Continuous improvement
Standard 11: Tools
Tool 11.1: Sample competency-based job description for a staff member
This is an example of a competency-based job description for a staff member. You can use this example to guide you when filling out the template provided at Tool 10.1
Name
Ms Mary Adelaide
Job title
Project Officer, Disability Program Branch
Background
The position supports the strategic initiatives of the Housing and Disability Group of the Department of Housing, Families, Community Services and Indigenous Affairs
Key responsibilities
- Assist in the management of Assistant Project Officer
- Manage commercial and other contracts under supervision of Assistant Section Manager
- Develop excellent working relationships with team and industry stakeholders
- Undertake professional development as required
- Prepare complex documentation, letters and minutes relating to responsibilities
- Report on financial expenditure and operational data to Assistant Section Manager
- Represent the department at internal and external forums, as and when required
- Act as Assistant Section Manager in her absence
Job Skills, Knowledge and Attitudes
| Skills |
Knowledge |
Attitudes/
Attributes/
Aptitudes |
| Must do |
Must know |
Must be aware of |
- Demonstrated contract management skills
- Ability to effectively supervise staff
- Demonstrated high-level verbal and written communication skills
- Demonstrated stakeholder management skills
- Ability to report on financial and operational trends Demonstrated database management skills
- Intermediate-advanced MS Office Skills
|
- Possession of a degree with at least three years relevant experience, or a combination of experience and/or professional development and training to the same level
- Demonstrated knowledge of the Disability Services sector
- Demonstrated knowledge of the Disability Services Act 1986 (Cth)
- Demonstrated knowledge of APS policies and procedures
|
- Awareness and compliance with Australian Public Service Code of Conduct and Values
- Awareness and compliance with QLD Occupational Health and Safety (OH&S) legislation and Australian Public Service OH&S policies and procedures
|
Tool 11.2: Sample training needs analysis for job description in Tool 11.1
This is an example of a training needs analysis, based on the sample job description at Tool 11.1. You can use this example to guide you when filling out the template provided at Tool 10.2.
| Skills |
Yes |
No |
TNA |
| Does the worker have demonstrated contract management skills? |
|
|
Requires Australian Government contract management training |
| Does the worker have the ability to effectively supervise staff? |
|
|
|
| Does the worker have demonstrated high level verbal and written communication skills? |
|
|
|
| Does the worker have demonstrated stakeholder management skills |
|
|
Requires Australian Government stakeholder management induction and training |
| Does the worker have the ability to report on financial and operational trends? |
|
|
Requires professional development courses in financial and operational reporting |
| Does the worker have demonstrated database management skills? |
|
|
|
| Does the worker have advanced-intermediate MS Office skills? |
|
|
Requires further training in MS Excel and PowerPoint |
| Knowledge |
| Does the worker possess a degree with at least three years relevant experience, or a combination of experience and/or professional development and training to the same level? |
|
|
|
| Does the worker have demonstrated knowledge of the Disability Services Act 1986 (Cth)? |
|
|
|
| Does the worker have demonstrated knowledge of the APS policies and procedures? |
|
|
Requires induction and departmental training in APS policies and procedures |
| Attitudes |
| Does the worker have awareness of and comply with the APS Code of Conduct and APS Values? |
|
|
|
| Does the worker have awareness of and comply with Qld OH&S legislation and APS OH&S policies and procedures? |
|
|
Requires induction and departmental training in APS OH&S policies and procedures and in compliance with Qld OH&S legislation |
TRAINING NEEDS ANALYSIS
Summary |
Mary Adelaide requires the following training in order to competently perform her job:
- Australian Government contract management training
- Australian Government stakeholder management induction and training
- Professional development courses in financial and operational reporting
- Further training in MS Excel and PowerPoint
- Induction and departmental training in APS policies and procedures
- Induction and departmental training in APS OH&S policies and procedures and incompliance with Qld OH&S legislation
|
Tool 11.3: Step-by-step guide to good practice recruitment 25
This guide to best practice in recruitment is based on a document created by the Council of Social Service New South Wales. You can compare the steps in this guide with recruitment processes at your own organisation.
