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Support staff workplace responsibilitiesTrainer’s guide

Support Staff Workplace Responsibilities | Trainer’s Guideii

Contact details

Branch Disability Program Branch

Department Australian Government Department of Families, Housing, Community Services and Indigenous Affairs

Postal address GPO Box 9820 BRISBANE QLD 4001

Phone 1300 653 227 Toll Free

Website www.fahcsia.gov.au

Acknowledgement

This resource was produced by Wodonga TAFE in association with Aware Industries with funding from the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs.

Copyright

© Commonwealth of Australia [2008]

This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved.

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Support Staff Workplace Responsibilities | Trainer’s Guide iii

Contents

Introduction ................................................................................................... 1

Key resources ................................................................................................. 7

Scenario 1 – Janine ........................................................................................11

Scenario 2 – Murray .......................................................................................17

Scenario 3 – Amela .......................................................................................23

Scenario 4 – Betty and Sue ...........................................................................29

Scenario 5 – Carl ........................................................................................... 35

Scenario 6 – Chris ........................................................................................ 41

Scenario 7 – Dave .........................................................................................49

Scenario 8 – John ......................................................................................... 55

Scenario 9 – Patrick ...................................................................................... 61

Scenario 10 – Phuong ................................................................................... 67

Support Staff Workplace Responsibilities | Trainer’s Guideiv

Support Staff Workplace Responsibilities | Trainer’s Guide �

Introduction

Support Staff Workplace Responsibilities | Trainer’s Guide�

Setting the sceneThis guide is designed to give you some hints and tips in delivering the learning program – Support staff workplace responsibilities. The guide provides an outline of the resource, the areas it covers, support material and your role in using the resource.

What is the resource?This resource has been developed to be used either as an independent learning program or as part of a larger training program. The program focuses on issues relating to workplace communication and cultural change that are topical and were identified by people in your industry. The issues are covered under:

Scenario

Topics 1 2 3 4 5 6 7 8 9 10

Ethical conduct 4 4 4 4

Misuse of position 4 4 4 4 4 4

Supervisory responsibilities

4 4 4 4 4 4

Abuse 4

Breach of trust 4

Close personal relationships

4

Effective working relationships

4

Effective communication

4

Privacy 4 4 4

Inclusive practice 4

Occupational health and safety

4

Duty of care 4 4 4

Confidentiality 4 4

Bullying 4 4

Inappropriate communication

4

Managing conflict 4

Inappropriate language

4

Workplace culture 4 4 4

Harassment 4 4

Grievance mechanisms

4

An integral part of this resource is 10 scenario-based PowerPoint® presentations that cover the areas outlined above. The PowerPoint® presentations aim to create engaging and realistic scenarios of workplace incidents and encourage discussion and reflection.


The PowerPoint® presentations are short in duration (two to three minutes) and are designed to be:

◗ user-friendly

◗ learner-centred

◗ inclusive (reflecting diversity)

◗ engaging

◗ realistic

◗ relevant.

Each PowerPoint® presentation addresses a different workplace scenario. Many scenarios share similar issues and may overlap to some degree. The common themes of workplace communication and cultural change are reinforced throughout the entire program. The scenarios have been developed for you to use as triggers to encourage your support staff to discuss these workplace issues.

Each scenario provides you with:

◗ suggested key points

◗ audio-visual PowerPoint® slides that present a workplace story

◗ opportunities/resources to prepare for the scenario or to extend it and/or research it further

◗ focus and exploration questions to discuss the scenario, encourage expression of thoughts and feelings, reflect on real practice, look at what actually happened and what learners would do differently

◗ debrief questions that encourage learners to reflect on the experience and their learning and identify how their insights could be applied to other situations.

You will need to decide which debrief methods you use. Suggested methods include a learning journal, mind-map, general brainstorm and self-reflection questions.

Support staff workplace responsibilitiesResource structure

Each scenariohas

suggested key points

audio-visual PowerPoint®

slides that present a workplace

story

opportunities/resources to

prepare for the scenario or to extend it and/or research it

further

focus and exploration questions

to discuss the scenario, encourage

expression of thoughts and feelings,

reflect on real practice, look at what

actually happened and what learners

would do differently

debrief questions that encourage learners

to reflect on the experience and their learning and identify

how their insights could be applied to

other situations


Your role as a trainer

Your role as a trainer is to guide learners in their learning. You need to provide a safe and secure learning environment where learners feel that they are respected and their input is valued. You need to plan the development of the learning program, including its learning outcomes and what you want to achieve within a given timeframe.

An effective trainer will:

◗ have positive intent and be objective

◗ be prepared

◗ know the topic

◗ listen to learners’ needs

◗ involve the learners

◗ encourage open discussion

◗ seek and give feedback

◗ be flexible

◗ respect individual differences.

A useful resource to help you facilitate training is ‘Training & Assessing’, a resource package to assist the training of supported employees in Disability Business Services. It includes a manual (print version and electronic/e-book version), PowerPoint®, a toolkit with sample sheets and checklists, and a Trainer’s Guide.

Some hints for facilitating discussion about the scenarios◗ You probably need about 20 to 30 minutes to cover each scenario.

The format may look something like this.

> Introduce the session (two to three minutes).

> Show the slides (two to three minutes).

> Generate discussion using focus questions (10 minutes).

> Debrief the activity (five to seven minutes).

◗ Make sure you have all the relevant equipment for the scenarios. Test the equipment to see it works and how to use it effectively (volume, lighting, obstacles). Don’t forget occupational health and safety – make sure cords are safely secured and so on.

◗ You need to be prepared and set the scene for the scenarios.

> Create a relaxed comfortable environment.

> Read over the suggested key points associated with the scenario.

> Be familiar with the scenario.

> Select possible debrief method and questions.


◗ Work out how you will use the scenarios. For example, you could use them to work one-to-one or with a small group of people in a formal training context, or use them informally over lunch or afternoon tea.

◗ Think about looking at two scenarios and then comparing them. It is better not to watch more than two scenarios one after the other, as the learners may become confused and the effectiveness of the scenarios will be undermined.

◗ Locate your organisation’s policies and procedures that address each area.

