I. Curricular Framework

Concept:

Responsiveness

Essential Question:

How can the study of client rights and organization responsibilities increase an organization’s r

Bridge:

Client Needs and Rights

Content:

Effective Service Delivery

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create an experience to connect learners with the importance of quality in service delivery.

Activity: Learners will work on their own to:
- think about a time when you experienced poor service. Choose 2-3 “feeling” words to describe this.
OR
- recall a time when you had “special” needs e.g a broken leg, not being able to speak the language in a foreign country. Create a symbolic picture to capture your feelings.

Assessment: Involvement of learners in the experience.

2. Attend: Attending to the Connection

Objective: To analyze the experience.

Activity: Learners share the meaning of their symbols/words/experiences with those in the immediate group, to debate the relationship of needs and service delivery.

Facilitator to lead class discussion to clarify the value of good service delivery.

Questions are:
-How did it feel?
-How did you respond?
-How did others/the service respond?
What would have improved the situation?

Facilitator to lead class discussion to identify critical issues in relation to service delivery, which arose as a result of activity 1R. Facilitator writes up critical issues on butcher paper and displays on wall with pictures created by learner in previous activity.

Assessment: Quality of learner contributions.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To clarify the values which underpin consideration of client rights and needs in the provision of care.

Acttivity: Learners will create a metaphor, which demonstrates the importance to care providers of considering the needs and rights of the client.
OR
Mirror dance with a partner, matching their movements.
OR
Illustrate, without words what “responsiveness” means to you.

Assessment: Quality of learner’s contribution.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To understand the concepts of individual needs and rights, and the principals of effective service delivery.

Activity:
Topic 1
-Identify clients needs-input on universal and developmental needs. Individual differences.
Topic 2
-Speical needs of clients are identified and considered in providing and targeting services. This includes needs relating to disabilities, language, gender, culture, age and location.
Topic 3
-Client needs and rights are identified, and opportunities for a targeted service to meet them are assessed. Input includes human and legal rights, consumer rights.
Topic 4
-Underpinning knowledge of principles of effective client service delivery. Input includes legislation, accreditation, client involvement, staff training, evaluation and improvement, communication and literacy, reporting mechanisms. Invite guest speakers.
Topic 5
-Knowledge of specific services available and provided. Input includes a general overview, with opportunities to focus on specialization areas. Relate back to topics 2 & 3.
Topic 6
-Appropriate service is identified and selected to meet client needs within the scope of area of responsibility. Input includes working in multi-disciplinary teams, staff roles and responsibilities, referrals to other agencies.
Topic 7
-Differences in client needs and how to accommodate these needs in service delivery.

Assessment: Learner involvement in responding to questioning.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To enable learners to identify the concepts outlines in the lectures as they are applied in the care sector, using a variety of information collecting techniques.

Activities:
Topic 1
Worksheet: a random sample of the population is questioned to determine the range of individual needs.
Interview: Choose an age group, interview someone within this age group to determine developmental needs. Refer to developmental norms. Discuss in small groups what interviewing techniques were most successful.
Topic 2
-in small groups list those in our community with special needs.
-discuss a case study of an individual with special needs, and in small groups decide what support services may be involved.
Topic 3
-view videos on human rights.
-examine relevant legislation to your focus area
-present a 2 page response to a case study showing possible abuse of client rights. (in focus area)
Topic 4
After discussing best practice in service delivery, collect quality assurance information from any accredited organization. Share this in small groups.
Topic 5
Begin to develop a resource collection of appropriate services for your focus area.
Topic 6
Using any workplace, preferably in your focus area, collect information on roles and responsibilities when meeting client needs.
Topic 7
Using any workplace, preferably in your focus area, collect information on how different client needs are matched to services.

Assessment: Completion and discussion of all activities.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To apply the principles of effective service delivery to a real workplace.

Activity:
Number 1
Learners develop a questionnaire/observation guide to test all aspects of service delivery in a real workplace.
In small groups learners brainstorm at least 15 areas on which to focus when assessing good service delivery.
These are presented to other small groups to extend their thinking.
These ideas are then compared to the elements and performance criteria listed below as a self-check that they have met all criteria for assessment.
When this tool is complete, learners observe in a workplace and interview key staff to collect information to complete the questionnaire.
If learners are employed, this assignment could be used for workplace assessment by supervisory staff.
A written, verbal or taped report is then prepared on their findings. (see Quadrant 4)

Number 2
Compare products to the checklist below for inclusiveness, before undertaking the observation/interview.
Questionnaire Checklist
Deliver client service:
-individual work is planned and carried out to ensure client service delivery is prompt and to the standard defined by the organization.
-all dealing with clients are consistent with accepted practice, duty of care responsibilities and the code of conduct of the organization
-the requirements of a diverse range of clients is incorporated into service delivery
-information about client needs, issues, rights and the range of services available is collected and maintained as required.
-where it is required, appropriate immediate action is taken to address urgent needs
-records of client interaction are maintained in accordance with organizational procedures.

Establishing rapport with clients:
-appropriate rapport is established with clients to enable high quality service delivery
-oral communication skills required to develop rapport with client. Oral communication skills may include listening, asking questions, and providing encouragement. Language used may be English, sign language or community language depending on client group.
-literacy competency required to fulfill the procedures of the organization/service. Language used may be English or community language depending on service/organization.

Review client service:
-procedural aspects of service delivery are monitored and records maintained as required.
-modifications to client service are carried out as required within the area of responsibility
-mechanisms are implemented to collect, record, analyze and report client service feedback
-potential areas of difficulty in client service delivery are identified and appropriate actions taken to address them

7. Refine: Refining the Extension

Objective: To compare the results of their questionnaires/observations to the following standard:
-service delivered to clients upholds the reputation of the organization and is consistent with relevant statutory or legislative requirements.

Activities:
Debrief the exercise in small groups. Discuss the following points:
-What happened?
-What did you see?
-Were there any gaps in delivery?
-How could the service have met these gaps?

Prepare a sample report (in any form) to the organization, e.g. what would you say in a staff meeting?

Assessment: Quality of learner contribution.

8. Perform: Creative Manifestation of Material Learned

Objective: To share what has been learned.

Activity:
-Learners will present their report to small groups for comment.
-Learners will prepare a non-verbal image/skit to celebrate ‘quality’

Assessment: Quality of learner contributions in presentation of assignment and critique of presentations.

Assessment, Phase Five,Performance, Creative Use of Material Learned: