CHCORG303BParticipate effectively in the work

environment

Topic 4: Contribute to the development of policies, practices and structures of an organisationSection 1 Report concerns regarding administrative policies, practices and procedures to supervisor.............................................................................................................................2

Concerns with practices and procedures.................................................................................6

Reporting concerns..................................................................................................................9

Section 2 Report concerns regarding job responsibilities to supervisor...............................12

Duties.....................................................................................................................................13

Section 3 Provide information, ideas and suggestions to supervisor when requested.........15

Providing information, ideas and suggestions to the supervisor............................................15

Section 4 Participate in staff meetings/working groups, if required....................................17

The purpose of staff meetings and working groups...............................................................17

Procedures for meetings and working groups........................................................................17

Strategies for participating in meetings and working groups.................................................18

Appendix 1..........................................................................................................................19

Grievance policy.....................................................................................................................19

Sustainability policy …………………………………………………………………………………………………………21

Section 1 Report concerns regarding administrative policies, practices and procedures to supervisor

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

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

Why do we have polices, practices and procedures?What is a Policy? A Policy is a concise formal statement of principles which indicate how a centre will act in a particular area of operation.

The actions which follow a policy are usually referred to as practices and procedures - putting the policy into action.

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

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

In some cases not all policies will be written down. These unwritten policies are sometimes referred to as protocols and relate to less important aspects of a service.

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

While Regulations and National Quality Standards dictate the specific requirements for many policies, most children’s services will have a mixture of both written and unwritten policies.

Note that failure to have written policies outlined in the National Regulations results in financial penalties to the service.

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

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

• relate directly to our legal obligations and responsibilities, such as those required by the Education and Care Services National Regulations incorporating the National Quality Standards (e.g. Health and Safety, Injury and Illness, Emergency and Evacuation). A full list of required policies is outlined in the National Regulations in section 168 Education and Care service must have policies and procedures.

• relate to the important aspects of service operation (e.g. grievance policy, sustainability policy)

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

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

These factors may include:

• type of service or structure of service• individual strengths• qualifications, experience and skills of the management

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

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

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

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

Day-to-day running of the service is the legal responsibility of the nominated supervisor (a director may be employed to take care of these duties, however the nominated supervisor is still legally responsible).

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

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

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

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

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

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

Sustainability policyThe policies of child centres may reflect the fact that they belong to their local community and have an impact on their local area, and a responsibility to their community. In fact there is increasing acknowledgement of a service’s responsibility to society in general and their impact on the physical and social environment. As a result of this increased awareness and regulatory requirements centres are developing philosophies and policies in relation to sustainability.

Sustainability is a term with wide range of definitions but it usually begins with the concept that the earth’s resources are limited and under threat from the impact of human activity.

Preserving the earth’s resources and using them conservatively is a main goal of sustainability.

Sustainability usually encompasses a global perspective reflecting the fact the wealthy developing countries have a high standard of living with high energy use and consume vast amounts of manufactured items creating consumer societies. On the other hand, the developing countries have larger populations, lower standards of living, often at subsistence level and make use of the natural environment. The developing countries mainly manufacture the products that the developed world consumes, often at the cost of environmental pollution and degradation of their natural environment. Sustainability usually embraces concepts of an equitable global sharing of resources.

Intergenerational equity is also a key concept - leaving enough resources for the following generations to sustain a reasonable standard of living.

The impact of human induced climate change is a major consideration. There is a general consensus among scientists that “greenhouse gases” produced by manufacturing, car use and fossil fuel power generation, have led to global warming. Most governments and organisations recognise that these dramatic changes in climatic conditions will result in devastating outcomes if action is not taken.

Brisbane City Council has a Sustainability Policy which states that “Sustainability is a principle to influence our decisions to maintain and enhance our quality of life now and in the future. It requires an integrated consideration of economic, environmental and community factors.”