◗ Invite a guest speaker to discuss the issues identified, for example a representative from a Disability Advocacy Service or a union representative.

◗ Organise how you will deliver the scenarios. You could look at one scenario at a time or use more than one.

◗ Invite learners to share their experiences, ensuring everyone is given the opportunity to speak.

◗ Encourage open and honest discussion.

◗ Decide how you will debrief the activity – this can be done individually and then shared with the group or can be a group activity.

◗ Offer future directions in terms of training or resources that learners can follow.

◗ Thank everyone for their participation and invite any evaluative comments for future sessions.



Key resources


This section of the guide includes details of documents, websites and organisations that you can refer to when you are preparing to use the scenarios. They may also give you materials that allow you to investigate the issues further and that you can refer learners to if they wish to explore a particular issue in more depth.

Policies and procedures

The Disability Services Standards stipulate that business services have policies and procedures in place that relate to the issues portrayed in this resource. Access relevant procedures in your organisation that relate to each scenario to assist in the learning process and to identify any amendments that might be required.

Diversity and workplace culture

Diversity Australia http://www.diversityaustralia.gov.au/employer/ This website has some good resources relevant to diversity, including workplace training materials.

NSW Premier’s Department http://www.eeo.nsw.gov.au/harass/guidelin.htm This website contains definitions and guidelines relevant to harassment.

Human Rights and Equal Opportunity Commission http://www.hreoc.gov.au/

The Anti-Discrimination Board of NSW http://lawlink.nsw.gov.au/adb.nsf

The Centre for Workplace Communication & Culture http://edoz.com.au/cwcc/docs/cwcc/diversity.html

Productive diversity: What it takes to maximise performance in today’s business environment

Ashkanasy, NM & Dasborough, MT 2004, ‘Building healthy organisations: Managing the emotional aspects of workplace culture’, in The power of culture, eds C Barker & R Coy, Australian Institute of Management, Management Today Series, McGraw-Hill, Sydney.

Conflict resolution

Conflict Resolution Network http://crnhq.org/index.html The Conflict Resolution Network is a great resource to help you manage conflict. It includes:

◗ free training materials

◗ information about books and manuals

◗ summaries of publications.


The material on the 12 skills of conflict resolution and gender-linked values (The Gentle Revolution) may be of particular interest.

CEO online Australia http://www.ceoonline.com.au This website has an interesting focus on the management perspective of managing conflict. Abstracts and summaries are openly accessible but some other content requires membership of the website to access.

Communication

Dwyer, J 2005, The business communication handbook, 7th edn, Pearson Education, Sydney. The companion website (www.pearsoned.com.au/dwyer) provides further online resources for trainers and learners. Some parts of the website require membership to view content.

Abuse

Howe, K 2000, Violence against women with disabilities – An overview of the literature, http://www.wwda.org.au/keran.htm

Bullying

Turney, L 2003, ‘Mental health and workplace bullying: The role of power, professions and ‘on-the-job’ training’, Australian e-Journal for the Advancement of Mental Health, vol. 2, no. 2, www.auseinet.com/journal/vol2iss2/turney.pdf

Hartig, K & Frosch, J 2006, Workplace mobbing syndrome: The ‘silent and unseen’ occupational hazard, http://www.qwws.org.au/filestore/OWOL%20Papers/PDF/Hartig%20and%20Frosch%20paper%20FINAL.pdf

Ethics and privacy

Flexible Learning Toolbox – Certificate IV in Government – Units on diversity and ethics, http://toolboxes.flexiblelearning.net.au/demosites/series5/514/toolbox/shared/mentorframes.html

State Services Authority, Victoria A number of publications developed by the Office of Public Employment on ethics and workplace issues are available through this website. http://www.stateservicesauthority.vic.gov.au/

Support Staff Workplace Responsibilities | Trainer’s Guide�0

Privacy Victoria Privacy Victoria is the statutory authority that regulates the way Victorian government agencies and local councils collect and handle personal information. A number of relevant publications are accessible through this website. http://www.privacy.vic.gov.au/

General resources

Cole, K 2001, Supervision: The theory and practice of first line management, Prentice Hall, Melbourne.

Victorian WorkCover Authority This website is important in setting workplace dilemmas in a contaxt of workplace safety. http://www.worksafe.vic.gov.au

Jay, R 2003, How to handle tough situations at work: A manager’s guide to over 100 testing situations, Pearson Education, England.

Support Staff Workplace Responsibilities | Trainer’s Guide ��

Scenario 1 – Janine◗ ethical conduct

◗ misuse of position

Scenario outlineJo works part-time as a supervisor at XYZ Business Service. Janine, one of the supported employees in Jo’s section, knows that Jo earns extra money selling information booklets about the West Dunes Diet. Janine is overweight and asks Jo to sell her some of the booklets.

Support Staff Workplace Responsibilities | Trainer’s Guide��

Key points

This scenario is primarily about:

◗ ethical conduct

◗ misuse of position.

You need to be aware that discussing this scenario may generate some stereotypical comments, particularly regarding body image and women. There is also likely to be a diverse range of views about what appropriate behaviour is.

It is vital that all viewpoints are valued and comments are allowed to be made in an open discussion. However, you will need to focus on the importance of supervisors maintaining a professional relationship with employees and what that entails.

Your preparation should include knowing your organisation’s policies and procedures.

Workplace story

Jo – a part-time supervisor at XYZ Business Service

Janine – a supported employee at XYZ Business Service


Jo has been employed part-time as a supervisor at XYZ Business Service for the past two years. It’s a job that Jo really loves and she’d enjoy the opportunity to do it full-time if the chance comes up.

In the meantime, Jo earns a bit of extra cash selling information booklets about the West Dunes Diet. It’s an exciting diet program that is getting a lot of publicity on daytime television.

Last Tuesday, Jo was working in the office at XYZ when she was approached by Janine.

[Janine – sounding a bit tentative]: Hi Jo, how are you?

[Jo – cheerful]: Good morning, Janine. How’s that photocopying coming along?

[Janine]: Um, yeah … it’s almost finished. Um, Jo, you know those booklets …

[Jo]: What’s that, Janine?

