Workplace Reporting

Get Skills Program
Workplace
Reporting
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Get ET
S k ill s
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inin
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T
E
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y m ent
Compliance
Workplace
and Regulation
Reporting This topic has been
designed to help
participants improve
Contents their knowledge
of reading, writing,
Part 1 using numbers and
Why is Reporting Important? computers at work
Page 6
Part 2
Incident Reports
Page 8
Part 3
Writing Notes
Page 13
Part 4
Report Writing
Page 18
Part 5
Typing and Printing a Report
Page 26
Training delivery options

Below are suggested topics that can be completed in any order.
Life and Work Skills
• Wellbeing and Care

• Providing Support Services
• Workplace Documentation
• Workplace Reporting
• Compliance and Regulation
Note: Please see Get Skills Program Introduction for more information.
Acknowledgement
Prepared for the Northern Territory Government, Department of Trade, Business
and Innovation.
Funded by the Australian Government, Department of Social Services.
For more information visit www.dss.gov.au
Workplace Reporting 2
Compliance
Workplace
and Regulation
Reporting
Mentors
Organisations, employment service providers, community groups and individuals
can use this program.
A mentor is anyone willing to work with participants and guide them through
the learning process. A mentor could be a team leader, a supervisor or a
community leader.
Tips for Mentors

Work on one topic/activity at a time.
Introduce each topic. Participants watch a video or look at the images on

an activity card. Learning occurs by listening, observing and participating.
Information needs to be repeated and presented in several different ways

to reinforce concepts, address knowledge gaps and cater for different styles.
Have a chat about the content as talking about the information helps people
to remember it.
Guide participants in the use of computers, especially when looking

for information on the internet, printing and saving files.
Computer literacy is part of the learning experience.
Tailor the delivery to the participants and build on their knowledge gained through
previous work experience and/or training.
Encourage the participant to ask you anything they are unsure of or that
they would like more information about; if you don’t have an answer, tell
the participant that you will find out and get back to them later. This will
help with the development of your own knowledge as well.
Compliance
Workplace
and Regulation
Reporting
About Workplace Reports:

There are many types of reports a support worker may use to document relevant
information when working with a person. Organisations provide workers with
induction about the documentation available and their expectations regarding
written reports.
Reports should be brief and completed in full. For example, if a person has
fallen over, it is important to include this in the person’s record as well as any
injuries that may have been sustained. It is not necessary however to include a
discussion that the person may have had with a visitor immediately prior to a
fall unless, of course, that is why the person fell.
Support workers are responsible for documenting the care they provide and
for gathering information about a person to assist in the development of care
plans. Documentation should occur at the time of, or as soon as after something
happens. This is particularly important if a person has fallen and/or have
sustained an injury. In some instances, the person may have to be transferred
for medical treatment and if the worker has been slow to document what has
happened, crucial information about the fall may be missed.
There are many factors which need to be considered when filling out forms
and documents. It is important that they are filled out in accordance to the
organisation’s protocols and procedures so it’s very important that workers
become familiar with their organisation’s requirements.
Good documentation will help workers in case something serious happens.
Source: swsi.moodle.tafensw.edu.au/mod/book/view.php?id=417008
TOPIC: Workplace Reporting
Part 1 Why is Reporting Important?
Part 2 Incident Reports
Part 3 Writing Notes
Part 4 Report Writiing
Part 5 Typing and Printing a Report
About the topic

This topic has been designed to help participants improve their skills to write
workplace notes and reports.
Activity Cards
The notes on each topic schedule provide some guidance on introducing
the topic and the information provided, activity cards include starters and
suggested responses.
Mentors need to read activity cards with participants and explain any
unfamiliar words. Activity cards include images to assist with understanding
and learning new knowledge.
Print all activity cards.
Additional information:
Activities are mapped against units of competency.
Each activity has a Reading, Writing, Digital and/or Numeracy component.
Resources: Videos, butchers paper, A3 paper, copies of activity cards, markers,

computers, access to the internet, projector, printer, scissors, glue, notebooks,
pencils, rubbers, sharpeners, pens, white-out.
TOPIC: Workplace Reporting Cont.
Suggested Schedule: There is no time limit