Children’s Services develop Sustainability Policies to make clear to all stakeholders the centres’ philosophy and guide centres’ practices, usually in relation to these aspects:

Sustainable practices in:

Energy use – gas/ electricity (green power?) /solar

Water use and conservation (e.g. with water tanks)

Waste management (e.g. recycling)

Cleaning and maintenance of building and equipment (e.g. natural cleaning products)

Resource use (e.g. types of disposable nappies, craft using recycled materials)

Sustainable building design to maximise the use of natural light, heating and cooling

Landscaping in relation to sustainable practices (e.g. native plants with low water requirements)

Strategies to increase children’s experiences and understanding of animals, the natural environment and concepts of conservation

Developing positive relationships with parents and community in relation to sustainable practices.

Consideration of affordability and economic impact of all decisions related to managing a centre.

There is a sample sustainability policy in Appendix 1

Activity 1

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

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

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

The recognition of the value and use of implementing effective communication skills when reporting concerns to the supervisor regarding administrative policies, practices and

procedures is essential. When you have a concern, there is a need for you to communicate directly with your supervisor. Depending on the type of working relationship that you have with your supervisor, this may seem an overwhelming task for many staff members.

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

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

• Implement the use of ‘I messages’.• Be aware of the consistency of your non-verbal language and your verbal language (eg,

tone of voice, stance and facial expression).

‘I-messages’Let’s have a look ‘I-messages’.

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

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

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

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

Constructing an ‘I message’ Example

1 State your feelings. I feel (disclose your feelings)

2 State the behaviour or circumstance. When (describe the action, behaviour or circumstances)

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

4 Suggest a possible resolution Offer suggestions which may assist in the resolution of the issue

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

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

Josh

Josh is feeling overworked. When he arrives at 6.30am to start his shift, he has to complete tasks not completed by the evening staff. This then means that his duties are not finished by the time children arrive for breakfast at 7am. He is concerned that he looks disorganised and stressed when parents and children arrive. When he thinks about it, he realises that for the past two weeks there have been several casual staff working the late shift.

Let’s break up Josh’s I-message into four parts:

Constructing an ‘I message’ Josh’s example

1 State the behaviour or circumstance. He has to complete the tasks that have not been completed by other staff members.

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

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

4 Suggest a possible resolution Ensure that all staff are aware of duties at lock up time. This includes casual staff who may need additional written procedures.

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

When the tasks are not completed by the evening staff I have to rush around and complete them before I start on my morning duties. I really enjoy providing a relaxed morning transition for the parents and children that come for breakfast. I feel disorganised when the parents and children arrive because the breakfast routine is a bit rushed and it effects the time I have to greet and settle the children.

Perhaps we can ensure that all staff are aware of duties at lock up time. This includes casual staff who may need additional written procedures.

Josh, in this example, has not blamed the late staff for not completing their duties. He has taken responsibility for the concern through expressing his feelings to his supervisor.

It is crucial to remember that I-messages are not instant problem-fixers. Josh will not suddenly come up with his I-message and everything will be fine! ‘I messages’ are conversation openers.

They initiate, without blame, an invitation to discuss a problem or concern and possible suggestions . For example, when Josh delivers his message, his supervisor may ask more questions and may elicit Josh’s help to solve the problem. Perhaps the issue will be discussed at the next staff meeting. Josh, in using an I-statement has taken the first important step to help resolve the issue.

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

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

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

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

Outlined below are some concerns for you to consider:

Christopher

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

Rebecca

Rebecca works in a children’s centre situated on a military base. All the children who attend the centre have parents employed in the armed services. The centre is managed by a children’s services organisation that provided them with a no-gun policy.

The children on a regular basis see mock military operations occurring around the service and the children’s parents discuss their work with the children. Rebecca thinks it’s time that the policy was reviewed as it currently ignores and contradicts the lifestyles of the service users, confusing the children.

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

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

Informal reporting Formal reporting Informing your supervisor or director about the situation at an appropriate time

Placing the item on the room or staff meeting agenda

Sharing your experience or concern during an informal staff room discussion on a related subject

Requesting that the team meet to discuss the issue

Leaving an informal note about the issue for your supervisor or director

Addressing the issue in a formal letter to the management committee, director or owner

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

Addressing the issue by phone or in writing with the Regulatory Authority for your area.