[Janine]: You know that diet thingy that you sell?

[Jo]: Oh, yes …

[Janine]: Can you sell one to me?

[Jo – trying to stall]: Oh Janine, you don’t want to bother about that do you?

[Janine – pushing to get what she wants]: Yeah, I’m really fat and I heard that that diet is meant to be really good.

[Jo]: Well … I don’t have any with me right now. Maybe on Thursday.

[Janine – sounding disappointed]: Oh, OK then.


[Janine]: I don’t think Jo likes me.

[Co-worker]: Why?

[Janine]: Well, you know those diet books she’s always talking about?

[Co-worker]: Uh-huh.

[Janine]: Well, I asked her for one. I mean I was going to pay – I didn’t want it for free or nothing – and she wouldn’t do it.

[Co-worker]: Maybe she thought you didn’t have enough money?

[Janine]: Well, she didn’t ask me.

Concerned about Janine’s request and how to handle it, Jo calls Chris, the district manager of the West Dunes Diet distribution. Jo explains what happened with Janine.

[Chris]: So, what’s the problem?

[Jo]: Well, I don’t know if I should do it. I mean I don’t want Janine to think that I think she is fat.

[Chris]: Does she have a weight problem?

[Jo]: Yeah, she’s a bit overweight, but she doesn’t need me to tell her that.

[Chris]: Jo, do you believe in the West Dunes Diet?

[Jo]: Sure, you know I do.


[Chris]: Do you think this girl deserves the chance to lose 15 kilos in 15 weeks?

[Jo]: Yes, but …

[Chris]: No buts. It wouldn’t be fair if you didn’t help her.

[Janine]: So, can I have one of those diet books?

[Jo]: I’m not sure if I should sell it to you, Janine.

[Janine]: I have plenty of money – I’ve been saving up.

[Jo]: No, it’s not that – it’s just that you have to eat a lot of special food on the West Dunes Diet. It might be hard for you.

[Janine]: But you’ll help me with it, won’t you?

[Jo]: I’m a bit busy right now.

[Janine – walking away, sounding a bit angry]: Fine.

[Jo – thinking]: Bummer – I think I’ve upset her … I suppose it wouldn’t hurt to sell her the booklet … I could do with the money … but what if she wants me to help her with it all the time …


Focus questions

◗ What do you think Jo should do now?

◗ What do you think she did do in the end?

◗ What are the key issues here?

◗ What would you have done in Jo’s place?

◗ Has anything like this ever happened to you?

◗ What might Jo have done differently?

◗ Which Disability Services Standards does this scenario relate to?

◗ What are your organisation’s policies and procedures in relation to this kind of scenario?

◗ Are there policies and procedures in your organisation that you need to revise or update as a result of examining this scenario?

◗ Are there legal or other issues that relate to this scenario? What are they? Is there any legislation you should be aware of that relates to this scenario?

Exploring the issues

◗ How are relationships important in the scenario?

◗ Has Jo misused her position?

◗ Would the issues be different if:

> Janine had asked for the diet booklets outside work time

> Janine was not overweight

> Jo had asked her manager at XYZ for advice?

Debrief questions◗ How did you feel about us discussing this topic?

◗ What did you learn?

◗ How will you apply what you have learned?


Scenario 2 – Murray◗ ethical conduct


◗ supervisory responsibilities

Scenario outlineSusan works as a trainer at Engage Business Service. Susan has been encouraging Murray, one of the employees, to attend meditation workshops that she runs at the local community college so that he can cope better with stress. She wants to write this into Murray’s employment plan.


Key points


◗ ethical conduct


◗ supervisory responsibilities.

There may be a range of views and perceptions about what is appropriate behaviour. Learners may want to discuss what is motivating Con and Susan in this scenario. Direct the discussion back to what appropriate workplace behaviour is.

It is vital that all viewpoints are valued and comments are allowed to be made in an open discussion. However, you will need to focus on the importance of supervisors maintaining a professional relationship with supported employees and what that entails.

You might also discuss the responsibilities of supervisors and what can happen when supervisors neglect their responsibilities to a supported employee.

Your preparation should include knowing your organisation’s policies and procedures.

Workplace story

Murray – a supported employee at Engage Business Service

Susan – a supervisor at Engage Business Service

Con – a supervisor at Engage Business Service


Con is a supervisor at Engage Business Service. Susan is one of Con’s colleagues and does most of the training for Engage. Susan also runs meditation workshops at the local community college. Susan is a dedicated supervisor who is always looking for extra ways to help the employees at Engage.

Susan is a strong believer in the power of meditation to heal. She often encourages her colleagues to join her meditation groups. Lately she has been spending a lot of time supporting Murray, one of the supported employees who has a mild learning disorder. Murray works three days a week at Engage and Susan thought it would be good for him to join her classes.

Con is concerned that Murray might be feeling as if he should go to the classes just to please Susan and he decides to say something to Susan about it.

[Con]: Susan, have you got a minute?

[Susan]: Sure, what’s up?

[Con]: I heard you talking to Murray about your meditation workshops.

[Susan]: Yeah, I think they would be great to help him cope with the stress. You know, you should come too, Con – I’m always telling you how it could help you.


[Con]: I know, but Susan, do you really think you should be trying to force Murray into it?

[Susan]: Hey, wait a minute – I’m not trying to force him. He seems really keen. I tell you what, if it makes you feel any better, let’s write it into his employment plan.

[Con]: G’day, Murray. What are you up to?

[Murray – sounding stressed]: Hi, Con. I’m just trying to finish these orders before the end of the day. I still have 10 to do and I don’t know if I’m going to get them all finished.

[Con – trying to sound casual]: Well, I better not keep you. Um – did I hear Susan talking to you about her meditation workshops?

[Murray – sounding a bit sheepish]: Yeah, she wants me to go along with her.

[Con]: So, do you want to go along?

[Murray]: Susan says it’ll help me keep my stress under control.

[Con]: What do you want to do, Murray?

[Murray]: Well, I won’t know anybody there … but I reckon if Susan thinks it’s good for me then it probably is, so maybe I should go.


Later that day Susan approaches Con.

