCommunicating effectivelyUsing “I” messagesConflict resolution and problem-solvingThe importance of respecting othersDefined discrimination and harassment and how to combat it
Goals and reflection
Let’s work on task 1