Mentors can spend from 30 mins onwards in each activity.
Each activity has a suggested time to assist with planning
Activities are intended as a guide, mentors can spend as much time as needed
to support participants to learn and practice skills.
Activities can be repeated as many times as needed.
The key is to learn and practice!
Important
Please use real workplace documentation such as incident/accident report
templates.
PART 1: Why is Reporting Important?
Session: What is Reporting?
Objective
To learn the importance of keeping accurate records at work.
Glossary
• email • template • report
Reading Note
Activity Card: Use your organisation’s templates as examples.
What are Reports?
Activity Card:
Practice Case Study 2
Time: 30 mins
Activity Card: What are reports?
Mentor explains concepts and any unknown words.
Mentor guides discussion on why reporting is important in the workplace?
Time: 30 mins
Activity Card: Practice Case Study 2
Mentor guides participants discussion.
Suggested time:
1 hour
Mapping to VET
FSKOCM01, FSKRDG01, FSKWTG01, FSKDIG01
PART 1: Why is Reporting Important?
Activity Card: What are Reports?

Discuss with
your mentor
Emails, memos and letters, reports are and group
a routine type of written communication
in many workplaces.
Reports are written to provide information

or to provide solutions to a problem.
Reports can be formal and informal and they

can be written in an email or using a template.
Reports can be written at any time or some

workplaces require them on a regular basis.
Reports are important because they

keep important information about what
happens in an organisation.
As a support worker, you will have to write

reports about the people you take care of
and about what happens at work.
These reports can be:

• writing case notes
• filling out incident reports
• completing a communication diary
• writing formal reports for supervisors or courts.
Discuss why is reporting important.

What could happen if we do not report?
PART 2: Incident Reports
Session: Writing an Incident Report
Objective
To learn how to write an incident report.
Glossary
• act • overview • notify • description • ABN • action
Reading Writing Numberacy Digital

Activity Card: Write short Using numbers to Use of computers,
What is an Incident/ sentences. record time and accessing the
Accident Report? dates. internet to read
and view digital
Activity Card:
content.
Information Needed
Activity Card:
Writing an Incident
Report 1 and 2
Time: 15 mins
Mentor and participants watch the short video prepared by NT Worksafe

about improving safety in Remote Arnhem Land.
Improving safety outcomes in remote Arnhem Land
https://youtu.be/JHJaqREb4Nw
Discuss what participants observed in the video between NT Worksafe and

business. (e.g. working together to make workplaces safe for workers, to
reduce the number of likely accidents or incidents occurring).
No matter how careful we can be, accidents and incidents do occur.
When they occur, we must report these to the Supervisor.
In this topic we are going to learn more about accident and incident report writing.
Time: 15 mins
Activity Card: What is an Incident/Accident Report?
Mentor explains information and unfamiliar words.
Session: Writing an Incident Report cont.
Time: 15 mins
Use the following site:
www.wikihow.com/Write-an-Incident-Report
Mentor uses images and heading to summarise the process of writing an inci-
dent report.
Time: 15 mins
Activity Card: Information Needed
Mentor explains the type of information needed to write an incident/accident

report.
Time: 30 mins
Activity Cards: Writing an Incident Report 1 and 2
Mentor reads the first card, explaining any concepts and unfamiliar words.
Mentor and participants discuss the incident.
Using the information from the first card, participants fill in the information
required in the second card.
Mentor provides support for writing as required.
Suggested time:
1 hour 30 mins
Mapping to VET
FSKOCM01, FSKRDG01, FSKWTG01, FSKDIG01, FSKNUM01
Activity Card: What is an Incident/

Accident Report?
An incident is when something happens to a person
or persons at work while they are doing their job.
Discuss with
your mentor
and group
Under the Work Health and Safety Act, it is a requirement

that employers notify NT WorkSafe about specific
incidents/accidents that happen at the workplace.
These incidents/accidents are

called notifiable incidents and include:
• a death of a person
• a serious injury or illness of the
person, or a dangerous incident.
An employer is required to contact NT WorkSafe immediately

after becoming aware of a notifiable incident at their workplace,
by either:
• calling 1800 019 115, or
• completing the appropriate 'incident notification form', and
• faxing it to 8999 5141, or emailing it to ntworksafe@nt.gov.au
Source: www.worksafe.nt.gov.au/LawsAndCompliance/Pages/incident-reporting.aspx
Activity Card: Information Needed