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

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

A good grievance policy reflects the following general principles:

• clear goals • a logical series of steps • clear parameters (eg, it clearly states who should communicate with whom—and at

what stage) • each party has the right to express their understanding of the situation and comment

on the other party’s understandings • specific actions.

There is a sample grievance policy in Appendix 1

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

Activity 2

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

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

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

• Consult informally with others about the situation. • Make a change to the procedure considering all the aspects for all team members.• Refer the matter to his/her supervisor or management for further consideration.• Decide that the situation should stay as it is.

Section 2 Report concerns regarding job responsibilities to supervisor

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

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

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

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

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

It is also necessary to consult with your supervisor when you feel that there is a concern regarding your job responsibilities. Due to the busy nature of children’s services, there may be times when the duties expected of you and written in your job description will vary from the duties you actually perform. This may be due to many different variables that influence a children’s service for perhaps one day or it may be an ongoing situation over several weeks or months. Examples of these types of situations are:

• absence of staff members due to holidays or illness• a child presenting ill at the service requiring one staff member to care for them until

their parent collects them• another staff member is neglecting their job responsibilities due to problems in their

private life.

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

Here is a sample Job Description for Diploma Qualified Educators

Diploma Qualified Educator: Job Description

Responsibilities

Responsible to: the Director and the management committee.

Responsible for:

The quality of the care given to children and families in conjunction with the Director. The provision of a safe, healthy, caring environment for children, staff and parents in

conjunction with the Director.

Effective communication between staff, parents and the Director.

The provision of a suitable programme of educational activities.

Ensuring that all regulations, licensing guidelines, Centre policies and procedures are observed.

Ensuring that confidentiality is maintained at all times in line with the Centre's Policy for Confidentiality.

Duties

Children

Treat each child with dignity and respect, considering their individual abilities, culture and family circumstances.

Develop yearly goals for your allocated room.

Develop implement and evaluate in consultation with other staff a program of experiences suitable to the development and education of the perceived needs of the individual child and of the group.

Be committed to the inclusion of all children and design the program to meet the needs of all children.

Be responsible for the care and well being of the children throughout the day.

Maintain appropriate and up-to-date records.

Create a warm and stimulating learning environment in the Centre.

Interact with the children in a warm, positive and consistent manner, observing the Centre Policy on Behaviour Management.

Hold and maintain a current First Aid Certificate.

Parents

Ensure open communication between staff and parents. Ensure that parents feel welcome at the Centre at all times.

Actively encourage parental participation in the programme.

Use parental feedback as part of your evaluation process.

Have regular communication with parents via personal contact, contributing to newsletters, parent meetings etc. to keep parents informed of activities, changes or developments within the Centre.

Act as a resource and referral person for families and be aware of resources available within the Centre and the wider community.

Encourage feedback from parents on any aspect of their child's behaviour or routine that may affect the child while at the Centre.

Communicate with family's in regards to their children's interests and skills, incorporating these into the program where appropriate.

Staff

Participate in the selection of staff as required. Be involved in the orientation and supervision of new staff, students and volunteers.

Attend regular staff and room meetings where possible in order to plan an effective programme of activities for all children and foster staff morale and professional development.

Provide feedback from staff to the management committee as appropriate.

Act as a support and resource person for other staff members.

Source and liaise with other professionals as required.

Develop a co-operative relationship with all members of staff to ensure a smoothly operating Centre and a consistently caring, secure and active environment for all children at all times.

Centre

Attend meetings with the Director or the management committee as required. Bring to the attention of the Director any issues concerning the safety or maintenance

of the Centre's equipment or environment.

Attend any relevant meetings-e.g. Community Services meetings, staff training.

Participate in a reflection and goal setting process twice yearly.

To promote a positive and professional image of the Centre at all times.

To participate in the National Quality Standards activities on an ongoing basis.

To share cleaning responsibilities, both relating to the group you are working with and in other areas of the Centre.

To participate in the development of Centre philosophy, policies and procedures.

Yourself

Ensure the maintenance of a healthy and safe work environment and inform the Director immediately if you suffer any injury at work and fill in the relevant details in the Injury book. Actively follow the Centre's Policy for Work Health & Safety (WHS) legislation.

Take regular breaks utilising leave as it becomes available.