[Susan]: Con, I was thinking about what you said, and I really think this would be good for Murray, so I did what you said and I wrote it up in his employment plan.

[Con]: I didn’t say it should go in his employment plan …


Focus questions

◗ What do you think will happen next?

◗ What are your reactions to the scenario?

◗ What are the issues raised?

◗ What do you think motivated Susan?

◗ What was concerning Con?





Exploring the issues◗ Is Susan behaving ethically as a supervisor?

◗ Would the ethics of the situation change if Murray had asked to join the meditation class?

◗ What should Con do? Let the matter drop, or report it to management?





Scenario 3 – Amela◗ supervisory responsibilities

◗ abuse – physical or psychological and emotional

◗ privacy

◗ duty of care

Scenario outlineAmela has been working for Benrali Enterprises as a supported employee for the past three years. Over the past four weeks Sam, her supervisor, has become increasingly concerned about Amela’s wellbeing. She has been turning up to work with bruises on her arms and once on her face. She has been unable to explain how she got them. She has also begun to say she does not want to go home at the end of the day.


Key points



◗ abuse – physical or psychological and emotional

◗ privacy

◗ duty of care.

This scenario deals with a very sensitive issue – possible abuse of a supported employee by someone outside the organisation. Many issues might arise when this is discussed and learners may have experiences to relate. This discussion will need to be handled appropriately.

Be mindful that this is an emotive issue. People with disability have the right to be valued and treated with dignity and the way a supervisor manages situations like this must respect these rights.

It is important that you are aware of the legal implications and of your organisation’s policies and procedures. Make sure you are clear about:

◗ reporting requirements internally

◗ notification of obligations under legislation

◗ appropriate mechanisms for verifying suspected or reported abuse

◗ professional networks available to support supervisors.

Workplace story

Amela – a supported employee at Benrali Enterprises

Sam – Amela’s supervisor

Ronnie – a supported employee at Benrali Enterprises


Amela has been working for Benrali Enterprises as a supported worker for the past three years. Over the past four weeks Sam, her supervisor, has become increasingly concerned about Amela’s wellbeing. She’s been turning up to work with bruises on her arms and once on her face, and has been unable to explain how she got them.

Sam decides that she needs to investigate Amela’s bruises. She begins by talking to Amela’s co-worker Ronnie.

[Sam]: Ronnie, has Amela said anything to you about her home life?

[Ronnie]: Nah. She keeps pretty quiet about it.

[Sam]: But what about how she gets along with her father.

[Ronnie]: I dunno, really – she hasn’t said anything to me.

[Sam]: OK, thanks Ronnie. Ah, Ronnie?

[Ronnie]: Yes?

[Sam]: Have you noticed that Amela has been coming to work with some bruises?

[Ronnie]: Yeah – she told me she fell down some stairs.


Satisfied with what Ronnie has told her, Sam decides not to mention the bruises to Amela. As she is starting to close up for the day, Sam notices Amela lingering in the workshop.

[Sam]: Hey, Amela – you better hurry up or you’ll miss the bus.

[Amela]: Um … OK, Sam, I’ll finish up. Um, Sam? Could it be OK if maybe I worked a bit more today?

[Sam]: Not really, Amela – if you miss the bus there’s no way for you to get home. Why do you want to work late?

[Amela]: Oh, it’s just that I am not quite finished this work and I thought if I stayed for another half an hour I could get it done.

[Sam]: Well, that’s really commendable of you, Amela, but it’s OK to finish it off tomorrow. It’s not due until the end of the week anyway.

[Amela – sounding disappointed]: Oh … OK then.

Sam is a little bit unsettled after her conversation with Amela. She decides that perhaps she needs to speak to Amela’s parents and see if there’s anything wrong at home.


[Sam]: Hello, Branco? It’s Sam here from Benrali. How are you?

[Branco – on the phone]: I’m fine. Can I help you?

[Sam]: Well, it’s probably nothing, but I’ve noticed that Amela has come to work with bruises on her arms. Apparently she said she fell down some stairs. Is that right?

[Branco]: That’s right, but she’s OK.

[Sam]: It’s just that she seemed like she didn’t want to come home today. Is there anything wrong at home?

[Branco – getting angry now]: No, everything is fine. I thank you to mind your own business.

[Sam]: Amela, what’s happened?

[Amela]: Um, nothing.

[Sam]: But Amela, you look like you’ve been in a fight. Did your father hit you?

[Amela – defensive]: No. Why do you say that?

[Sam]: Sorry. I’m just worried about you, that’s all.

[Amela]: Well, I’m fine, and please don’t say things to my father like I don’t want to come home.


Focus questions

◗ What should Sam do now?

◗ What are your reactions to the scenario?

◗ What are the issues raised?

◗ What do you think Sam was hoping to achieve by ringing the family?

◗ What could Sam have done differently?





Exploring the issues◗ Has Amela’s privacy been respected?

◗ Are there circumstances where you would consider doing what Sam did?

◗ Did Sam exceed her role by ringing Amela’s family and asking the questions she did?

◗ Are the issues different if Amela’s injuries are accidental? Why?




A useful resource for use with this scenario could be the abuse and neglect fact sheet and flipchart.


Scenario 4 – Betty and Sue◗ privacy

◗ confidentiality

◗ bullying

◗ breach of trust

◗ inappropriate communication

Scenario outlineBetty is a supervisor at a Disability Business Service. Her daughter Sue is an employee at the same Disability Business Service. One of the employees has been suspected of stealing other people’s belongings. Betty asks Sue to have a quick peek into the employee’s locker as she opens it to get her lunch. Sue lets Betty know that she saw the items that belong to other employees.


Key points


◗ privacy

◗ confidentiality

◗ bullying

◗ breach of trust

◗ inappropriate communication.

This scenario seems straightforward and it may be very obvious to the learners that it is inappropriate for a mother to ask her daughter to carry out this task. It is important that you focus on the consequences of this request for everyone concerned, particularly Sue.

Consider the power relationship that exists between Betty and Sue. Is it a form of workplace bullying to ask Sue to spy on a workmate? Does it make a difference that Betty is Sue’s mother?

In order to be able to work in a team effectively and have trust and respect, you need open communication. You also need to be able to refer to policies and procedures and everyone needs to have confidence in the integrity of the process.

Workplace story

Betty – a supervisor at a Disability Business Service

Sue – a supported employee and Betty’s daughter

Kylie – a co-worker of Sue’s

Sam – a co-worker of Sue’s


Betty is a supervisor at a Disability Business Service. Her daughter, Sue, is a supported employee at the same employment service. One of the supported employees has been suspected of stealing other people’s belongings.

[Betty]: Sue, I wonder if you could do me a favour.

[Sue]: What’s that, Mum?

[Betty]: Well, you know how we’ve been having problems with things being stolen at work?

[Sue]: Yeah …

[Betty]: Well, I’ve heard a whisper that it might be Sam doing it.

[Sue]: Who told you that?

[Betty]: Never you mind who told me that. The thing is, I want to be sure before I say anything to her, so what I want you to do is hang around her in the locker room and try to get a peek over her shoulder and into her locker and see if you can see anything. Can you do that for me, honey?

[Sue]: I guess so. What if she catches me?

[Betty]: Well, just make sure you are careful and don’t say anything to her. Come back and tell me what you see.


[Sam]: Hi, Sue.

[Sue]: Er, hi, Sam.

[Sam]: What are you doing?

[Sue]: Er, nothing.

[Kylie]: What are you looking at in Sam’s locker, Sue?

[Sam - slams the locker shut]: What??

[Sue]: Nothing!


[Kylie]: C’mon, what is in Sam’s locker?

[Sue]: I can’t tell you. It’s a secret.

[Sue]: Mum, I saw into Sam’s locker and I could see John’s lighter and Chantelle’s scarf and Kylie’s belt and some other stuff too.

[Betty]: Oh, OK, Sue, thanks for doing that.

[Sue]: I think Sam saw me but.


Focus questions



◗ How might Kylie react to what she saw?

◗ What are the possible consequences for Sue?

◗ What role do relationships play in this scenario?





Exploring the issues◗ Is it appropriate for Betty to ask her daughter to help catch a thief? Why?

◗ Would it be appropriate if they were not related?

◗ Are there circumstances where you would consider doing what Betty did?

◗ How might workplace relationships be affected if Betty’s actions become common knowledge?




A useful resource to use with this scenario may be the workplace bullying fact sheet.


Scenario 5 – Carl◗ supervisory responsibilities

◗ close personal relationships

◗ effective working relationships


◗ ethical conduct

Scenario outlineCarl is a supervisor at a small business service, Kattana Industries. For the past six months Carl has appeared to be having an intimate relationship with Sarah, a supported employee with intellectual disability who works directly for him.


Key points



◗ close personal relationships

◗ effective working relationships


◗ ethical conduct.

This scenario deals with a very sensitive issue.

In your discussion you will need to be careful to focus on the workplace and Rani’s actions. Focus on how to manage the situation rather than stereotyping, blaming and making assumptions.

You will need to know what your organisation’s policies and procedures are regarding close personal relationships. Supervisors will often feel that this situation is unlikely to occur and as a result they may be unprepared when it does happen or unable to see this situation developing.

Workplace story

Carl – a supervisor at Kattana Industries

Rani – the manager at Kattana Industries

Sarah – a supported employee at Kattana Industries

Jonathon – a co-worker of Sarah’s

Dave – a co-worker of Carl’s


Carl is a supervisor at a small business service, Kattana Industries. Sarah, a supported employee with an intellectual disability, works directly for Carl.

The manager at Kattana is Rani. Rani has been worried for some time that Carl and Sarah are too close. There’s been nothing specific, but Rani has noticed them sitting very close in the lunch room and they appear to have a number of private conversations.

This morning, one of Sarah’s co-workers, Jonathon, has come to see Rani.

[Jonathon]: I don’t think it’s fair.

[Rani]: What’s not fair, Jonathon?

[Jonathon]: Aw, you’re just taking their side too.

[Rani]: Sorry, Jonathon, taking whose side?

[Jonathon]: Well, I don’t think it’s fair that Sarah gets to go into town with Carl just because she’s his girlfriend. I wanted to go into town too.

[Rani]: What do you mean Sarah is Carl’s girlfriend?


[Jonathon – sounding a bit sheepish]: Everybody knows about them. They go to the movies together.

Rani is now very concerned about what she has heard. Before speaking to Carl, she decides to ask around some of the other supervisors to see what they know.

[Rani]: Dave, have you heard any rumours about Carl and Sarah?

[Dave]: You mean that they are having a relationship? Yeah, I heard it but I don’t believe it. Carl is a top bloke.

[Rani]: But Dave, why on earth didn’t you say anything to me about this?

[Dave]: Because I knew you’d blow it out of all proportion. Look, it’s just lunch room gossip. There’s no way Carl would do anything like that.

[Rani]: Carl, I have to ask you something and I need an honest answer from you.

[Carl – sounding light-hearted]: Gee, this sounds a bit serious. Did I forget to buy the milk again?

[Rani]: I’d rather you didn’t joke Carl. Can you please tell me the nature of your relationship with Sarah?


[Carl – getting angry]: What? What are you accusing me of? What have people been saying?

[Rani]: Calm down please, Carl.

[Carl]: Don’t tell me to calm down. You can get stuffed!

After Carl has stormed out of Rani’s office, she contemplates her next step for a few minutes. She decides to go and talk to Carl again and try and get his side of the story. Initially she can’t find him. Then she notices him out in the garden, talking to Sarah.


Focus questions


◗ How did the situation get this serious?






Exploring the issues◗ What implications does this situation have for:

> Rani

> other supervisors

> Sarah

> Carl?

◗ How would you manage this situation if you were in Rani’s role?





Scenario 6 – Chris◗ duty of care

◗ ethical conduct

◗ privacy


◗ confidentiality

Scenario outlineChris is 20 and a new supported employee of a medium-sized Disability Business Service. Her father Barry has been a friend of Kevin, the manager of the service, for years. Barry has asked Kevin to keep an eye on Chris and let him know if any problems arise. He has also requested that Chris’s pay be deposited into his account as he does not let Chris have her own account.