This guide to a good practice recruitment process contains the following steps:
- Plan for recruitment
- Prepare job descriptions and selection criteria
- Advertise
- Shortlist
- Select
- Do reference checks
- Make an offer of employment
Note: Recruitment is a process which leads to a formal offer of employment. As such it is governed by legislation, particularly in relation to anti-discrimination law and equality of employment opportunities. Ensure that you are aware of the relevant legislation in your state/territory.
Step one: plan for recruitment
A good recruitment process takes time and is well planned. You need to prepare or revise the job description and selection criteria, convene a selection panel, advertise, conduct interviews and negotiate start dates. All these tasks should be scheduled in advance. It is also important to bear in mind that you may not successfully recruit during the first round of recruitment. The whole process can easily take months from the decision to recruit, to when the person actually starts in the position.
The following is a checklist for managing the key steps in the recruitment process. Before you recruit:
- confirm funding exists for the position
- obtain necessary approvals to staff the position
- develop a job description if the position is new or review the existing job description
- establish the recruitment criteria
- develop job-related and measurable selection criteria based on the job description, including the minimum (essential) experience and skills for the position
- manage the recruitment process.
- determine the best method for recruiting for the position including where to advertise and who should be included on the selection panel
- develop the advertisement using the job description, minimum qualifications and selection criteria. The advertisement should also include:
- deadline for applications
- salary range and other key benefits
- contact person for further information
- anticipated date for interviews.
Step two: prepare job description and selection criteria
Job descriptions and section criteria are critically important to the recruitment process. The job description describes the role—what it does, how it does it, and reporting requirements (see job analysis below).
The related selection criteria describes the skills, knowledge, experience, qualifications and personal attributes that a candidate needs to meet the requirements of the job description. The selection criteria should also clarify whether these ‘competencies’ are essential or desirable. Clear and informed job descriptions and selection criteria are essential for both the employing organisation and prospective candidates
For the organisation, job descriptions provide the basis for not only recruitment but also performance appraisal and for ensuring that the work carried out by staff is aligned with the organisation’s objectives. A well developed job description assists candidates and job holders to understand their duties and responsibilities and also clarifies the boundaries of their role.
If an existing job description is to be revised before recruitment, it’s a good idea to develop it with the person currently in the job. Alternatively, the job should be subject to a job analysis.
A job analysis typically asks the following key questions:
- what is the overall purpose of the job?
- what are the main duties (e.g. the five main things the job holder does)?
- what are the typical working conditions (location, client interaction)?
- what are the supervision and reporting responsibilities?
Selection criteria are based on the job description. They are the benchmarks that will be used to screen prospective candidates and select the most preferred person for the job. There are some key factors to consider when developing or revising the selection criteria including:
- what are the skills, experience or qualifications essential to the position?
- what are the skills, experience or qualifications that are desirable?
- It is also important to ensure that your criteria are specific, measurable and job-related.
Also ensure that the selection criteria do not directly or indirectly discriminate against any potential candidates. This is often the stage at which potentially discriminatory values, explanations about how a job is done, or the ‘type’ of person required are inadvertently built into selection processes. It is useful to involve someone experienced in recruitment but outside the particular process, to check key documents and identify any potentially discriminatory practice
Step three: advertise
The most common way to advertise is through newspapers and more recently via job websites. With the increasing use of IT, many services may advertise in a high circulation newspaper but also promote the position via targeted e-bulletins or other email listings. Each method has a target audience or ‘demographic’ so it is important to consider who you are including (and therefore excluding) as potential job candidates.
The information sent to prospective candidates should be accessible, including to those people with hearing and sight impairments and/or other disabilities. Effective strategies for responding to these needs include:
- write in plain English
- use job websites compatible with software that can ‘read out’ web pages (e.g. Browsealoud) for people with literacy and visual impairments who might have difficulty reading online.
If you are using an agent to recruit on your behalf remember they must be clear about your requirements and act in accordance with your organisation’s employment practices and the relevant legislation.
Step four: shortlist
This part of the process should make full use of the selection criteria. It is also desirable that the same selection panel shortlists applications and conducts the interviews. All prospective candidates must be assessed against the essential and desirable criteria, in the same way, and by the same selection panel. The golden rule is to be consistent and document all decisions and the reasons for them. This documentation should be kept in a confidential file and referred to if there are any inquiries or complaints regarding the selection process.
