Staff Development Package 11906 Final Draft

LIVERPOOL CSC NEW STARTER
CASEWORKER DEVELOPMENT
PACKAGE / TOOL.
(Designed for New Starter Caseworkers in there first 12 months of employment.)
DEVELOPED BY GREGORY J EGAN

(Completed as part of a Social Work Research Placement Project
within Liverpool Department of Community Services 2006)
Note: This is copyright and the intellectual property of
Gregory J Egan
FINAL DRAFT 1.4
Last Update: 28/9/2006

Permission of use:
1. I give the NSW Department of Community Services Permission to utilise this
full document to help build programs to development child protection
caseworkers in the field, or to use as a tool in the field to development staff.
2. Other external state holders will need to seek my direct permission to utilise
the information in this document as it is currently my direct intellectual
property.
Permission can be obtained through emailing me directly at:

Work Email:
Gregory.Egan@community.nsw.gov.au
Or
Personal Email:
gegan73@yahoo.com.au
Note: Questions on this tool or ideas on how to improve it can also be directed
to either of these email addresses.
New Starter Case worker Development Program – Copyright Gregory J Egan 1

2006
Staff Development Package Index:
1. Skills Audit Questionnaire
2. VAK Learning Styles Self Assessment Questionnaire
3. General Learning Style Questionnaire
4. Units of Competency of a Child Protection Caseworker with Department of
Community Services.
5. Child Protection Caseworker Core Competency / skills & knowledge
Development tool.
6. Units of Competency of a Child Protection Caseworker with Department of
Community Services Form.
7. Training and On-The-Job Practice Requirements for New Caseworkers.

2006
SKILLS AUDIT QUESTIONAIRE / ACTIVITIES
Final Draft 1.4
Last updated: 11 September 2006
Developed by Gregory J Egan
Note: Document being designed to help a new caseworker brainstorm on what skills
they currently bring to the job and how these can benefit them in the position of a
child protection caseworker. This tool cab be used by caseworkers and managers alike
to help them work towards developing a new caseworker professionally and to
support the new caseworker prior to, during and after CDC training is completed.
The questions / tasks should be completed prior to the first supervision if possible, to
allow for initial discussions on the new caseworkers skill base, and also ways to
develop that new caseworker professionally. It is further designed to help develop self
assessment skills in the new worker, to make them more open to new ideas in
learning, and be more self aware and analytical overall.
Name:
Current Position:
Date:
1. What are your current qualifications? (Eg: TAFE, University, College)
2. What skills & knowledge would you say you feel you have developed from
obtaining these qualifications? (Think generally, eg: counselling skills, written
communication, research skills etc.)

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3. What previous jobs have you held including casual jobs? (Include even jobs
not related to this type of work, as even the most basic jobs may have
developed some skills from. Eg: A person working in a supermarket, may have
developed conflict resolution skills dealing with staff complaints etc.)
Note: The staff members resume could be used to complete this questionnaire.
4. What skills & knowledge do you feel you have developed from these various
job roles? (Think specific as well as more general, eg: counselling skills,
written communication, customer service, community work, investigation,
mediation etc.)

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5. What general skills / knowledge do you feel you bring overall to the job, from
your general life experience? (Eg: Think about what you have learnt in life, as
well as in work. Eg: Having children would have given you more knowledge in
child development, how to meet day to day needs of a child / young person etc
compared to someone that may have never been really involved with children
prior to coming to the job. Being in a long term relationship may have helped
you develop a better understanding of relationships and how they work.
Having been involved in dispute resolution within a office may have developed
better conflict resolution skills, coming from a particular cultural, religious of
indigenous background would have developed more knowledge about working
with people from these backgrounds, having travelled and seen things which
have helped you develop a level of understanding about various cultures etc.
Think broadly what you have done in your life and skills / knowledge you have
learnt. The experience we have in life shapes us, and also teaches us new
things, these are all potential skills, knowledge and levels of understanding
that help us in our day to day work. etc)

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6. Exercise: Now complete VAK Learning style Self – Assessment
Questionnaire, and the second learning style questionnaires provided. Reflect
on the results of the questionnaires and see if this is true to your learning style.
If not take time to sit back and think about how you best learn and absorb
information. Note: It is important to develop an understanding of how you
learning and absorb information and discuss these with your managers so that
they can better tailor your training and professional development to suit your
needs. It is also important to eventually learn how to take in information in a
variety of ways so understanding your learning styles helps you identify areas
for development so you can learn in a variety of settings effectively.
7. Exercise: Having reflected on what you bring to the job, through your notes in
previous questions and also your learning styles undertake the following
activity.
Read the Caseworker core competences & Core Competency Skill /

Knowledge development tool and reflect on ways you could develop these
competencies, or how you meet them due to past work experience,
qualifications obtained and life experience that you have had.

2006
8. Having completed the exercises in points 6 & 7 what would you identify your
strengths as; could be personal, professional, qualifications to meet the current
role of a caseworker etc? (Eg: Have experience in counselling, Have a degree
in psychology. 2 years experience working with youth in refuges, good
research skills developed from university, good communicator, good in groups
etc.)
9. Having completed the exercises in points 8 & 9 what would you identify your
areas for further development are to undertake the role of a child protection
caseworker effectively? Eg: Could be personal, professional, qualifications
etc., or have not had much practice experience in the field, have not worked
with children before, lack conflict resolution skills. Need to build on conflict
resolution skills Etc.)

2006
10. Think about where you would like to be 3 years from now, and skills you
might need to obtain this goal. Jot down some notes, and consider these when
forming your PPR. Eg: Someone straight from university may just want to
develop their skills as a caseworker, where someone that has worked in
various roles within the welfare sector, maybe working towards improving
their project skills, or training skills for example.
11. Now having completed all this, think of ways you could develop upon your
current skill base and discuss this with your manager casework during your
first supervision which will also help form the basis of your first PPR.

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LEARNING STYLE QUESTIONAIRES:
Learning Style Questionnaire 1:
VAK Learning Styles Self-Assessment Questionnaire

Note: This learning style question was a free resource obtained from http://www.businessballs.com
Circle or tick the answer that most represents how you generally behave.
(It’s best to complete the questionnaire before reading the accompanying

explanation.)
1. When I operate new equipment I generally:

a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:

a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:

a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:

a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:

a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:

a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out

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8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there
9. If I was buying a new car, I would:

a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:

a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:

a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:

a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:

a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:

a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:

a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:

a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:

a) how they look
b) what they say to me
c) how they make me feel

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18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:

a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:

a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:

a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:

a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:

a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:

a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:

a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:

a) they avoid looking at you
b) their voices changes
c) they give me funny vibes
27. When I meet an old friend:

a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake

2006
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:

a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:

a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s = B’s = C’s =
If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this
case read about the styles that apply to you in the explanation below.
When you have identified your learning style(s), read the learning styles explanations
and consider how this might help you to identify learning and development that best
meets your preference(s).
Now see the VAK Learning Styles Explanation.
VAK Learning Styles Explanation:
The VAK learning styles model suggests that most people can be divided into one of
three preferred styles of learning. These three styles are as follows, (and there is no
right or wrong learning style):
 Someone with a Visual learning style has a preference for seen or observed
things, including pictures, diagrams, demonstrations, displays, handouts, films,
flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a
look at that’ and will be best able to perform a new task after reading the
instructions or watching someone else do it first. These are the people who
will work from lists and written directions and instructions.

2006
 Someone with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds
and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’
and will be best able to perform a new task after listening to instructions from
an expert. These are the people who are happy being given spoken instructions
over the telephone, and can remember all the words to songs that they hear!
 Someone with a Kinaesthetic learning style has a preference for physical

experience - touching, feeling, holding, doing, practical hands-on experiences.
These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will
be best able to perform a new task by going ahead and trying it out, learning as
they go. These are the people who like to experiment, hands-on, and never
look at the instructions first!
People commonly have a main preferred learning style, but this will be part of a blend
of all three. Some people have a very strong preference; other people have a more
even mixture of two or less commonly, three styles.
When you know your preferred learning style(s) you understand the type of learning
that best suits you. This enables you to choose the types of learning that work best for
you.
There is no right or wrong learning style. The point is that there are types of learning
that are right for your own preferred learning style.
Please note that this is not a scientifically validated testing instrument – it is a free
assessment tool designed to give a broad indication of preferred learning style(s).
More information about learning styles, personality, and personal development is at

www.businessballs.com.
With acknowledgements to Victoria Chislett for developing this assessment.
Victoria Chislett specialises in performance psychology and its application within

organisations, and can be contacted via email: performance psychologist at
yahoo.com.