Key points


◗ duty of care

◗ ethical conduct

◗ privacy


◗ confidentiality.

This scenario portrays a dilemma that may be faced by many supervisors. Parents and carers may ask for access to private information about employees’ work performance and entitlements.

It is important to focus on ethical work practice. Supervisors need to be aware of both their own and the employee’s rights and responsibilities, and how to manage their relationship with the significant others in employees’ lives.

It is important to foster a workplace in which integrity is paramount, and also to have empathy and understanding for everyone involved. The focus needs to be on achieving a win-win outcome.

You could invite your organisation’s human resources manager and/or a union representative to be involved when you discuss this scenario with the supervisors.

Workplace story

Kevin – manager of an employment service

Chris – a new supported employee

Barry – friend of Kevin and father of Chris

Kerry – Barry’s wife

Sally – office staff


Chris is 20 and a new supported employee within a medium-sized Disability Business Service. Her father Barry has been a friend of Kevin, the manager of the service, for years. Barry has rung Kevin to check on Chris’ progress.

[Kevin]: G’day, Barry – how are you?

[Barry]: Good thanks, mate. I’m just ringing to see how Chris is going.

[Kevin]: Oh, she is settling in well.

[Barry]: That’s great. Is she making friends? She’s quite shy, you know.

[Kevin]: Don’t worry Barry, she’s doing well.

[Barry]: So, ah, how much does she make an hour?

[Kevin – sounding evasive]: Ah, sorry, Barry – there’s someone waiting to see me. Great to hear from you, and don’t worry about Chris.

[Barry]: I’m worried about Chris, love – I rang Kevin this morning and he sounded like he was avoiding my questions.


[Kerry]: He was probably just a bit busy Baz, don’t worry. Chris is as happy as Larry. Anyway, Kevin and Mandy are coming over tonight for a barbie – you can ask him then.

[Barry]: Thanks for looking after Chris for me, mate. How’s she going really?

[Kevin]: Yeah, I told you Barry, she’s going fine.

[Barry]: But I mean, is she keeping up? Is she getting along with everyone?

[Kevin]: It’s probably better that you talk to Chris about that, Barry.

[Barry]: I already did and she told me about as much as you have. It’s a bit unnerving for a parent. I only want what’s best for her.

[Kevin]: I understand it’s a bit hard when you’ve got a child with special needs. But she’s a big girl now and you’ve got to let her stand on her own two feet.

Focus questions◗ What do you think is the purpose of Barry’s calls?

◗ Is it appropriate for Barry to seek feedback about Chris in this work context?

◗ What are your thoughts on Kevin’s behaviour? Is there anything he could have done better?


Two days have passed and Kevin isn’t all that surprised when he picks up the phone and Barry is at the other end of the line.

[Kevin – joking]: You again, Barry? We’ll have to install a direct line!

[Barry]: Yeah, sorry. I just wanted to say thanks again for watching out for Chris.

[Kevin]: No worries, mate – we look after all our employees here.

[Barry]: It was good to catch up the other night. Oh, I forgot to say. Here’s the bank account details for where Chris’ pay should go.

[Kevin]: Oh, yes?

[Kevin]: OK, Barry – got that. Thanks. Gotta rush.


[Kevin]: Sally, I’ve got some banking details for Chris here. Didn’t she already give them to us?

[Sally]: Yeah, I think so. Hang on a sec and I’ll take a look.

[Sally]: Yep, here they are. No, wait … they’re different. Look – these are for the Credit Union and the ones you’ve just given me are for a different bank.

[Kevin]: Hmmm. I better ask Chris about it. She can probably sort it out.

[Kevin]: Chris, just a quick question. You know those banking details you gave us the other day.

[Chris]: Ye..es.

[Kevin]: Well, they’re different to the ones your dad just gave me.

[Chris]: You’re kidding.


[Barry]: Kevin, did you tell Chris that I gave you her bank account details?

[Kevin]: Well, yeah, I spoke to her – the bank details were different. Was it meant to be a secret?

[Barry]: I don’t like her to have access to the money. Mate, you know her. Do you honestly think she can look after her own money?


Focus questions

◗ What do you think Kevin will do next?


◗ What are the things that make this situation complex?

◗ Have you faced this situation or a similar one? What did you do?





Exploring the issues◗ What rights do Chris, Kevin, Barry, Kerry and Sally have?

◗ What are their responsibilities?

◗ Suppose Chris came to work the day after payday and gave everyone an instant lottery ticket. Later in the week she has no money to buy her lunch. How would you respond as her supervisor?





Scenario 7 – Dave◗ inappropriate language

◗ workplace culture

◗ inclusive practice

Scenario outlineDave is a supervisor at a medium-sized business service organisation. Dave likes to be known as a ‘great guy’ and prides himself on his ability to communicate with the staff. Rather than taking a top-down approach to management, Dave feels that he communicates effectively with the staff at a one-to-one level and likes to treat them as equals rather than as employees.


Key points


◗ inappropriate language


◗ inclusive practice.

You will need to be aware that this scenario may generate some stereotypical comments, particularly regarding gender and age. There is also likely to be a diverse range of views about what is appropriate language.

It is vital that all viewpoints are valued and allowed to be made in an open discussion. However, you will need to focus on the importance of supervisors and other staff using appropriate language in the workplace and what that entails.

You will need to prepare in terms of knowing your organisation’s policies and procedures, particularly regarding inclusive practice and EEO, and also be aware of advice from relevant anti-discrimination authorities. Please refer to the resources section for further guidance.

Workplace story

Cath – a supported employee

Dave – the supervisor

Joyce – a supported employee

Dave is a supervisor at a medium-sized business service organisation. Dave likes to be known as a ‘great guy’ and prides himself on his ability to communicate with the staff. Rather than taking a top-down approach to management, Dave feels that he communicates effectively with the staff at a one-to-one level and likes to treat them as equals rather than as employees.


[Dave]: Hey, Joyce, how are you and the other girls getting on with that new order? Will it be ready by Friday?

[Joyce]: Gee, Dave, it’s been a while since anyone called me a girl! Um … I think we’re going OK but we’re waiting on some supplies before we can finish it off.