Undertake ongoing staff training in areas of special interest or areas of need as identified by you in consultation with the Director.

Maintain a high level of general health with particular regard to immunisation status. Immunisation to be undertaken at your own expense.

Adhere to the Centre's Work Health and Safety Policy.

Notes These duties and responsibilities may alter from time to time by negotiation and mutual agreement of the employer and employee.

Section 3 Provide information, ideas and suggestions to supervisor when requested

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

Who would be the stakeholders in a childcare centre?

Stakeholders in a children’s service include:

• children• parents• staff• management• community and other organisations.

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

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

Strategies for sharing information, ideas or suggestions with your supervisorFrequently in the workplace you will be asked for ideas, information or suggestions. Usually we will offer our thoughts quite freely, but sometimes people become a little nervous when asked for ideas by their supervisor. When this happens, keep in mind that if your supervisor didn’t think you had the knowledge, or if your opinion wasn’t valued and respected, you wouldn’t have been asked!

You will also hopefully often have ideas and suggestions you would like to make that improve a particular situation for either the staff, the children or both.

When offering ideas or suggestions, there are a few things to keep in mind;

• Choose your time – if your supervisor is rushing around greeting parents, trying to finish off some administration and at the same time trying to resolve an issue with a food delivery, it probably isn’t a very good time to approach him/her. Wait until a quiet time of day or ask if you can book a short meeting later in the day when things aren’t quite so hectic.

• Be respectful – the way you present an idea can mean the difference between it being acknowledged or accepted, or being disregarded. For example, if you were to say to your supervisor “I think it’s time we got rid of that ugly, smelly blind in the kitchen – I’ve got a really nice one that doesn’t look a hundred years old that I wouldn’t mind bringing in.” Now let’s say that the ugly, smelly, hundred year old blind was donated by your supervisor. Your idea (and offer) is unlikely to be received well simply because of the way you introduced it!

Generally sharing information (whether it has been requested or you wish to volunteer it), will be done either formally or informally. Sometimes ideas or suggestions will be requested in a very informal way. These are the times that you will immediately offer any thoughts, and usually collaborate with others. However sometime you may be asked for information that you are going to have to research and gather.

Consider these strategies when you are asked to provide any information, ideas or suggestions to your supervisor.

• Take some time to collect your thoughts and feelings about what you are being asked.

• Reflect on these initial reactions and decide whether they are valid and relevant. • Seek input from others this may be other team members, parents, colleagues in

another service. • Find material resources—research current ideas and practices in journals, videos,

textbooks or information gained during an in service course. • Collate all input to support your ideas or point of view. • Plan a presentation of your resources, ideas to be shared with your supervisor or

perhaps the team or parents, etc. • Use your valuable knowledge, skills, and experience from your work with children as

well as other areas of life.

Always remember that teams function best when ideas, information and suggestions are shared in a collaborative manner. Your service needs your input, whether it is at meetings or in the course of your day-to-day work.

Activity 3

Section 4 Participate in staff meetings/working groups, if required

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

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

• communicating information about what the organisation is doing• sharing information and ideas• looking at the progress of particular projects• planning

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

Procedures for meetings and working groupsSometimes meetings follow a formal procedure and are very focused on tasks. Sometimes, they are more informal and focused on team maintenance (ie, making sure the team is functioning happily and harmoniously rather than just focusing on a particular task).In more formal meetings, a particular procedure is followed, which is usually outlined in a set agenda. The agenda of a general meeting can include:

• reviewing the previous meeting’s minutes (written record of all matters discussed)• looking at recent correspondence• hearing various reports (such as those about management or occupational health and

safety issues or specific projects)

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

Minutes are usually taken for the following reasons:• to have a record of the discussion for future reference• to act as a reminder for follow-up activities• to act as a reminder as to who was doing what• often as a legal requirement (e.g. in a publicly-funded community service which is

managed by a committee, there must be formalised minutes for accountability under the law).

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

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

• Prepare for a meeting beforehand by thinking about what you would like to discuss, what you would like to achieve and how you will approach the rest of the team. If there is an agenda outlined beforehand, familiarise yourself with the topics to be discussed.