2006
Learning Style Questionnaire 2:
General Learning Style Questionnaire:

Mumford's model based on Kolb’s Learning Style.
Learning Styles:
(Note: This learning style questionnaire was take from the Department of Community Services
Transition to Management Training Program Permission was given by DOCS Learning &
Development to Utilise this questionnaire in my project to develop this Package. )
Do you know your preferred learning style?
As a learner, once you know your areas of strength and weaknesses, you are in a
much better position to choose learning experiences and opportunities that suit you, or
to develop your weaker styles.
Complete the following Learning Styles Questionnaire to find out your preferred
learning styles.
Learning Styles Questionnaire.
This questionnaire is designed to find out your preferred learning style(s). Over
the years you have probably developed learning “habits” that help you benefit more
from some experiences than from others. Since you are probably unaware of this, this
questionnaire will help you pinpoint your learning preferences so that you are in a
better position to select learning experiences that suit your style.
This information will help you to choose the most appropriate training activities both
for yourself and the person that you intend to coach.
There is no time limit to this questionnaire. It will probably take you 10-15 minutes.
The accuracy of the results depends on how honest you can be. There are no right or
wrong answers. If you agree more than you disagree with a statement, put a tick by it
(). If you disagree more than you agree with a statement, put a cross by it (X). Be
sure to mark each item with either a tick or a cross.
1. I have strong beliefs about what is right and wrong, good and bad.
2. I often act without considering the possible consequences.
3. I tend to solve problems using a step-by-step approach.
4. I believe that formal procedures and policies restrict people.
5. I have a reputation for saying what I think, simply and directly.
6. I often find that actions based on feelings are as sound as those based on careful
thought and analysis.
7. I like the sort of work where I have time for thorough preparation and
implementation.
8. I regularly question people about their basic assumptions.
9. What matters most is whether something works in practice.
10. I actively seek out new experiences.
11. When I hear about a new idea or approach I immediately start working out how to
apply it in practice.

2006
12. I am keen on self-discipline, such as watching my diet, taking regular exercise,
sticking to a fixed routine, etc.
13. I take pride in doing a thorough job.
14. I get on best with logical, analytical people and less well with spontaneous,
“irrational” people.
15. I take care over the interpretation of data available to me and avoid
jumping to conclusions.
16. I like to reach a decision carefully after weighing up many alternatives.
17. I am attracted more to novel, unusual ideas than to practical ones.
18. I do not like disorganised things and prefer to fit things into a coherent
pattern.
19. I accept and stick to laid down procedures and policies so long as I
regard them as an efficient way of getting the job done.
20. I like to relate my actions to a general principle.
21. In discussions I like to get straight to the point.
22. I tend to have distant, rather formal relationships with people at work.
23. I thrive on the challenge of tackling something new and different.
24. I enjoy fun-loving, spontaneous people.
25. I pay meticulous attention to detail before coming to a conclusion.
26. I find it difficult to produce ideas on impulse.
27. I believe in coming to the point immediately.
28. I am careful not to jump to conclusions too quickly.
29. I prefer to have as many sources of information as possible – the more
data to mull over, the better.
30. Flippant people who do not take things seriously enough usually irritate
me.
31. I listen to other people’s points of view before putting my own forward.
32. I tend to be open about how I am feeling.
33. In discussions I enjoy watching the manoeuvrings of the other participants.
34. I prefer to respond to events on a spontaneous, flexible basis, rather than
plan things out in advance.
35. I tend to be attracted to techniques such as network analysis, flow-charts,
branching programmes, contingency planning, etc.
36. It worries me if I have to rush out a piece of work to meet a tight deadline.
37. I tend to judge people’s ideas on their practical merits.
38. Quiet, thoughtful people tend to make me feel uneasy.
39. I often get irritated by people who want to rush things.
40. It is more important to enjoy the present moment than to think about the past or
future.
41. I think that decisions based on a thorough analysis of all the information are
sounder than those based on intuition.
42. I tend to be a perfectionist.
43. In discussions I usually produce lots of spontaneous ideas.
44. In meetings I put forward practical, realistic ideas.
45. More often than not, rules are there to be broken.
46. I prefer to stand back from a situation and consider all the perspectives.
47. I can often see the inconsistencies and weaknesses in other peoples’
arguments.
48. On balance I talk more than I listen.
49. I can often see better, more practical ways to get things done.

2006
50. I think written reports should be short and to the point.
51. I believe that rational, logical thinking should win the day.
52. I tend to discuss specific things with people, rather than engaging in social
discussion.
53. I like people who approach things realistically rather than theoretically.
54. In discussions I get impatient with irrelevancies and digressions.
55. If I have a report to write I tend to produce lots of drafts before settling on
the final version.
56. I am keen to try out things to see if they work in practice.
57. I am keen to reach answers via a logical approach.
58. I enjoy being the one that talks a lot.
59. In discussions I often find I am the realist, keeping people to the point and
avoiding wild speculations.
60. I like to ponder many alternatives before making up my mind.
61. In discussions with people I often find I am the most dispassionate and objective.
62. In discussions I am more likely to adopt a “low profile” than to take the lead and
do most of the talking.
63. I like to be able to relate current actions to a longer-term, bigger picture.
64. When things go wrong I am happy to shrug it off and” put it down to experience”.
65. I tend to reject wild, spontaneous ideas as being impractical.
66. It is best to think carefully before taking action.
67. On balance I do the listening rather than the talking.
68. I tend to be tough on people who find it difficult to adopt a logical approach.
69. Most times I believe the end justifies the means.
70. I do not mind hurting people’s feelings so long as the job gets done.
71. I find the formality of having specific objectives and plans stifling.
72. I am usually one of the people who put life into a party.
73. I do whatever is expedient to get the job done.
74. I quickly get bored with methodical, detailed work.
75. I am keen on exploring the basic assumptions, principles and theories
underpinning things and events.
76. I am always interested to find out what people think.
77. I like meetings to be run on methodical lines, sticking to laid-down agendas, etc.
78. I steer clear of subjective or ambiguous topics.
79. I enjoy the drama and excitement of a crisis situation.
80. People often find me insensitive to their feelings.

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Learning Styles Questionnaire – Scoring
You score one point for each item you ticked (). There are no points for items
you crossed (X). Simply indicate on the lists below which items were ticked.
Totals:
Activist: Reflector: Theorist: Pragmatist:
The column(s) with the highest score indicate your preferred learning style.
UNDERSTANDING YOUR LEARNING STYLES

QUESTIONNAIRE RESULT
Now, you should have four scores, ranging from nought to twenty, for Activist,
Reflector, Theorist and Pragmatist. The questions is: what do these four scores tell
you?
Since the maximum score for each style is twenty, at first sight you might conclude
that the highest of your four scores indicates your predominant learning style. This,
however, is not necessarily so. Before drawing a conclusion you need to view your
scores in relation to those obtained by other people who have completed the
questionnaire. Norms, as they are called, have been calculated for various groups of
people and you need to decide with which group to compare your scores. If in doubt
use the general norms below which are based on the scores obtained by well over a
thousand people.

2006
The norms are calculated on the scores obtained by:
A. The highest scoring 10% of people

B. The next 20% of people
C. The middle 40% of people
D. The next 20% of people
E. The lowest scoring 10% of people
To illustrate how to use norms to interpret your LSQ result let us suppose your
scores are Activist 11, Reflector 11, Theorist 11 and Pragmatist 11. (We have
chosen these scores deliberately because they admirably demonstrate the
importance of using norms to reach an interpretation). The norms give the identical
raw scores of 11 different weightings as follows:
A score of 11 for Activist falls in the B range indicating a strong preference for this
style.
A score of 11 for Reflector falls in the D range indicating a low preference for this
style.
A Score of 11 for Theorist falls in the C range indicating a moderate preference.
A score of 11 for Pragmatist falls in the D range indicating a low preference

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LEARNING STYLES - GENERAL DESCRIPTIONS
ACTIVISTS:
Activists involve themselves fully and without bias in new experiences. They enjoy
the here and now and are happy to be dominated by immediate experiences. They
are open-minded, not sceptical, and this tends to make them enthusiastic about
anything new. Their philosophy is “I’ll try anything once”. They tend to act first and
consider the consequences afterwards. Their days are filled with activity. They
tackle problems by brainstorming. As soon as the excitement from one activity has
died down they are busy looking for the next. They tend to thrive on the challenge
of new experiences but are bored with implementation and longer-term consolidation.
They are gregarious people constantly involving themselves with others but in doing
so, they seek to centre all activities around themselves.
REFLECTORS:
Reflectors like to stand back to ponder experiences and observe them from many
different perspectives. They collect data, both first hand and from others, and prefer
to think about it thoroughly before coming to any conclusion. The thorough collection
and analysis of data about experiences and events is what counts so they tend to
postpone reaching definitive conclusions for as long as possible. Their philosophy is
to be cautious. They are thoughtful people who like to consider all possible angles
and implications before making a move. They prefer to take a back seat in meetings
and discussions. They enjoy observing other people in action. They listen to others
and get the drift of the discussion before making their own point. They tend to adopt a
low profile and have a slightly distant, tolerant, unruffled air about them. When they
act it is part of a wide picture which includes the past as well as the present and others
observations as well as their own.
THEORISTS:
Theorists adapt and integrate observations into complex but logically sound theories.
They think problems through in a vertical, step by step, logical way. They assimilate
disparate facts into coherent theories. They tend to be perfectionists who won’t rest
easy until things are tidy and fit into a rational scheme. They like to analyse and
synthesise. They are keen on basic assumptions, principles, theories, models and
systems thinking. Their philosophy prizes rationality and logic. “If it’s logical it’s
good”. Questions they frequently ask are “Does it make sense?”. “how does this fit
with that?” What are the basic assumptions?”. They tend to be detached, analytical
and dedicated to rational objectivity rather than anything subjective or ambiguous.
Their approach to problems is consistently logical. This is their “mental set” and they
rigidly reject anything that doesn’t fit with it. They prefer to maximise certainty and
feel uncomfortable with subjective judgements, lateral thinking and anything flippant.

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PRAGMATISTS:
Pragmatists are keen on trying out ideas, theories and techniques to see if they work
in practice. They positively search out new ideas and take the first opportunity to
experiment with applications. They are the sort of people who return from
management courses brimming with new ideas that they want to try out in practice.
They like to get on with things and act quickly and confidently on ideas that attract
them. They tend to be impatient with ruminating and open-ended discussions and
solving problems. They respond to problems and opportunities “as a challenge”.
Their philosophy is “There is always a better way” and “If it works it’s good”.

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UNITS OF COMPETENCY
CHILD PROTECTION CASEWORKER
DEPARTMENT OF COMMUNITY SERVICES
FINAL DRAFT 1.4

Last Update: 11th September 2006
Developed by Gregory J Egan
Note: Document being designed to develop a list of core competencies of a Child Protection
Caseworker with the NSW Department of Community Services. This tool can be used for caseworkers
and managers alike to help them work towards developing a new caseworker professionally and to
support the new caseworker prior to, during and after CDC.
This has been developed using the caseworker job description, PPR core job responsibilities, and
the CDC suggested tasks during training document, CDC Caseworker Assessment Report, as
well as my own ideas as an experienced worker within the Department.
GENERAL INFORMATION ON COMPENTENCY STANDARDS:
Definitions of what competency standards are:
“Competency Standards state what is expected of workers to effectively and

efficiently undertake the range of activities in a job. Underlying the competency
standards is the knowledge, skills and attitudes which workers must demonstrate to
show that they are able to undertake the job for which they are employed. The
competency standards give a benchmark for a particular level of ability against which
workers can assessed to attain qualifications, or improve job performance.”
(http://www.csheitc.org.au/Training%20Issues/competency_standards.htm)
The National Training Board (NTB) policy and guidelines established for competency
standards development broadly define what competency is in the following points:
'This is a broad concept of competency in that all aspects of work performance, and
not only narrow task skills, are included. It encompasses:
 the requirement to perform individual tasks (task skills)
 the requirement to manage a number of different tasks within the job (task
management skills)
 the requirement to respond to irregularities and breakdowns in routine
(contingency management skills)
 the requirement to deal with the responsibilities and expectations of the work
environment (job/role environment skills).
 Moreover, the broad concept of competency should be:
 related to realistic workplace practices
 expressed as an outcome
 understandable to trainers, supervisors and potential employers." (NTB
1991:18)
(http://www.tafensw.edu.au/teachersstaff/gender/inctools.htm#TOC-1)

2006
Guide to Assessment Standards:
Note: For the purpose of conformity this has been copied from the Department of Community
Services CDC Assessment Report for new caseworkers who have completed CDC. This will be
used in the competency questionnaires and forms.
The following performance standards have been developed to assist you in the
assessment of a caseworker during their development.
1 = standard of performance is of HIGH ACHIEVEMENT

2 = standard of performance is of SUBSTANTIAL ACHIEVEMENT
3 = standard of performance is SATISFACTORY
4 = standard of performance REQUIRES FURTHER DEVELOPMENT
5 = standard of performance is UNSATISFACTORY
Explanation of Categories:
1. Standard of performance is of high achievement:
This indicates that the trainee has demonstrated an extremely effective approach in
performing their duties.
Examples may include: -

 Prioritizes work and completes tasks satisfactorily within given timeframes
 Is able to work under minimum supervision and seeks out direction if required
 Uses supervision time effectively to process issues and casework decisions
 Analyses situation and conceptualises the appropriate course of action.
2. Standard of performance is of substantial achievement:
This indicates that the trainee has demonstrated a significant level of skill in the
performance of their duties.
Examples may include:-

 Achieves desired outcomes with regular supervision
 Can prioritise their workload and completes tasks satisfactorily within a given
timeframe
 Can engage in consultation with colleagues and supervisors to achieve desired
service delivery outcomes
 Can work independently and seek out direction if required
 Uses supervision time effectively to process issues and gain assistance with
casework decisions
 Analyses situations and draws conclusions regarding the appropriate course of
action.

2006
3. Standard of performance is satisfactory:
This indicates that the trainee has demonstrated an adequate and acceptable level of
skill in the performance of their duties.

 Achieves desired outcomes but requires regular and direct supervision
 Needs assistance in prioritising workload but completes assigned tasks
satisfactorily in the given timeframe
 Seeks consultation from more experienced and competent colleagues to achieve
desired service delivery outcomes
 Seeks out direction from supervisor and is able to put directions into practice
 Uses supervision time effectively in seeking guidance on casework decisions but
requires support to process other issues of concern
4. Standard of performance requires further development:
This indicates that the trainee has demonstrated a willingness to carry out tasks as
assigned and has an ability to complete some of these tasks adequately. However,
there are skills, knowledge areas and attitudes that need further development.

 Needs assistance to achieve desired outcomes and requires intensive guidance to
complete tasks
 Needs constant assistance in prioritising workload but responds to direction in the
completion of tasks within a given timeframe
 Experiences difficulty when consulting colleagues due to confusion about role and
work practices
 Constantly looks for direction from supervisor but is not always able to put
directions into practice
 Uses supervision time to seek guidance on casework decisions but requires great
assistance to clarify casework issues. Requires guidance and direction to process
other issues of concern
 Conceptual and analytical ability is limited; the trainee initially requires guidance
in linking action to outcome.
5. Standard of performance is unsatisfactory:
This indicates that the trainee has not demonstrated the required skills at any level.

 Does not reach agreed outcomes on assigned tasks
 Is unable to prioritise workload and constantly has difficulty in meeting deadlines
 Is isolated from the work team and is inappropriate in relating to colleagues and
clients, i.e. may become defensive when colleagues provide assistance
 Either seeks out directions excessively or not at all and constantly misunderstands
directions
 Does not/is unable to use supervision as a source of guidance or assistance with
casework decision making. Cannot identify on-going casework issues or other
areas of concern

2006
 Has very poor analytical and conceptual skills to be an effective worker and/or has
extremely poor understanding of the role of a Caseworker.
Note: (My Recommendations.)

Standards of performance within a particular competence will need to be deemed
satisfactory or above to be able to say the Caseworker is satisfactory in that skill level.
Examples of evidence of how a caseworker has proven their competence is required
by the Manager when a caseworker is deemed to have met a particular competence
and noted within Supervision reports for the first 12 months to assist with training and
development of a casework worker.
Competencies should be further reviewed on a monthly basis to understand how the

caseworker is developing overall. This will further enable the manager to get a better
feel where the caseworker is at developmentally and make the supervision sessions
more rewarding and structured for caseworker and manager alike. The final result
should also be that development of the caseworkers skills should also be more wide
ranging overall in those first 12 months on the job, instead of being specialist to a
particular team and role.
There is option for using these tools to be used beyond 12 months if the Manager
casework and or caseworker still feels they need more develop in a few areas of
competency to bring them up to a satisfactory standard in those particular skills.
This whole process should be open and transparent so both manager and caseworker
know what they are working towards, and reflective feedback should be given to the
new caseworker as much as possible during training. Any copies of supervision notes
used should not only be kept by the manager but a copy given to the caseworker too.
Early Intervention Specific:
The difference here is that a strength based assessment and the approach is used here
instead of the risk assessment model and clients are also voluntary. Same general
skill bases are applied here overall just the model of assessment is different.