1. What happened: an overview
• provide an overview of what happened
• nominate the type of incident –

Discuss with
death, serious injury or illness, or dangerous incident.
your mentor
2. When did it happen and group
• date and time
3. Where did it happen
• address
• details that describe the specific location of the incident/accident.
4 What happened:
• detailed description of the incident.
5. Who did it happen to
• injured person’s name, date of birth, address and contact number
• injured person’s occupation
• relationship of the injured person to the business.
6. How and where are they being treated
• description of serious injury or illness – nature of injury
• initial treatment of serious injury or illness
• where the worker has been taken for treatment.
7. About the organisation
• legal and trading name
• business address (if different from incident address), ABN/ACN

and contact details including phone number and email.
8. What has/is being done
• action to be taken to prevent recurrence (if any).
9. Who is notifying/writing about the accident/incident
• notifier’s name, contact phone number and position at workplace
• name, phone number and position of person to contact for further information
(if different from above).
Source: www.worksafe.nt.gov.au/LawsAndCompliance/Pages/incident-reporting.aspx
Activity Card: Writing an Incident Report 1
Discuss with
your mentor
and group
Sharon Napanangka works for Care for You, an organisation

which provides meals and house work to support people
with a disability.
On Monday, 18th September around 1 pm. Sharon was supporting

several people on Culture Street in Wadeye.
It was a very hot day, so Sharon decided to wear thongs,

instead of closed shoes.
Sharon was walking to Julie’s house to do some house work,

when she stepped on a puddle, slipped and fell on her back
onto the footpath.
Sharon had her mobile phone in her skirt, so she called

her supervisor for help. She was in a lot of pain.
Sharon’s supervisor Julie Smith picked up Sharon and took

her to the clinic.
The nurse took an X-ray of Sharon’s back and told Julie that
Sharon had broken her hip.
Sharon was given medication and taken into Darwin for surgery.
Activity Card: Writing an Incident Report 2
Overview of what happened
Date and time
Address/location of incident
Detailed description of
the incident
Injured person’s name, date

of birth, address and
contact number, occupation
Description of serious injury

Initial treatment
Where the worker has been
taken for treatment
Organisation’s name
and address
Action to be taken to prevent

recurrence
Person writing the report’s

name and contact details
PART 3: Writing Client Notes
Session: Writing Notes
Objective
To learn how to write notes about a person.
Glossary
• communication • standards • planning
Reading Writing Numeracy

Activity Card: Writing short sentences Use numbers to record
Writing Case Notes to record work activity. time and dates.
Activity Card:
Guidelines for Writing
Case Notes
Activity Card:
Writing a Case Note
1 and 2
Time: 15 mins
Mentor discusses with participants about this session.
Writing for work means writing for various people and different reasons.
This writing can take many forms such as: people's case notes, minutes from
meetings, forms, work plans, referrals, letters, emails, diary entries, reminder
notes and so on. In this activity we are going to practice writing notes about
participants care.
These are often called case notes.
Activity Card: Writing Case Notes
Time: 15 mins
Activity Card: Guidelines for Writing Case Notes
Mentor explains the type of information needed to write a case note.
Session: Writing Notes cont.
Time: 30 mins
Activity Card: Writing a Case Note 1
Mentor and participants discuss Jo and Sharon’s story.
Mentor reads the first card, explaining any concepts and unfamiliar words.
Mentor and participants discuss the incident.
Using the information from the first card, participants fill in the information
required in the second card.
Mentor provides support for writing as required.
Participants share answers with the group.
Suggested time:
1 hour
Mapping to VET
Activity Card: Writing Case Notes
Discuss with
your mentor
and group
Case notes are an important form of communication and

need to meet the required organisational standards.
Support workers need to record all the information and any

planning agreed to during any meetings with the person.
Support workers need to write these notes shortly

after finishing any meeting with the person.
Activity Card: Guidelines for

Writing Case Notes
Write the case note as soon Write the date, time, location
as possible. and names of those people
present.
When writing something Write what people say as

someone says use quotation exactly as you can. Don’t write
marks: “ ” what you think they said.
Peter said “I need to see a Write this: Peter said, “I need to
doctor; I am not feeling very see a doctor; I am not feeling
well". very well.”
Not this: "Peter said he was sick".
When writing what you see, Record facts rather than your
you need to be clear. opinions.
‘Peter is always in bed’
I have observed that Peter
is always in bed and has Not…
difficulty sitting on the bed. 'Peter is too lazy to get up'.
Record exactly what the Take out any information that

person did, what you could is not related to the case.
see in their face.
Avoid using your opinion
Peter tried to get up from the or your feelings about the
bed and he was in pain. person.
Record the reasons why you make a decision.

