Continuous improvement
Standard 1: Tools
Tool 1.1: Work-ready skills checklist for jobseekers
You can use this tool to assess whether a jobseeker has work-ready skills and competencies, and to link any gaps to training plans.(Note: this would be adjusted/changed based on jobseeker circumstances and needs.)
Tool 1.2: Calculating the CALD with disability population in your target area
You can use this tool to calculate the number of people from culturally and linguistically diverse backgrounds (CALD) in your target area. By matching this information against the profile of your jobseekers/participants/supported employees you can determine whether your service is engaging all communities in your target area. If people with disability from CALD are under-represented in your service, you should consider:
- what direct and indirect barriers may be affecting service entry for these communities
- how you can change practices at your service to address these barriers.
A checklist of things to consider for culturally competent service access is at Tool 1.3.
The Multicultural Disability Advocacy Association (MDAA) has prepared the method below for calculating how many people from a culturally and linguistically diverse background (CALD) with disability live in an organisation’s target area.2
The easiest way for service providers to work out the number of people from a CALD with disability in their target area is to follow Steps 1 to 3 outlined below.
Step 1:
Use Australian census data to identify the number of people born overseas in a non English speaking country (NESC) in your target area.3 Access Australian census data
)
People born overseas in a NESC ____________________
Step 2:
Multiply the number from Step 1 by 18 and divide by 100 (the incidence of disability for people born in a NESC). This will give you the number of people born in a NESC with a disability living in your target area.
People born in a NESC with disability ____________________
Note: This does not give you a figure which includes people born to parents born in a NESC (i.e. second generation CALD). This figure, however, is extremely relevant as a significant number of people with disability rely on the support provided by their families. To calculate the total number of people from CALD (first and second generation) go to Step 3.
Step 3:
Multiply the number from Step 2 by 1.67. This will give you a good indication of the actual number of people from a CALD (first and second generation) with disability living in the target area.
First and second generation people from a CALD with disability ____________________
Importantly for disability service providers, approximately six per cent of these people will have profound and severe restrictions (Australian Bureau of Statistics term) and are therefore most likely in need of specialist services.
Number of people from a CALD with profound and severe restrictions ____________________
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Tool 1.3: Checklist for culturally competent service access
You can use this checklist to consider how your service can develop culturally competent service practices relating to Standard 1: Service access.
These are continuous improvement suggestions rather than required parts of the Standard.
| Culturally competent service provision 4 |
| Things to consider for service access: |
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| Do we provide information about our services in formats that are accessible to all identifiable groups within our service area? |
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| For example, do we provide, promote and distribute material in languages other than English, or in audio formats? |
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| Do we have established practices that give equity of access to people with disability from a CALD or Indigenous background? What evidence of this could we gather? |
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| Do our intake processes take note of special service requirements relating to a jobseeker’s/participant’s/supported employee’s culture, language or religion? |
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| Are all new participants/supported employees provided with important information about user rights and responsibilities in a manner that is appropriate to their needs? |
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| For example, is information provided via an interpreter and in written and/or audio format in the jobseeker's/participant's/supported employee's preferred language? |
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| Things to consider for service exit: |
| Do our exit policies ensure that people from a CALD or Indigenous background are fully aware of available options for their future needs? |
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| Do we have an established referral policy that informs the referral agency of any cultural and linguistic factors that they will need to consider in meeting the jobseeker/participant/supported employee’s needs? |
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| Do we liaise and network with ethnic or Indigenous organisations and advocacy services that may help someone who is exiting our service make the transition to another agency? |
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