Step five: select
There are a variety of ways to assess candidates against the required competencies for a position. It is important to consider the role and to employ a selection process or ‘setting’ that best suits the requirements of the position. The most common method is the interview, involving the candidate and a selection panel comprised of three to five people.
Most job interviews take approximately 30–40 minutes, but are frequently longer for very senior positions such as CEOs or Directors. The selection panel often includes Board members and staff, as well as one independent or external member. Typically the candidate is asked a series of questions relevant to the position and designed to test their knowledge, experience and skills. It is essential that all candidates are asked the same questions and that the interview process gathers the information required to make a decision on the preferred candidate or candidates.
Depending on the competencies being assessed, the interview may include a set exercise for the candidates. For example, asking them to analyse a budget or deliver a short presentation on a specific topic such as the Disability Services Standards.
Psychometric testing refers to personality and/or psychological assessments that are conducted with candidates, often prior to a formal interview. Psychometric tests are more often used for management positions or positions where high-level specific skills are required. Most of the tests available must be used under license to those who developed them, with associated costs.
Step six: check references
References checks often reveal useful information and are a key part of the selection process. They often provide information that a candidate may be unlikely to reveal about themselves and provide another perspective on their performance in previous roles.
Always verify the nature of the relationship between the candidate and the referee and the length of time they have known each other. It is also essential that at least one of the referees is a previous supervisor. Notes from referee checks should also be documented and kept on file.
Step seven: make an offer
Once the selection panel has received feedback regarding the referee checks, and is satisfied that the chosen candidate is the best person for the position, then the candidate is offered the position, usually verbally in the first instance. If the candidate accepts the position, then the start date needs to be agreed and the offer must be formalised in writing. It is important that the offer is accepted in writing before the other candidates interviewed are advised of the outcome.
Once the formal offer has been accepted, then all other candidates should be advised in writing that they have been unsuccessful. It is also likely that some of the unsuccessful candidates may request feedback on their interview (strengths and weakness) and it is good practice and fair to ensure they receive useful feedback based on the notes from the selection panel.
General principles
Matters regarding sex, age, colour, race, religion, national origin, sexual orientation or disability are inappropriate to consider at any stage of the recruitment process (other than how people with specific needs might need to be supported to equitably access the process).
It is also inappropriate to consider a person’s housing status, criminal record or credit history unless these factors are relate to a specific requirement for the position, and for which there should be separate formal processes (e.g. child protection procedures).
Those involved in the recruitment process should be required to declare any conflict of interest relating to any candidate. For example, those involved in any stage of the recruitment process should make a declaration about any relationship with any candidates.
Confidentiality must be maintained at all times. All documentation and communications with prospective candidates should re-iterate a commitment that applications will be treated in confidence. In addition, all recruitment files, from applications to interview assessments and the panel’s deliberations, should be held in secure locations with restricted access.
Tool 11.4: Best practice guidelines for creating a productive workplace environment 26
These guidelines were created by the Human Rights and Equal Opportunities Commission (HREOC). You can use them to assess the systems and practices at your organisation and consider how you could improve.
An efficient and cohesive workplace is all about building the morale and productivity of your employees and minimising complaints, disruptions and legal wrangles, so everyone can get on with their work. This adds to your bottom line and builds your reputation in the business community.
Following are a range of best practice guidelines for induction, appraisal, promotion, staff development and training, positive work environment and grievance procedures to help you to build and maintain a workplace free from discrimination and harassment.
A best practice ‘guidelines for the workplace environment’ checklist to use as a guide is included below.
Induction
Induction aims to provide new employees with information about the organisation which will assist the effective operation of their job. Employers should try to:
- give balanced (job specific and social) information that is directly related to their role and back this up with extra information at a later stage
- provide a ‘mentor’ who can provide additional information and answer questions; and/or provide formal follow-up after a few weeks
- ensure people with disability (visual impairment, reading disorder etc.) have information presented to them in an acceptable format
- introduce new employees to their colleagues, explaining the role of key people, including those they will be working closely with
- encourage new employees to ask questions
- ensure new employees know where to go for help or make a complaint on any issue
- (if employing a person of a different sex, race, person with a disability etc. to the majority of the workforce) ensure other employees understand appropriate behaviour and communication expected of them to eliminate any hostile environments and to ease the adjustment for the new employee
- undertake any reasonable adjustments necessary, prior to the employee commencing work.