[Dave]: OK, love. Can you let me know how it’s going? I don’t want a surprise on Friday morning.

[Joyce]: Dave is on our back again about that order.

[Cath]: Did you tell him it was under control?

[Joyce]: Yeah, but I wish he wouldn’t keep asking. I’ll tell you another thing – I’m sick of him calling me ‘love’ and ‘girl’.

[Cath]: Aw, he’s just trying to be friendly – I don’t mind it.

[Joyce]: Well, that’s OK for you Cath, but I don’t like it, and I can tell you that Sue and Chantelle don’t like it either.

[Cath]: Well, maybe you should say something to him.

[Joyce]: Shouldn’t have to though. He should know.


[Cath]: Hi, Dave – I like that tie you’re wearing today.

[Dave]: G’day, Cath – how’s my star girl going?

[Cath]: I’m good, thanks, Dave. You better not say that to Joyce but. Boy, did she go off about you calling her a girl!

[Dave]: Really?

[Cath]: Yeah, but don’t worry about it – she can be a bit of a grumpy old woman.

[Joyce]: Look, I’m not saying he’s not a good boss. I just wish he’d treat me with a bit of respect.

[Woman1]: I agree with you, Joyce – it bugs me too.

[Woman2]: Oh, youse are just being silly. It doesn’t worry me.

[Young man]: I don’t know about that. If someone called my mum ‘love’, I reckon she’d go crazy.

[Woman2]: Well, I don’t mind being called a girl.

[Young man]: Yeah, keep dreaming! He better not call me ‘boy’! It’s all a bit creepy really.


Focus questions◗ What do you think actually happened? What are the key issues here?

◗ Have you experienced this type of behaviour?

◗ What do you think Dave should do in this situation?

◗ What would you have done if you were Joyce? And Dave?





Exploring the issues◗ What do you think will happen if Dave does not change his behaviour?

◗ What if Joyce did not mind Dave’s language? Would it be acceptable?

◗ What could happen as a consequence for the workplace if Dave confronts Joyce? Look at interpersonal and work relations.

Debrief questions◗ How do you feel about us discussing this topic?



Notes



Scenario 8 – John◗ supervisory responsibilities


◗ effective communication

◗ managing conflict

Scenario outlineJohn is 45 years old and is a supported employee of a small business service. He picks flowers from the garden for his supervisor, Gail, and often leaves lollies on her desk. Gail accepts the small gifts as she does not want to offend John. Although Gail is married and has two small children, John has reportedly been telling other employees that she is his girlfriend; they love each other and plan to marry next year.


Key points




◗ effective communication

◗ managing conflict.

Trust is paramount in building relationships. This can be challenging when we are all so different and often have different perceptions and motivations. However, this diversity can create a very rich workplace if it is managed effectively.

What happens when we ignore things or do not communicate openly with everyone? This scenario explores that kind of situation. Try to keep the discussion focused on supervisory responsibilities rather than stereotypical comments about the roles.

Having clear guidelines is very important in building and maintaining effective relationships. Staff need to know:

◗ what is expected of them

◗ how their performance is measured

◗ opportunities for professional and personal development

◗ what appropriate workplace behaviour is.

In building relationships you need to:

◗ support your staff

◗ be an appropriate role model (what you say is reflected in what you do)

◗ communicate effectively, especially by listening actively

◗ address the minor issues so they do not become major issues.

The last point is particularly relevant to this scenario.


Workplace story

John – a supported employee at a small business service

Gail – John’s supervisor

Robbie – another supervisor

John is 45 and a supported employee in a small business service. He regularly picks flowers from the garden for his female supervisor, Gail, and often leaves lollies on her desk.

Gail accepts the small gifts as she does not want to offend John. Although Gail is married and has two small children, John has reportedly been telling the other employees that she is his girlfriend; they love each other.


[John – whistling and talking to himself]: I think they’re lovely. She’s gunna love them.

[Gail]: Hi, Robbie – thanks for coming over. I just feel more secure with a second opinion on this new record system before we go ahead with it.

[Robbie]: Hey, what lovely flowers!

[Gail]: Yes, they’re from John.

[Robbie]: John from the warehouse?

[Gail]: Yes. He’s forever bringing me bits and pieces and leaving them on my desk. Sweet, really – I should probably say something to him but I don’t want to offend him. I suppose it doesn’t do any harm. My kids and my husband tease me about it.


[Gail]: Is something wrong?

[Robbie]: (clearing his throat): Ah, no, not at all.

[Gail]: Come on, what is it?

[Robbie]: Well, I’m not sure but I think John has a thing for you.

[Gail]: What? You have to be joking. Why do you say that?

[Robbie]: One of my staff was talking about a supervisor and a staff member having an affair. It was a hot topic … and I have to say, it caused heaps of goss for a few days. I just thought it was all a bit of a joke.


Focus questions

◗ How do you feel about what you saw?

◗ How can situations like this develop?

◗ What do you think Gail will do?

◗ What are the implications for John?






Exploring the issues◗ Gail sees that she is being kind to John. Is she?

◗ Is she being an effective supervisor?

◗ How is status at work an issue in this scenario?

◗ How could a situation like this affect other working relationships?

◗ What should Gail have done differently? Why?





Scenario 9 – Patrick◗ supervisory responsibilities


◗ harassment

◗ discrimination

◗ grievance mechanisms

◗ privacy


Scenario outlinePatrick is a supervisor at a business service organisation. He is a mad sports fan and he likes to look after his supported employees when they have sporting commitments. He charts their games and if they are playing the next day he places them on light duties. He says that this also helps him to avoid absenteeism.


Key points




◗ harassment

◗ discrimination

◗ grievance mechanisms

◗ privacy

◗ misuse of position.

This scenario may be a bit controversial. It may seem reasonable that staff with sporting commitments are given special consideration. It may even be said that sport is a healthy pastime and should be encouraged. However, what if you are unable or prefer not to engage in sporting activities?

The main point of this scenario is that staff are being treated differently at work based on irrelevant criteria. This has consequences on the workplace culture, values and rules.