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Competencies of a Child Protection Caseworker with the
Department of Community Services:
Developed by Greg Egan CPCS
Unit 1: The Ability to Interpret and apply legislation.
Element of Competency Performance Criteria
Understanding of major aspects of the 1. Caseworker shows understanding

child protection act and how to apply of what is a risk of harm, and
these in practice. procedures associated with this, and
procedures, policies and legislation
associated investigation and
assessment. Demonstrated through
practice and case management.
2. Caseworker understands
principles of participation, and self
determination demonstrated through
practice.
legislative requirements for working
with children from indigenous
backgrounds demonstrated through
legislation relating to requests for
assistance, which will be demonstrated
by successfully assessing requests for
assistance.
5. Caseworker understands concepts
relating to legislative requirements of
Out of Home Care. It is expected that a
staff members knowledge on a OOHC
Team should be higher in these
sections of the act due to being on such
a team. Eg: Tempcare, entering and
leaving OOHC, indigenous principals
etc. This will be demonstrated through
6. Caseworker demonstrates
practical use of the act within day to
day casework at a satisfactory level,
which will be demonstrated through

2006
Understanding of the children’s court 1. Understanding local children’s
procedures, internal DOCS policies & court policies and procedures around
procedures, internal legislation and when to lodge, and what is expected of
related legislation associated with this. the caseworker whilst the matter is
being heard at court. Demonstrated by
being involved in a matter before court
and following it through.
2. Understanding principals of
evidence and what is needed to take a
matter before the children’s court.
Demonstrated by being involved in
matters taken before the courts, and
needing to write affidavits, care plans
etc.
3. Understanding why a matter
should or could be taken to the
children’s court. Demonstrated by the
caseworker analysing risk factors of a
case they are involved in, and making
decisions in conjunction with the
manager and other caseworkers
involved as to what action needs to be
taken and why.
Understanding major internal policies & 1. Caseworker has become familiar

procedures and where to find them. with DOCS online and where to find
appropriate internal policies and
procedures.
2. Caseworker demonstrate a
satisfactory understanding of the
following policies / corporate
processes, and adhere to them in day to
day work as required:
- Code of conduct and ethics.
- OHS Requirements including reporting
all work related hazards.
- Equity policies and procedures. Eg:
Anti-discrimination, EEO, EAPS,
Aboriginal employment policies ,
approved records management. etc.
3. Caseworker shows understanding
of major policies located within
Business Help, Kids Business support
etc.
Understanding docs and office induction 1. Completes items associated with

processes. office/docs Induction Checklist
Successfully.

2006
Understanding of Administration 1. Is able to complete flex sheets,
procedures within DOCS. leave forms extra.
2. Is able to do basic things like
complete movement board, fill in car
KM’s in relevant books, booking
conference / interview rooms. etc

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Unit 2: Communication Skills.
Mediation, Negotiation & Conflict 1. Caseworker is able to satisfactory

Resolution skills. assist in the facilitation of case
conferences and other types of
meetings and deal with conflicts that
arise, as well as effectively negotiate
and mediate within these meetings
around various issues to a satisfactory
level regardless of what agreements
have been reached. Demonstrated by
successfully being involved in such
activities.
2. Caseworker is able to respond to and
deal with a variety of volatile &
challenging situations in a constructive
and out come focused manner.
Demonstrated during practice and case
management in dealing with such
situations.
3. Personal Planning and Review Process
is undertaken in a constructive and
cooperative manner between
caseworker and supervisor.
Demonstrated by formulating a PPR.
4. Caseworker is able to resolve
complaints from foster carers, parents
and other sources in an efficient and
timely manner, and or as per policy
and procedures depending on the
extent of the complaint.
Written communication skills. 1. Case worker is able to write

letters of referral, case notes, minutes
of meetings, submissions etc in day to
day work, to a satisfactory standard,
and record this information as per
internal record keeping and file
management policies and procedures.
Demonstrated through management
reviews of files the caseworker has

2006
worked on.
2. Caseworker is able to complete
risk of harm reports to a satisfactory
level. Demonstrated through
management reviews of risk of harm
reports the caseworker has completed.

secondary assessments to a satisfactory
level. Demonstrated through
management reviews of secondary risk
of harm reports the caseworker has
completed.
affidavits, care plans and other related
court documents, as per department
and children’s court standards.
Demonstrated through management &
legal officer reviews of reports the
caseworker has completed.
Oral Communication Skills. 1. Caseworker is able to engage and

actively listen to children / young
people, adults, fellow professionals and
agencies in a professional, respectful,
ethical and empathic manner.
2. Caseworker is able to conduct
investigative interviews of Children /
Young Persons and adults.
Demonstrated through undertaking
successful investigative interviews, and
feedback from fellow professionals to
manager casework.
3. Is able to conduct interviews as
part of day to day casework with
children / young persons, adults and
other professionals as required as part
of investigation and case management
of cases.
4. Is able to discusses any office and
individual issues within supervision, in
a constructive and reflective manner,
whether they be personal, or
professional.
Non – verbal Communication Skills. 1. Is aware of how certain body

language, methods of dress can be
offensive or disrespectful to various
cultural, ethic and religious groups.
2. Is conscious of own body

2006
language when engaging clients.
Unit 3: Investigation, Analytical, Assessment & Case

management Skills
Ability to take, assess and record risk of 1. Is able to record information

harm reports. accurately that is being reported.
2. Is able to assess information being
reported and make recommendations in
consultation with manager casework,
taking into account current information
as well as history where available.
3. Is able to enter an initial assessment
report onto the Corporate information
system. (KiDS).
4. Is able to complete an initial
assessment within a timely manner.
5. Is able to refer to manager casework
for final approval, and hypothesis on
what is being reported, and what may
have result in making this matter be
reported, and refer report to the
appropriate CSC.
Ability to assess request for assistance. 1. Is able to gather and provide

information in a way that respects the
clients experiences, feelings and
beliefs. Eg: Showing cultural
sensitivity to those that have certain
beliefs even if the caseworker does not
agree with them.
2. Is able to assess needs of client and
makes appropriate recommendations as
required around appropriate actions,
and services that need to be provided.
Eg: Referrals, provision of
information, Financial assistance.
3. Is able to advocate for clients where
required to obtain appropriate services.
4. Is able to record action take as an
Initial Assessment on the Corporate
information system (KiDS) if a new
request for assistance and record action

2006
taken as required. Eg: Complete a
Provision of Assistance Record and
relate to Initial Assessment Record.
5. Is able to complete an assessment

within a timely Manner, and consult
with Manager casework as required
prior to final approval of actions to be
taken.
Ability to undertake an investigation as a 1. Participates in briefings and

result of a risk of harm report or new debriefings of new reports, and follows
information. through with briefing and debriefing
directions.
2. Is able to hypothesis during briefings
around how various reports could have
come to be, and what could have result
in regards to them prior to undertaking
the investigation.
3. Is able to Gather and provide
information in a way that respects the
clients experiences, feelings and
beliefs. Eg: Showing cultural
sensitivity to those that have certain
beliefs even if the caseworker does not
agree with them.
4. Is able to gather information about
the client from a range of sources to
build up a comprehensive
understanding of the client’s problems
and strengths, and problems in the
social context. Eg: Contact with
various agencies, investigative
interview’s with children / young
people, parents and other relevant
people.
5. Is able to clearly identify the
potential risk factors to the child /
young person in order to be able to
reduce the risk factors.
6. Takes into account departmental
history and personal backgrounds of
clients when undertaking
investigations. (Note: This maybe not
always practical when a caseworker is
needing to respond due to a crisis.)
7. Is able to collate the information

2006
obtained from the investigation to
complete a secondary risk of harm
report.
8. Is able to give constructive, and
reflective feedback to clients and other
relevant people as required.
9. Is able to complete an investigation

within a timely manner, or as
directed by manager casework.
Ability to complete a secondary risk of 1. Shows understanding of the NSW

harm assessment report. DOCS Risk Assessment Framework
and how to apply this. This is
demonstrated through completion of
secondary risk of harm reports.
2. Is able to identify the potential
risk factors to the child / young person
in order to make recommendations that
are able to reduce the risk factors.
3. Is able to utilise research and
other resource guides, models etc
where required to assist in providing a
more comprehensive assessment to
support recommendations. This is
demonstrated through active use of
theories models, resource guides etc, to
assist in day to day casework and
assessment.
4. Is able to review assessment
findings and recommendations with
client prior to closure or
recommendation for other alternate
actions, and reasons for undertaking
such actions, in a clear and
understandable manner. This is
demonstrated through the caseworkers
interviews with clients over findings
and recommendations at various stages
of casework, and how they engage
clients and explain issues and
recommendations during these
interviews.
5. Is able to complete a secondary
risk of harm assessment report on the
Corporate Information System (KiDS)
to a satisfactory level and attach this to
the paper file.
6. Caseworker is able to completed