For example:
Peter said, “I need to see a doctor, I am not feeling very well.”
I have observed that Peter is always in bed and has difficulty
sitting on the bed.
Peter was clearly in pain while getting out of bed. Discuss with
your mentor
I have made an appointment for Peter to see the GP.
and group
Source: https://etraining.communitydoor.org.au/mod/page/view.php?id=115
SESSION 1:: Worplace Documentation 18

Report any changes, anything about how people act,

feel, say and what is happening at their homes.
Jo and Sharon’s story Discuss with

your mentor
and group
1. Jo helps Sharon 2. Jo helps Sharon out of the

get to the toilet. wheelchair and onto the toilet.
3. Jo noticed that Sharon had 4. Sharon said,

difficulty walking. “I have been dizzy all day”.
5. After using the toilet, 6. Sharon told Jo, “I have been

Jo prepared a cup of tea feeling dizzy all the time, even
and a sandwich for Sharon. before and after eating.
7. Jo made the decision to 8. When Jo got back to the

organise an appointment office, she called the clinic
for Sharon to go to the clinic and wrote a case note
for a check-up. about Sharon.
Case note
Subject What do you need to report?
Support Worker’s name
Other participants and Name other participants

witnesses and witnesses here
Date/time event took place
Describe the details of the conversation or event
What happened?
What was discussed?
Who said what?
What was the decision,

instruction or agreement?
Who was to do this?

When did it need to
be done?
Signature: ____________________________________________________________
Date: ________________________________________________________________
PART 4: Report Writing
Session: Writing a Short Report
Objective
To learn how to write a short report about a person.
Glossary
• paragraph • sentence • summarise • headings • spelling • grammar
Reading Writing Digital

Activity Card: Writing short sentences. Use of numbers to record
Guidelines for Writing date and times.
a Short Report
Activity Cards:
Writing Short Report
Example 1 and 2
Writing a Short Report

Practice 1 and 2
Reading written text on

the computer.
Time: 15 mins
Use your organisation’s templates as examples where available.
See Mentor’s notes for more information

Activity Card: Guidelines for Writing a Short Report
Mentor explains the type of information needed to write a short report.
Time: 45 mins
Activity Card: Writing a Short Report Example 1
Activity Card: Writing a Short Report Example 2
Mentor explains the basics of finding information to write a short report.
Use the activity cards to practice.
Activity Card: Writing a Short Report Practice 1
Activity Card: Writing a Short Report Practice 2
Mentor and participants discuss Shakira and Janie’s story.
With the help of the mentor, participants input information in Practice 2.
Participants share answers with the group.

Session: Writing a Short Report cont.

Suggested time
1 hour
Mapping to VET
Mentor Notes: Tips for Writing Reports

Know who you are writing for and why
No matter what type of document you’re writing, from a short email to a long
report, it’s important first to be clear about your reader.
• who are you writing this document for?
• why are you writing it?
• what action do you want them to take?
• is there something you want them to do, think or feel because of reading
or hearing it?
• is there more than one reader or group of readers? if so, do you need
to write separate documents?
For longer documents, you might find it useful to write a brief plan before
you start.
Write for your reader

The first step in writing and speaking in plain English is to put yourself in your
reader’s shoes. Keep their interests in mind and ask the following questions
when writing your document.
• how familiar are they with the words and terms you are likely to use?
• what subjects can you assume they understand?
• how will they read the document? will they read it straight through
or skip through to the sections that interest them?
• will they need any background information?
• do you need to explain any details they may not be familiar with?
Mentor Notes: Tips for Writing Reports cont.