You will need to have your organisation’s policies and procedures about light duties, grievance mechanisms and privacy on hand. It would also be useful to have a user-friendly definition of the term ‘discrimination’.

Workplace story

Patrick – a supervisor at a small supported employment service

Jess – a new supported employee

Maureen – a co-worker of Jess’s


Patrick is a supervisor at a disability business service. He’s a mad sports fan and he likes to look after his staff when they have sporting commitments. He charts their games so when they are playing the next day he can place them on light duties. He says that this also helps him to avoid absenteeism. Jess is a new employee.

[Jess]: Excuse me … Patrick?

[Patrick – calls out]: Come in, Jess.


[Patrick]: Hi, Jess, thanks for coming. I’m just finalising the roster for light duties this month. It’s very important to our team that we all work our best and we look after each other.

[Jess]: Sure.

[Patrick]: Well, one thing we do here is roster our sporting stars on light duties before a game. Are you the sporting type? With thighs like that I reckon you are!

[Jess – blushing]: Ummmm.

[Patrick]: Come on, Jess, don’t be shy. What’s your favourite sport?

[Jess]: Um, I don’t have one really.

[Patrick]: That’s OK. But you won’t mind working the late shift on Friday then will you?

[Jess]: Actually, I was planning on going out.

[Patrick]: Now, Jess, you want to be a team player, don’t you?

[Jess – in a lowered voice]: Excuse me, Maureen, can I ask you something?

[Maureen]: Yes, sweetie, what is it?

[Jess]: Patrick just asked me about if I play sport and he said I have to work Friday night. Is that what happens?


[Maureen]: Well, um, yes, it is right – he’s a bit of a sports fanatic.

[Jess]: Really?

[Maureen]: Yeah, but to be honest, it’s mostly the blokes that get it easy. Most of us women don’t play sport.

[Jess]: Well, I like to go ballroom dancing on a Friday night but if he is going to roster me on I can’t go.

[Sarah]: You’ll be lucky if he thinks that’s a sport.

[Jess – thinking]: I’m not sure what to do. I don’t want to stop dancing but I don’t want to rock the boat.


Focus questions◗ What advice would you give Jess?

◗ What do you think will happen now?

◗ What are the key issues?

◗ How are situations like this able to develop?

◗ Could something like this happen in your organisation?





Exploring the issues◗ Is Patrick misusing his position?

◗ How is privacy an issue in this scenario?

◗ Should out-of- work interests be a factor in the work that people are asked to do in the workplace?

◗ Would it be acceptable if Patrick:

> rostered Jess on light duties because he treated ballroom dancing as a sport?





Scenario 10 – Phuong◗ workplace culture

◗ harassment

◗ discrimination

◗ occupational health and safety

◗ bullying

Scenario outlinePhuong has been working as a supported employee at Tangent Business Service for the past two years. Phuong works in the same area as Simon, another supported employee. Their supervisor, Vicki, has noticed for a while that Simon and Phuong do not appear to get along very well. This became very clear last week when Phuong pushed Simon over.


Key points



◗ harassment

◗ discrimination

◗ occupational health and safety

◗ bullying.

Bullying can lead to de-motivation and discontented staff who do not communicate effectively. It can also give rise to a divisive workplace culture that can result in staff turnover, absenteeism and impaired performance.

This scenario is about horizontal bullying which refers to bullying between workers at the same level.

In this scenario it would appear that one worker is being isolated and ridiculed. You may wish to explore the cultural aspect of this scenario. You may also want to explore harassment and conflict resolution in more detail.

You could invite your organisation’s human resources manager and/or union representative to discuss this scenario with the supervisors.

Workplace story

Phuong – a supported employee at Tangent Business Service

Vicki – a supervisor at Tangent Business Service

Simon – another supported employee at Tangent Business Service


Phuong has been working as a supported employee at Tangent Business Service for the past two years. Phuong works in the same area as Simon, another supported employee. Their supervisor, Vicki, has noticed for a while that Simon and Phuong don’t appear to get along very well.

[Vicki – calling out]: Come on, fellas – what’s the rush?

[Phuong]: Watch it, mate. What do you think you’re doing?

[Simon]: Hey, listen – I’m not your mate. Just get out of my way next time.


[Simon]: You know, you think he’d know when to back off – he’s very SLOW … if you know what I mean …

[Small group – laughing]: Yeah, we know what you mean.

[Phuong]: Oh, come on - I need a seat. Can you move your bag please?

[Simon]: Sorry - I mentioned to Jan I would keep her a place, (sarcastically) SORRY MATE.

[Phuong]: Really, can’t you move up one?

[Simon]: Sorry. Don’t take it personally but can’t you just find another seat? Why don’t you sit next to someone more like you? Anyway, Vicki is watching you.


[Vicki]: Is everything alright? Everyone got a seat? Phuong, are you alright? What’s the matter?

[Phuong]: Nothing. I’m just getting myself a spot.

[Simon]: Gee mate, you’re so small you can squeeze in anywhere.

[Vicki]: Come on now, settle down.

[Vicki]: I want to talk to you two. It appears you have a few issues.

[Simon]: I reckon Phuong’s got some issues but they’re nothing to do with me. I’m just trying to do my job.

[Phuong]: What do you mean I have some issues?

[Simon]: Jeez, you’re a bit touchy, mate.

[Phuong]: Don’t you ‘mate’ me. Isn’t that what you said?

[Vicki]: OK, fellas, cut it out.

[Simon]: Phuong, you’re getting yourself all worked up over nothing again. Don’t go getting your noodles in a twist (laughs).


Focus questions

◗ What do you think happened next between Phuong and Simon?

◗ What do you think Vicki will do?

◗ What would you have done in Vicki’s place?


◗ Could a situation like this arise in your work area?





Exploring the issues◗ What are the issues for Phuong, Simon and Vicki?

◗ Is Vicki dealing with the harassment and bullying effectively?

◗ Would the issues be different if:

> Phuong, Vicki and Simon shared a common cultural background

> the supervisor was a male?




Documents

Support staff workplace responsibilitiesresources.fahcsia.gov.au/ConsumerTrainingSupportProducts/docs/... · Support Staff Workplace Responsibilities | Trainer’s Guide This section