2006
secondary assessments referred to
manager caseworker for approval
within a timely or recommended time
frame.
Ability to undertake effective case 1. Is able to develop a

management of a case. comprehensive understanding of a
history of a case through such things
as; reviewing of paper files, local
knowledge, discussions with people
who have had involvement with the
case, preferably prior to engaging the
family if possible. Demonstrated
through use of such tools as file
summaries, and reflecting with
manager casework on the case.
2. Is able to clearly explain to a
client in understandable terms, reasons
for departmental involvement,
recommendations for further action
such as court, ongoing work, and also
their rights during any action being
taken etc.
3. Utilises evidence based practice
with clients in casework.
4. Is able to establish and build an
ongoing, empathic and respectful
working relationship with clients.
Demonstrated through case work and
interaction with clients.
5. Is able to explore with the clients
their views, strengths, issues and
opinions on what needs to be achieved
to make positive change, and treat
these views in a respectful manner.
6. Is able to utilise research and
other resource guides, models etc to
assist in providing the most appropriate
service to the client.
7. Is able to advocate for clients
where required to obtain appropriate
services, resources extra. Eg: Making
formal referrals to services, or
submissions for funding to more senior
managers.
8. Shows understanding of power,
age, cultural etc differences between

2006
client and worker when engaging them
and how this impacts on a client being
involved with a statutory body.
9. Is able to encourage and promote
self determination where possible with
clients in choices facing them, and
encourage them to participate in the
decision making processes, exploring
alternatives and in consultation with
them.
10. Is able to work towards or assist in
empowerment of the clients to help
reduce risk, and level of department
involvement needed.
11. Is able to use principles of mediation,
negotiation, assertion, and conflict
resolution when working with clients
on resolving issues.
12. Is able to develop outcome focused
case plans that aim to reduce risk
factors of the child / young person,
and sets clear time frames when tasks
are to be completed by. And review
these formally within set timeframes
in consultation with Manager
casework and other relevant parties
involved in the case.
13. Is able to adhere to case plans and
follow through with
recommendations on them subject to
other crisis’s that may impact on
them, to assist in the reduction of risk
factors. Demonstrated through
ongoing casework with families.
14. Is able to complete formal reviews of
cases using the “case plan review
closure record”.
15. Casework system, record keeping
and administrative functions are
maintained to comply with
legislation and departmental
guidelines to ensure continuity of
service and accountability within the
Department and to clients and the
community.
16. Is able to monitors & evaluates the
progress on clients on a continuing
basis noting changes in risk factors to
child / young person, and obtaining
information from a variety of sources

2006
during the casework to undertake
appropriate reviews.
17. Intervention with Aboriginal families
is undertaken according to
legislation, policy and guidelines.
18. If child / young person is placed into
long term care caseworker is able to
follow principles of permanency
planning when making such
recommendations.
OOHC Specific:
19. Is able to adhere to and show

understanding of policies and
procedures relating to children in
care.
20. Is able to conduct formal reviews of
children in care, as per internal docs
policies and procedures.
21. Is able to constructively engage and
develop effective rapport and to
assess carer needs in caring for
children in short and long term care.
22. Shows understanding of policies and
procedures associated with the
investigation of allegations against
carers caring for children in long
term care.
23. Is able to complete submissions as
required for various items and
services during casework.
24. Is able to understand policies and
procedures for dealing with aftercare
matters.
Ability to organise and participate in case 1. Is able to organise a case

conferences / meetings and formulate conference, care plan meeting or other
case plans. type of meeting via contacting
appropriate parties and sending out
invitations as required.
2. Is able to assist in the facilitation
of a case conference, care plan meeting
or other type of meeting.
3. Is able to engage clients and other
relevant parties during a meeting as
required to assist in formulating a case
plan.
4. Uses principles of mediation,
negotiation, assertion, and conflict
resolution when working with clients

2006
on issues.
5. Is able to assist in the formulation
of an out come focused case plan, in
collaboration with relevant parties,
tasks being allocated, and clear time
frames set, prior to final approval by
manager casework.
6. Case plans are documented using

the relevant framework and computer
system software, completed tasks
recorded appropriately, and the plan
monitored for effectiveness and
reviewed at agreed timeframes.
(Subject to unforeseen circumstances.)
Ability to effectively manage personal 1. Develops a clear understanding of

work loads. the range of professional and
administrative tasks required in the
position.
2. Understands own individual roles
and responsibilities within the
organisation.
3. Understands the lines of delegation
within the office & organisation.
4. Is able to prioritize workload tasks,
and be able to identify higher and
lower priority tasks and achieve them
by set deadlines.
5. Maintains agency policies and
procedures, for efficient completion of
administrative and professional tasks.
Eg: Completion of flex sheets and
workload planners.
6. Is able to comply with agency
occupational health and safety policies
whilst meeting deadlines.
7. Is able to utilise time management
tools such as Microsoft Offices Task &
Calendar sections, as well as personal
diaries. etc.
8. Attends regular case management
meetings with manager casework, for
reviewing and updating case plan as
required.
9. Is able to identify when things are
becoming too difficult in managing
current tasks allocated to the

2006
caseworker, and discuss these issues
openly with the manager casework.
Ability to make decisions in day to day 1. Is able to act independently in the field
case work & interpret knowledge of & in the CSC without direct manager
relevant legislation around casework supervision.
decision making and delegations. 2. Is able to effectively contribute to
decision making on cases being
worked on, and make
recommendations on such cases.
3. Is able to prioritise workloads

effectively.
4. Is aware of relevant approval
delegations into day to day casework.
Unit 4: Networking Skills
Being able to engage and liaise with other 1. Is able to builds networks with
professionals / agencies as required. agencies / professionals etc through
agency visits, attending interagency
meetings, or case work related
meetings.
2. Is able to engage other agencies in
a respectful and professional manner.
3. Is able to provide relevant
information about docs services to
other agencies as required, or consults
with those that are aware of such
information.
4. Is able to support positive /
constructive communication networks
and co-operation among stake holders
through practice.
Being able to advocate for clients when 1. Is able to make referrals on behalf
engaging services on their behalf. of clients in writing and over phone in
a timely manner.
2. Is able to advocates on clients
behalf to remove barriers to clients
accessing services.
3. Is able to assist in resolving
problems between clients and service
providers.
Being aware of services in the area that 1. Develops a working knowledge of

2006
maybe of benefit to clients. relevant services in the community,
and maintains formal / informal contact
with service providers and
management within these services.
Unit 5: Team work skills
The ability to work within a team 1. Shows respect to all staff within
environment in an effective and the office.
productive manner. 2. Any internal team conflicts are
resolved in a satisfactory and timely
manner.
3. Supports and co-operates with
other staff members within the office.
4. Actively participates in team &
office meetings or team / offices
lunches.
5. Is seen to go out with a variety of
staff and liaise with a variety of staff
whilst undertaking casework.
Unit 6: Technical Computer Skills
Ability to use the Corporate Information 1. Search for and locate information
System (KiDS) on the KiDS system as required.
2. Can add people on the system,
and update their personal information
as required.
3. Can complete Reports /
Assessments on the KiDS system as
required.
2006
4. Can enter day to day case notes
on the system.
5. Can enter a child / Young Person
into care on the KiDS system.
6. Can record Legal Information on
the system as required.
7. Can update a case plan on the
system as required.
8. Can enter a Carer onto the system,
and update person information as
required.
Ability to use Microsoft Word or related 1. Utilises word processing packages

word processing programs. to undertake such activities as writing
up reports, day to day case notes &
referrals etc.
2. Utilises Microsoft word to
complete other related word documents
as required.
Ability to use Microsoft Outlook. 1. Utilises Microsoft Outlook to

send and receive emails.
2. Can utilise Microsoft Outlook’s
Calendar to record appointments.
3. Can utilise Microsoft Outlook as a
tool to record tasks that need to be
undertaken by the caseworker.
Ability to use Microsoft Excel. 1. Utilises Excel to complete flex

sheets.
2. Utilises Excel to complete
workload planners.
Ability to use internet explorer. 1. Utilises internet explorer (Docs