• Share your ideas freely with your team in a logical, genuine way.• Ask questions when you don’t understand others’ suggestions and discussions.• Listen carefully to what others have to say and clarify anything you’re unsure about.• Try to encourage those who are quiet to participate.• Clarify who is responsible for the outcomes of the meeting and summarise any future

tasks that you understand are your responsibility.

Activity 4

Appendix 1

Grievance policy

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

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

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

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

All staff are guaranteed of a hearing. All staff members are protected against false or vexatious accusations. All staff are protected against reprisals by management. Staff have a right to union representation.

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

A good Grievance Policy reflects the following general principles:

The establishment of clear goals The development of a logical series of steps The setting of clear parameters (eg, who should communicate with whom and when) That each party has the right to express their understanding of the situation and

comment on the other parties' understandings Specific actions are identified.

Procedures and guidelines The Director should be notified of the grievance. In the case where the grievance involves the Director the first point of call needs to be

with the Board of Management. Any staff member may ask the Director to take up any issue with the Board. Any staff member may approach the staff representative, and ask that a matter be

taken to the Board. The staff representative should then approach the Chair who will take the matter up with the Director and the Board when appropriate.

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

If no resolution can be found - the Director should advise the Board of Management. Mediation should be organised. Each person who is involved directly with the

grievance has the right to an advocate. In some cases the advocate could be a representative from the relevant Union, a friend, another staff member or a family member.

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

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

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

Procedures and guidelines A Customer Complaint form is completed. The Director arranges a meeting with the customer. The meeting is documented. The Director then addresses the issue with the relevant staff and asks for that staff

member's understanding of the situation. Confidentiality is observed at all times. The Director may then bring the customer and the staff member together in a meeting

to discuss the complaint and seek resolution. The meeting is documented. Negotiation occurs and a change may be implemented. If the resolution is not satisfactorily resolved the Customer may want to take the

complaint to the Board of Management and would do this by letter. The Board would discuss the issue, follow through the customer complaint report and

arrange a meeting with the customer. The meeting is documented. Negotiation occurs and a change may be implemented.

Sustainability policy

Sample Policy Statement

From Gosford City Councils Children’s Services Policies and Procedures

Environmental Education

Policy Statement

Centres provide a high quality, education-based early childhood program of activities and experiences, which reflect and respond to each child’s needs, strengths and interests.

Children will be encouraged to develop a respect for and enjoyment of the natural environment and living things whilst furthering their appreciation of beauty in its many manifestations.

1. At least one staff member from each service will participate in professional development workshops, which focus on “Promoting Environmental Sustainability in Children’s Services” and learn about the philosophy behind the Little Green Steps Project (a jointly administered Wyong Shire and Gosford City Council initiative).

2. Staff will help children connect with nature, and work towards helping the centre become more environmentally sustainable by incorporating environmental education and practices with play based learning experiences such as:

Constructing a worm farm, building a veggie patch and/or herb garden, composting fruit scraps.

Incorporating natural and recycled materials into children’s learning centres and activities. Growing plants and flowers from seeds. Responsible recycling. Utilising outdoor environments and the efficient use of natural resources. Using the Project resource kits and teaching aids including the picture books, posters and activity books on the topics of waste, water, wildlife and biodiversity (importance of native flora in our environment) to communicate environmental messages to children.

3. Staff will provide families with environmental sustainability displays, hints, articles, and fact sheets which will promote sustainability on such topics as recycling, saving water and environmentally-friendly alternatives for cleaning purposes.

4. Staff will make attempts to celebrate aspects of environmental awareness such as National Science Week, National Tree Planting Day, National Recycling Week, Clean Up Australia Day, and Walk to Work Day.

5. Staff will endeavour to equip the centre and implement water-saving strategies, green cleaning and recycling. Where applicable, grants will be applied to aid in the implementation of these effective environmental strategies.

6. Staff will keep up-to-date with the latest research and teachings on environmental education through newsletters, journals, and support agencies and in servicing, sharing this information to enhance the children’s program and families’ knowledge.

This policy is based on information and/or recommendations from/by the references and sources listed below:

New South Wales Department of Education and Communities.