Use plenty of signposts
Table of contents
In a long document, a table of contents helps people to find the information

they are particularly interested in.
Introductory paragraph
If a section of a document is very long, it is a good idea to include an

introductory paragraph that summarises the contents.
Headings
Headings and sub-headings help people to work their way around a page.
They also make the text less intimidating.
Dot-point lists
Use dot-points to break down complex text into lists.
This guide includes plenty of examples of dot-points.
Use clear paragraphs

Limit each paragraph to one idea or topic.
Try to keep their length between two and five sentences.
Leave some white space between each paragraph and avoid continuing
a paragraph over a page.
Keep documents as short as possible

Long documents can be hard work to read.
Make sure every sentence you have written needs to be there.
Often as you edit your work, you will see ways to tighten up the writing
and present points more clearly.
It’s important to allow time for this.
Source: 26ten.tas.gov.au/PublishingImages/Tools/26TEN-Communicate-Clearly-A-Guide-to-Plain-English-Current
September-2014.PDF
Activity Card: Guidelines for Writing

a Short Report
Ask Who is going to read the report?
Collect Information needed
Organise Information collected, use headings
Follow the 5 Ws:

Who
When
Write
Where
What
Why
Check your work or have someone

to help you check:
Spelling
Check and ask
and expert! Grammar
Is it easy to understand?
Activity Card: Writing a Short Report:

Example 1
What happened
When (date/time)
Introduction
Where (location)
Who (people involved)
Main Use headings

information Order your ideas
Ending Summary-short story of the report
Jane refused to use the wheely walker.

Shakira spent 15 minutes each morning and night walking
beside Jane and encouraging her to use the wheely walker.
After five days, Jane started using the wheely walker herself.
This was a positive response.
Discuss with
your mentor
and group

Example 2
Discuss with
your mentor
and group
Support Worker:
Shakira
Introduction
Issue:
Janie refused to use the wheelie walker.
Janie’s activities:
Janie needs to use the walker at least 15
minutes every morning and every night.
Main Assistance:
information I started walking next to Janie when she
used the walker.
It only took 5 days for her to use the
walker again.
Recommendation:
Ending Check on Janie from time to time to make
sure she feels confident using the walker.

Practice 1
Janie and Shakira’s story

Last Monday on the 1st of June,
Shakira helped to feed Janie her lunch.
Janie loves kangaroo and her doctor recommended

Janie to eat more bush tucker and not to eat
any more take away food.
Shakira asked Janie why she had trouble with her meal,
and Janie said she has a hard time chewing.
Shakira suggested Janie cut her meat

into very small pieces.
Janie asked Shakira for help to do this because
she is not strong enough to use a knife.

Practice 2
Support Worker:
Introduction
Issue:
Janie’s activities:
Main
information
Assistance:
Recommendation:
Ending
Name: ____________________________________________________________
Signature: _________________________________________________________
Date: _____________________________________________________________
PART 5: Typing and Printing a Short Report
Session: Using Microsoft Word to Complete

Report
Objective
To learn how to type a report using Word.
The activity includes printing the report
Glossary
• open • save • document folder
Reading Writing Numeracy Digital

Information on Writing short Using numbers to Accessing a
activity card sentences on the record time and computer to use
computer. date. Microsoft Word to
Reading words,
complete a report
short sentences
and print to a
written on the
printer.
computer
Time: 30 mins
Activity Card: Writing a Short Report Example B
Use a computer connected to a projector and a printer.
Mentor opens a new Word document and types information onto the activity
card and copies it to the Word document.
Refer to glossary words during demonstration.
Mentor demonstrates how to create a folder and saves document in the folder.
Mentor then proceeds to demonstrate how to print document.
Time: 30 mins
Activity Card: Writing a Short Report Practice B
Participants type information on Word document.
Mentor assists participants to type, save and print document.
Participants print posters and share with the group.
Suggested time:
1 hour
Mapping to VET
FSKWTG01, FSKOCM01, FSKRDG01, FSKDIG01, FSKNUM01
Compliance
Workplace
and Regulation
Reporting
Module Summary
By completing this module, participants have learnt about:
• the importance of reporting for the workplace to record worker activity
• why incident reports are required and how to complet.
• practiced writing participant notes
• more practice writing, typing and printing a short report that are
often required at work.
If you are unsure, or want to check your learning, it's ok to go back

at any time and read the information presented.
Thank you for completing this module.
We wish you all the best for a successful career in Community Services
and Health work.
Workplace Reporting
Glossary
Word Meaning
Australian Business Number, a number to identify