Online) to access relevant policies,
procedures and legislation.
2. Utilises internet to access relevant
research and practice tools.
3. Utilises internet to access relevant
information on services.
Ability to use SAP HR. 1. Able to enter leave information as

required for approval.
2. Able to enter PPR information
and update it as required.
3. Able to update personal

2006
information as required.
Ability to type. 1. Ability to type. (No official

judgement on word per minute. Assess
on a needs basis.)
Unit 7: OCCUPATION HEALTH & SAFETY (OH&S)
Knowledge of OH&S risk hazard 1. Is able to articulate potential OH&S

identification within the workplace. risk hazards within the workplace and
how to reduce these risks. Eg: How to
work station setup, knowledge of where
duress alarms are in interview rooms,
lightening, moving objects laying in
middle of floor extra.
2. Has knowledge of current emergency
evacuation procedures.
3. Is aware of who current first aid
officers are, and where first aid kits are
located.
Knowledge of potential OH&S hazards 1. Is able to articulate potential risks

within the field. a caseworker may face in field work,
and how to overcome or reduce these
risks. Eg: know what clients maybe
potentially violent and requesting
police assistance where required.
Self Care & Stress Management. 1. Knowing symptoms of stress, and

being able to identify individual stress
copying mechanisms.
2. Knowing services available to
help cope with stress in workplace. Eg:
EAPS counselling. As well as stress
management techniques.
3. Being self reflective in
understanding how the work is

2006
impacting on the self psychologically.
Be aware of OH&S Issues related to the 1. Knows how to set up a work station
use of workstations and computers. correctly.
2. Has knowledge in OH&S risks of
sitting in front of a computer for long
periods of time, and how to prevent
injury.
REFERENCES USE TO DEVELOP THIS TOOL:
1. Staff Induction Checklist.

http://docsonline.dcs.gov.au/induction/induction.htm
2. Caseworker Job Description from DOCS Online.
3. PPR New starter generic form from DOCS Online.
http://docsonline.dcs.gov.au/ppr/ppr_index.htm
4. CDC’s Training recommendations for new caseworkers form on DOCS
Online.
5. Informal interviews with staff around various issues and ideas within
Liverpool CSC.
6. CDC Caseworker Assessment Report on DOCS online.
7. CDC Website:
http://docsonline.dcs.gov.au/learn_dev/cdc_index.htm
8. DOCS Transition to Management Training Program.
9. DOCS Supervision Training Program for managers and staff.
10. A number of other reports and discussion papers not officially released were
also reviewed to help develop conceptual ideas for this document.
11. Australian Association of Social Workers (2004) “The Development of
Competency Standards for Mental Health Social Workers. Final report” 2nd
Edition 2004.
12. http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/
key_issues/nts/
13. The NSW TAFE Course outline for the Diploma named; “Community
Services (Protective Intervention.)

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Child Protection Caseworker Core Competency /
skills & knowledge Development tool:
(For Managers & Caseworkers)
Staff Development and Training Tool
FINAL DRAFT:
(Last Update: 11st September 2006)
Copyright and Intellectual Property of Gregory J Egan
Motivational Quote:
“It is only as we develop others that we permanently succeed.”
Harvey Samuel Firestone 1868-1938
Note: This document is to be utilised in conjunction with the caseworker core

competency list, to assist in giving ideas to managers and caseworkers as to how they
may work towards developing the skills needed to be an effective child protection
caseworker. The document is designed to assist caseworkers in their first 12 months
of training, prior to during and after CDC.
This is being completed as part of a social work student research project and looks at
the caseworker development in the first 12 months prior to during and after CDC is
completed.
This has been broken down using the caseworker job description, PPR core job
responsibilities, and the CDC suggested tasks during training document, CDC
Caseworker Assessment Report, the child protection core competency list as well as

2006
my own ideas as an experienced worker within the Department, as well as the
utilisation of literature, research and models in the areas of supervision, group work,
training, management and competency based assessment to help develop further idea
concepts which helped put this tool together.
(See References list for further info)
Note: Please note to take into consideration CDC restrictions when allocating tasks.
CORE COMPETENCIES AND SUGGESTIONS ON

HOW TO DEVELOP THEM:
UNIT 1: THE ABILITY TO INTERPRET & APPLY

LEGISATION:
(Note: Points on Induction also included here.)
- Understanding of major aspects of the child protection act and how to apply
these in practice.
- Understanding of the children’s court procedures, internal DOCS policies,
procedures, internal legislation and related legislation.
- Understanding major internal policies & procedures and where to find them.
- Understanding docs and office induction processes.
- Understanding of Administration procedures within DOCS.
Suggested ways to work towards achieving this knowledge / skills prior to

and during the first 12 months a new caseworker is on the job.
1.1 New caseworkers to be taken around the office in the first week and the
various people introduced as well as their roles and responsibilities explained.
This should help in:

- Starting to make caseworkers familiar with who is who within the office and
their varying roles.
- Starting to make the caseworker more familiar with staff and assisting in
them beginning to engage people within the office, and feeling part of a
team.

2006
1.2 New caseworkers to be made aware of all administration requirements by the
clerical of the office or workers supervisor.

- Getting the caseworker set up from an administrative perspective, and also
starting to become familiar with administration procedures within DOCS.
1.3 New caseworkers to be given copies of any internal office procedures and
policies. Eg: Induction Package.

- Developing a caseworkers knowledge of internal policies and procedures.
1.4 New caseworkers be given copies of any relevant area specific procedures and
policies or referred to DOCS Online. Eg: Induction Package.

- Developing a caseworkers knowledge on any area policies and procedures.
1.5 New caseworkers to be given an induction package within the first week to
review, and go through the induction checklist with their manager, and also
referred to docs online to review as well as follow the internal induction
procedures.

- Developing caseworkers overall knowledge on what DOCS does, their role
in the scheme of things, and also major policies and procedures within
DOCS.
- Develop knowledge in navigating around DOCS Online and also learning
where to find particular information.
1.6 Reviewing relevant acts, policies and procedures online. Eg: Business Help,
Human Resources, Documents & Resources sections.
http://docsonline.dcs.gov.au/

- Developing knowledge of where information can be found on DOCS online.
- Developing an understanding of various acts, legislation, policy and
procedures.
- Learning how to navigate around DOCS Online.
1.7 Reviewing some completed affidavits and court reports at various levels. Eg:
Initiating affidavits, ECPO’s ,briefs of evidence, Care plans etc.
http://docsonline.dcs.gov.au/business_help/cfs/index.htm#statlegal

- Developing an understanding on how court reports are written and put
together what sort of information is contained in them.

2006
- Starting to develop an understanding of the processes involved in the
children’s court.
- Start to develop an understanding on how Care Plans are formulated.
Other suggestions:
- Collect a resource of completed court reports that have been endorsed by the
CPCS, Manager Caseworkers and Internal Legal Officer, to be used as a
training tool for new caseworkers.
1.8 The caseworker working as a secondary on a matter that is due to go to court,

or has just started at court, and follow this matter through to the end as a
secondary, attending any required appointments interviews, home visits,
lodging and service documents, as well as recording day to day information
etc with the primary caseworker.

- Developing an understanding of the court process, and developing
familiarity with local children’s court protocols and procedures.
- Developing an understanding of how to gather evidence, put together a court
report and present it to court in the required format.
- Developing an understanding of the processes involved in formulating a care
plan.
- Developing written and verbal communication skills.
- Developing an understanding of where Legal Information is recorded on the
KiDS System.
- Developing analytical and assessment skills.
Other suggestions:
- Prior to attending court the supervising casework manager, CPCS or trained
caseworker should explain the court process to the New Caseworker prior to
attending, and major things that generally happen at the children’s court.
1.9 Preparing affidavits and Writing court reports as a primary. Eg: Completing
initiating affidavits, Submitting Evidence, developing a care plan etc.

- As per points “1.2” & “1.3”.
Other suggestions:

2006
- The very first time the caseworker rights their first courts reports as a
primary this should be mentored by a CPCS, Casework Manager or trained
caseworker to assist the caseworker in their learning.
1.10 Apply varying sections of the act such as in writing section 248s, section
17’s or dealing with requests for assistance, arranging medicals, organising
temp care under the supervision of a experienced officer the first few times
for example, and recording this information on KiDS system etc.

- As per point “1.1” though will go one step further in getting staff to
practically undertake these tasks as well as understanding the processes.
- Developing written and verbal communication skills, as well as learning
how to engage clients constructively.
- Developing interviewing, analytical & assessment in assessing for example
requests for assistance or Intake enquiries.
- Developing networking skills whilst engaging local services.
- Developing an understanding of resources available in the area when
needing to make referrals for clients.
1.11 The manager, more experienced trained caseworkers, specialists extra
should explain policies and procedures being used to the new caseworkers
for the first time. Further they should clarify if the new caseworker
understands why certain actions are being done and how we are able to
undertake those actions.