Appraisal
Good appraisal systems meet the needs of both employer and employees. Employers should try to:
- ensure all employees fully understand the appraisal system
- have employee records, including appraisals, accessible to them
- be specific in the performance assessment rather than use generalities such as ‘poor attitude’
- include positive feedback about what the employee does well
- train staff involved in giving appraisals
- do not make irrelevant remarks on an employee’s file (e.g. about ethnicity, age, disability, etc.).
Promotion
Employers should advertise vacancies widely throughout their workforce, giving all staff members the opportunity to consider applying and to increase the pool of applicants.
Employers should try to:
- ensure all procedures are fair and unbiased
- review each position as it becomes vacant and select on the real requirements of the job, not on who previously filled it
- provide constructive post selection counselling to unsuccessful applicants.
Staff development and training
Employers should examine how training is given across the organisation, particularly looking at breakdowns such as sex, disability, occupational grouping; as well as types of training, internal vs external, skill specific vs broad-based skill etc. Employers should try to:
- institute planned and ongoing strategies for increasing the skills of the workforce
- allocate sufficient funds for training of first line supervisors who can deal with many issues as they arise
- ensure access and reasonable adjustments are made, if required, to allow staff with disabilities to attend a broad range of training
- avoid training after hours and on weekends or consider provision of child care at such training
- consider cross-cultural training/awareness raising for staff (as this can assist customer relations as well as employee relations).
Positive work environment
Employers should consider family responsibilities of all staff and also the possibility of implementing flexible work practices; job sharing; leave for carers of family members who are sick, older or who have disabilities; child care provision etc. Research shows that such structures improve loyalty and productivity of an organisation. Employers should also:
- examine whether or not the work environment is hostile (e.g. are there ‘initiation rites’ for apprentices, discriminatory graffiti, offensive posters? Are there opposing ‘cliques’ in the organisation which create friction?)
- develop and implement policies on the prevention of discrimination and harassment
- provide senior management support with the implementation of the policies
- recognise that discrimination and harassment between staff members is not just a personal issue but one which negatively affects the organisation’s productivity and profitability
- aim for cessation of inappropriate behaviours now and in the future as a primary outcome, and discipline, if needed, as a secondary outcome
- ensure that all staff have access to staff notices, personnel procedural manuals and any other appropriate information.
Grievance procedures
An organisation that has grievance procedures is healthier than an organisation that doesn’t have grievance procedures. Employers should try to:
- circulate policies and related information widely and in appropriate languages
- institute grievance procedures which are accessible to all staff
- provide education programs (training, leaflets, posters etc.) for all staff about their rights and responsibilities
- provide information and support for potential complainants to enable the most effective resolution of the complaint
- review procedures regularly.
Checklist:
A best practice checklist could include:
- induction for new employees to provide them with information about the organisation
- good appraisal systems that meet the needs of the employer and employees
- promotional opportunities for all staff members
- different types of staff development and training
- implementing positive work environment policies, such as flexible work arrangements
- accessible grievance procedures.
Tool 11.5: Checklist—culturally competent approach to staff recruitment, employment and training
You can use this checklist to consider how your service can develop culturally competent service practices regarding Standard 11. These are continuous improvement suggestions rather than required parts of the Standard.
| Culturally competent service provision: Staff recruitment, employment and training 27 |
| Things to consider: |
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| Is our recruitment process non-discriminatory (this could include latent discrimination as well as overt discrimination)? |
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| Do we ensure that all staff undergo cross-cultural training and training in the use of interpreters, including refresher and upgrade programs? |
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| Do we support staff to improve their repertoire of skills, awareness and sensitivity to the needs of people from CALD with disability by encouraging staff to participate in conferences and forums relating to issues and needs of people from culturally and linguistically diverse backgrounds with disability? |
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| Do we include cross-cultural competence as a component of the staff appraisal process? |
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