ABN
a business.
Act To do something, a law.
An unfortunate incident that happens unexpectedly

Accident and unintentionally, typically resulting in damage
or injury.
Action The process of doing something to achieve an aim.
Bring or gather together (things, typically when

Collect
scattered or widespread).
Communication The imparting or exchanging of information or news.
Dangerous Able or likely to cause harm or injury.
A spoken or written representation or account

Description
of a person or thing.
A piece of written, printed, or electronic matter that

Document provides information or evidence or that serves as
an official record.
Document Folder A digital place for filing documents in a computer.
Messages distributed by electronic means from one

Email computer user to one or more recipients via
a network.
A folding cover or holder, typically made of stiff paper

Folder
or cardboard, for storing loose papers.
Workplace Reporting
Glossary
Headings A title at the beginning of a page or section of a book.
Notify To inform someone of something in a timely manner.
Open Start a program or document.
Organise Arrange into a structured whole; order.
Overview A general review or summary of a subject.
Paragraph A group of sentences which together tell a story.
Planning The process of making plans for something.
Give a spoken or written account of something that

Report
one has observed, heard, done, or investigated.
The condition of being protected from or unlikely

Safety
to cause danger, risk, or injury.
Keep safe or rescue (someone or something)

Save
from harm or danger.
Sentence A group of words which convey a statement.
Spelling The process or activity of naming the letters of a word.
Standards A level of quality or attainment.
A shaped piece of metal, wood, card, plastic, or other

Template material used as a pattern for processes such as
painting, cutting out, shaping, or drilling.
Workplace Reporting
Notes
SESSION 1: Workplace Reporting 34

Workplace Reporting
Notes
SESSION 1: Workplace Reporting 35

Workplace Reporting

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Get Skills Program

Training delivery options

Life and Work Skills

• Wellbeing and Care

Tips for Mentors

Introduce each topic. Participants watch a video or look at the images on

Information needs to be repeated and presented in several different ways

Guide participants in the use of computers, especially when looking

Computer literacy is part of the learning experience.

About Workplace Reports:

Good documentation will help workers in case something serious happens.

Part 1 Why is Reporting Important?

Part 2 Incident Reports

Part 3 Writing Notes

Part 4 Report Writiing

Part 5 Typing and Printing a Report

About the topic

Print all activity cards.

Each activity has a Reading, Writing, Digital and/or Numeracy component.

Resources: Videos, butchers paper, A3 paper, copies of activity cards, markers,

Suggested Schedule: There is no time limit

Each activity has a suggested time to assist with planning

Activities can be repeated as many times as needed.

The key is to learn and practice!

Session: What is Reporting?

Mentor explains concepts and any unknown words.

Mentor guides discussion on why reporting is important in the workplace?

Mentor explains concepts and any unknown words.

Mentor guides participants discussion.

Activity Card: What are Reports?

Reports are written to provide information

Reports can be formal and informal and they

Reports can be written at any time or some

Reports are important because they

As a support worker, you will have to write

These reports can be:

Discuss why is reporting important.

Session: Writing an Incident Report

Reading Writing Numberacy Digital

Mentor and participants watch the short video prepared by NT Worksafe

Improving safety outcomes in remote Arnhem Land

Discuss what participants observed in the video between NT Worksafe and

No matter how careful we can be, accidents and incidents do occur.

When they occur, we must report these to the Supervisor.

Mentor explains information and unfamiliar words.

Session: Writing an Incident Report cont.

Mentor explains the type of information needed to write an incident/accident

Mentor and participants discuss the incident.

Mentor provides support for writing as required.

Activity Card: What is an Incident/

Under the Work Health and Safety Act, it is a requirement

These incidents/accidents are

An employer is required to contact NT WorkSafe immediately

Activity Card: Information Needed

• provide an overview of what happened

• nominate the type of incident –

• date and time

3. Where did it happen

• details that describe the specific location of the incident/accident.

• detailed description of the incident.

5. Who did it happen to

• injured person’s name, date of birth, address and contact number

• injured person’s occupation