- Developing an understanding of the practical application of policies,
legislation and procedures within the Department.
- Clarifying any current misunderstandings regarding any policies, legislation
or procedures.
- Developing assessment and analytical skills.
1.12 Caseworker to utilise office solicitor where required, and talk with them
about their role within the office.

- Developing an understanding of the role of the office solicitor and how they
can assist the caseworker.
- Clarifying any issues the caseworker may have in writing court reports and
putting evidence together.
- Clarifying any misunderstandings on legislation.
- Improving practice and skills in court report writing.
1.13 Caseworker to review policies, legislation and procedures around working

with indigenous families and consult with local indigenous workers where
necessary.

- Developing a network of local indigenous workers the caseworker is able to
consult with if needed.

2006
- Developing an understanding on policies, legislation and procedures around
working with indigenous families.
- Assist in case practice when working with indigenous families.
1.14 Caseworker to spend periods of time on every team.

- Developing an understanding of the various teams within the office and what
their roles and responsibilities are.
- Developing an understanding of where different sections of the act,
legislation, policies and procedures maybe applied within the setting of a
CSC, and also different skills needed within these teams.
- Developing team work skills, and more of a feeling of being part of a team.
- Developing all skills generally.
1.15 Caseworker to undertake training in being cross examined where available.

- Preparing caseworkers for being cross examined in the children’s court.
- Developing an understanding of the court process, and reasons why
caseworkers maybe examined.
Other suggestions:
- Due to the risk of any matter potentially ending up in hearing it is important
for caseworkers to develop a understanding of what happens in a hearing,
and what a caseworker maybe subjected to whilst being put under cross
exanimation. Some general training should be run in this area within a CSC
or regionally to help prepare caseworkers for such situations.

2006
UNIT 2: COMMUNICATION SKILLS:
- Mediation, Negotiation & Conflict Resolution skills.

- Written & Verbal communication skills.
- Non – verbal Communication Skills.

and during the first 12 months a caseworker is on the job.
2.1 Read online policies on dispute resolution and related policies as required on
DOCS online.

- Developing caseworkers knowledge in internal dispute resolution policies
and procedures as well as other related polices.
Other suggestions:
- Staff should be encouraged to work through issues first with the staff
member they are having problems with prior to coming to management.
2.2 Attending case conferences, care plan meetings and other relevant meetings,
as a secondary initially and then later as a primary whilst some experienced
gained from attending such activities.

- Developing an understanding on how meetings are arranged, why they are
arranged, and what happens during them.
- Developing an understanding of how case plans are formed.

2006
- Developing conflict resolution, negotiation & mediation skills.
- Development assessment and analytical skills.
- Developing observational skills in that they will be observing participates
involved in such meetings.
- Learning how to engage fellow professional as well as clients better.
Other suggestions:
- The caseworker be encouraged to reflect on how various meetings went, and
where they could have been improved upon to obtain a better outcome.
- The caseworker be encouraged to participate in the meeting process where
appropriate. Eg: If Secondary their role maybe more restricted to just taking
minutes, where as if they are primary they will have a greater role to play in
the meeting.
2.3 The caseworker should go out with as many different people as possible
within the office as a secondary & primary.

- Allowing the caseworker to observe various styles and practices of
caseworkers to get ideas on how to deal with and engage clients more
effectively.
- Allowing the caseworker to observe various complex and difficult situations
and how these are resolved by the caseworker involved in the situation.
- Starting to develop a caseworkers confidence in engaging clients, due to
observations made on other caseworkers work in the field, and also
reflective feedback gained from other caseworkers on their practice.
- Building the caseworkers overall skills and knowledge in the area of child
protection, OOHC and or Early Intervention.
2.4 Caseworkers should be encouraged to interact directly with clients, children,

agencies and fellow professionals as much as possible during their first 12
months on the job in written and verbal forms of communication, through such
activities as Intake followup, supervising accesses, transport of children,
Intake enquiries / requests for assistance, day to day casework etc.

- Building staff confidence in dealing with clients and fellow professionals as
well as community partners.
- Developing conflict resolution, negotiation & mediation skills.
2.5 Caseworkers to be allocated as secondaries against certain cases within their

first few weeks on the job, so that they are involved in casework ASAP from
when they arrive on the job. During this period they should be invited to be
involved in all case discussions and be encouraged to contribute where

2006
appropriate. They should be encouraged under the guidance of the trained
caseworker and through consultation with the direct supervisor to undertake
various tasks associated with that case, to assist the primary worker, and also
build on their own skills by undertaking these tasks. Eg: Arranging Meetings
with clients, conducting follow-up phone calls, recording any communication
with the clients during day to day casework on kids, making referrals etc.

- Allowing staff to feel like they are activity contributing to the office whilst
under the restrictions set down by CDC and at the same time learning new
skills.
- Reduce boredom that often occurs for new caseworkers being on restricted
duties.
- Increase team work skills / bonding and ability to contribute to a team more
effectively.
- Developing investigation, analytical, observation and assessment skills.
- Developing knowledge in policies, procedures & legislation.
- Developing written & verbal communication skills as well as conflict
resolution skills.
(2.5 Continued)
Other suggestions:
- Cases should be picked deliberately to learn various skills. Managers prior to
making the new caseworker a secondary should think about what the new
caseworker will learn by being involved in this case. The more variety in the
early stages the better in developing a caseworkers skills more globally.
2.6 Caseworkers to write interview notes, court reports and secondary

assessments, formal referrals, submissions, FIF applications, supervised access
reports etc. (Guidance should be given on the types of notes and reports
required.)

- Developing written communication, assessment and analytical skills.
- Developing networking skills and knowledge of services within the CSC
area.
2.7 Managers should review any assessments / court reports completed by new
caseworkers under 12 months and give reflective feedback on how to improve,
and develop on what they have completed.

- Improving the quality of the work produced by the caseworker, not only in
the way they write reports but the way they assess and analyse issues as
well.
- Making caseworkers more self analytical and critical about their own work,
and the quality of it.
- Making caseworkers understand what standard is expected of them in their
work.

2006
2.8 Caseworker to be allocated a case where an investigative interview has to
occur. (Allocate as a secondary to observe and learn, or primary to practice
and developing skills.)

- Developing Investigative interview & verbal communication skills.
- Developing Investigation, observation, analytical and assessment skills.
- Developing skills in engaging clients, and developing rapport.
Other suggestions:
- The skill of investigative interviewing takes a lot of work to develop
effectively, so it is highly recommended that caseworkers be set out as much
as possible as a secondary to observe investigative interviews being
conducted prior to undertaking one themselves.
2.9 Managers, senior caseworkers, trained caseworkers and specialists, should be

asked to give feedback on how a caseworker is handling things on the field
and developing overall, this should be done openly to make sure new staff
don’t think managers are going behind their backs, and issues discussed as
they arise or in supervision.

- Creating open forums between the caseworker and other staff to discuss how
they are developing themselves, inturn encouraging self reflection on the
part of the caseworker. (Staff should be encourage to think about how they
could improve on situations and discuss these with their supervising or the
staff member nominated by the Manager.)
- Making staff more comfortable about talking about where their strengths and
weaknesses are and where they could improve.
- Building an environment of trust between the new caseworker and members
within the team, where issues can be discussed more freely and worked
upon.
2.10 Regular team meetings (Outside office if possible or appropriate),

supervision, and team lunches.

- Creating team bonding and improve group dynamics and communication
within a team, and between manager and caseworker.
- Giving staff a period where they are free of office distractions to discuss
team issues, and develop team bonding.
- Assist with resolving conflicts within an office by improving team
dynamics.
- Increasing office moral through the team spending time together in a non-
work environment when engaging in such activities such as team lunches.

2006
2.11 The first time the new caseworker is going to undertake an investigation, or
any major activity on their own as a primary, it is suggested that a trained or
more senior caseworker/specialist go out with them to assist them in the
process, and also give them feedback on how they went.

- Understanding how well a caseworkers communication and conflict
resolution skills are developing.
- Can also provide a positive learning tool for new caseworkers in being able
to come back and reflect on the experience with the manager and the
caseworker they went out with.
2.12 Caseworker to be put in situations where they are required to give clients
clear feedback on why certain actions are being taken, and have them
supervised by a trained or more experience caseworker whilst this happens.

- Developing skills in engaging clients.
- Making the caseworker think more clearly around why they are instructing
clients to undertake certain actions. (Eg: Constructing an interview or home
visit plan prior to engaging the clients may assist in this.)
- Developing skills in evidence base practice. (Eg: This is happening, because
you have not been attending D&A counselling, and your urine tests are
coming back positive for drugs.)
- Developing conflict resolution & communication skills.
- Developing confidence of the caseworker.
Other suggestions:
- Generally putting caseworkers in more challenging situations as their skills
increase is a good way to help gradually improve their level of
communication and problem solving abilities.
2.13 The caseworker should be allocated as a primary or secondary against cases

where they are required to transport children of varying ages, supervising
contacts, being involved with investigative interviews with children, and
engaging them as much as possible. (Note: Engaging children is an
important aspect of a caseworkers day to day work, and in those early
stages caseworkers should be exposed to interviewing, and engaging
children as much as possible.)

- Developing a caseworkers ability to engage children or young people.
- Building constructive relationships with children or young people.
- Developing a caseworkers verbal communication skills.

2006
- Developing a caseworkers confidence in working with children and young
people.
- Developing a caseworkers team work skills and improve team dynamics, in
that they are being required to work with people as a primary or secondary
who also work as part of their team, or within the office.
2.14 Undertake life story work with children in OOHC.

- Developing an understanding of issues facing children in care, and the
experiences they have, as well as the importance or recording these
experiences.
- Developing a caseworkers ability to engage children.
- Developing a caseworkers confidence in working with children.
Other Suggestions:
- Staff should attend life story book training. If the new caseworker has been
placed on the OOHC team the earlier this occurs the better.
2.15 Conduct regular home visits to children in OOHC as well as their carers.

- Developing investigation, analytical, observation and assessment skills, by
assessing current situations of children during home visits and engaging the
children and carers during these visits.
- Developing written & verbal communication skills as well as conflict
resolution skills in interacting with both carers and children.
- Developing an understanding of the needs of carers and the support they
require.
- Developing further understanding of legislation, policies and practices
related to OOHC.
Other suggestions:
- Caseworkers should plan these home visits and have a clear reason for
undertaking home visits prior to attending the house, and have a idea on
what they are trying to achieve as a result of the home visit.
2.16 Allocating caseworkers cases where clients are from various cultural,
religious and indigenous backgrounds.

- Developing verbal and non-verbal communication skills. (Non-verbal is
more being related to use of appropriate body language when engaging
people from certain cultural backgrounds.)
- Giving exposure to the use of interpreters and protocols around their use,
and issues associated with their use when engaging clients.
- Developing a better understanding on how to engage clients from indigenous
backgrounds.
- Developing a better understanding of issues related to working with people
from various cultural, religious and indigenous backgrounds.

2006
Other suggestions:
- Caseworkers should be aware of policies and procedures for working with
clients from these backgrounds. It is suggested that in the early days they
spend some time reviewing appropriate legislation, policy etc relating to
these issues.
- Caseworkers should be made aware of local services for indigenous and
NESB background people, or at least given a task of find this information
for themselves prior to going out on any such cases.
- The office should have a list of the various cultural backgrounds of workers
within the offices and languages spoken to assist new caseworkers as a
resource.
UNIT 3: INVESTIGATION, ANYLTICAL, ASSESSMENT

& CASE MANAGEMENT SKILLS:
- Ability to take, assess and record risk of harm reports.

- Ability to assess request for assistance.
- Ability to undertake an investigation as a result of a risk of harm report or new
information.
- Ability to complete a secondary risk of harm assessment report.
- Ability to undertake effective case management of a case.
- Ability to organise and participate in case conferences / meetings and
formulate case plans.
- Ability to effectively manage personal work loads.
- Ability to make decisions in day to day case work & interpret knowledge of
relevant legislation around casework decision making and delegations.

3.1 Reviewing Case files for purpose of such activities as completing a file
summary.

- Developing an understanding of casework practices.
- Developing an understanding of the variety of action DOCS may take with a
case.
- Developing an understanding of the sorts of information that is recorded on
a paper file, and docs file management policy & procedures.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_docsclientfile/index.htm
- Developing assessment & analytical skills.
- Developing written skills.

2006
- Developing an understanding of the sorts of services and resources a
caseworker may engage to assist clients, inturn giving ideas to the
caseworker for future practice.
- Developing a better understanding on how to navigate through and search
the KiDS system for required information.
3.2 Completing several file summaries on active cases, and be encouraged to give
feedback on issues identified and possible future alternate actions for the case,
and then work through them with the caseworker.
As per points in 3.1
Other suggestions:
- A standardised format within the office should be developed and used when
completing file summaries and procedures for entering this information on
KIDS. Eg: Upload completed file summary to a general file note and enter in
the Description field something like. “SMITH FILE SUMMARY 1/1/2006”
which would enable the next caseworker to access it and update as needed.)
3.3 Intake: Assisting with and undertaking a variety of rolls associated with Intake
within the CSC. Eg: Printing out daily reports, searching for information and
adding information to the KIDS system, dealing with daily Intake enquiries,
and assessing requests for assistance and making referrals on behalf of
clients, and undertaking intake followup on new reports.

- Developing an understanding of Internal Intake procedures.
- Developing investigation, analysis and assessment skills.
- Developing interviewing skills.
- Developing networking skills.
- Developing written and verbal communications skills.
- Developing an understanding of resources available in the area.
- Learning how to navigate through the KiDS system, search for information
and also record Intake enquiries on the KiDS system.
- Understanding internal policies and procedures around such things as formal
referrals, dealing with requests for assistance, and recording information on
the KiDS system.
Other suggestions:
- Putting new staff on Intake for a couple of weeks to undertake suggested
tasks as a learning activity.
- Attending an orientation day to the DOCS Helpline will also help develop an
understanding of how DOCS centralised Intake operates.
3.4 Caseworker to take, assess and enter a Risk of Harm report on the system,
under the guidance of a trained caseworker the first few times, then on their
own.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_risk/index.htm

- Understanding processes for taking of and recording of Risk of Harm
reports.

2006
- Improving knowledge of the KiDS system.
- Developing investigation, analytical and assessment skills.
- Developing increased knowledge in relation to legislation related to what a
risk of harm report is, and how to assess it.
3.5 Caseworker to print out a copy of the secondary assessment guidelines off
business help and review it, as well as reviewing copies of some other
caseworkers secondary assessments within the office.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_protectiveassess/
index.htm#relatedlinks
- Developing an understanding of the secondary assessment process, and how
to undertake a secondary assessment, prior to actually attempting to
undertake one.
- Developing assessment, analytical and investigation skills.
(3.5 Continued)
Other Suggestions:
- The office to develop a resource endorsed by Manager caseworkers of what
are considered good secondary risk of harms and have them with the
CPCS’s.
- A printed copy of the secondary risk assessment model maybe something
useful to include in the induction package.
3.6 In regards to case consultation, Pre-Assessment Consultations, and

Assessment Consultations, Meetings etc make sure caseworkers are fully
involved in these processes and their opinions are sought so that they can
develop more confidence in their own abilities, and also assist them in
developing skills in other areas such as assessment and analysis. Give
feedback and constructive criticism on caseworkers ideas and decisions to
encourage them more in thinking about their decisions. Caseworkers should
be encouraged to hypothesis how a particular situation they are being sent out
to investigate could have occurred, or maybe occurring. Give also a lot of
reflective feedback during there first 12 months on ideas they have as well as
decisions they have made.

- Building a caseworkers understanding on what needs to be done in their day
to day work.
- Building a caseworkers confidence in assessing situations and making
decisions, and also increasing independence.
- Developing the caseworkers assessment, investigative and analytical skills.
- Building a relationship between manager and caseworker so that they
understand each other people and how they think and work. Eg: For a
Manager it is important to know how their caseworkers think and how they
come to certain decisions, and learn generally to assist in the development
of that staff member, and vice versa, in that if the caseworker understands
the way the manager comes to decisions they are better able to work with
them more effectively and know what is expected of them.

2006
3.7 Caseworker to be allocated as a secondary against a case that has been
allocated for the purpose for investigation, to follow the full process through
and then assist with the completion of the secondary assessment. Eg:
Including briefings, debriefings, developing interview plans, Investigative
Interviews, followup, referrals, home visits, take notes and recording
observations etc.

- Developing an understanding of the secondary assessment process, and how
to undertake a secondary assessment.
- Developing skills / knowledge in undertaking investigative interviews
through observing more experience caseworkers undertake these tasks.
- Developing skills in engaging clients through observing more experience
caseworkers undertake these tasks.
(3.7 Continued)
- Developing knowledge in how to complete a secondary assessment on the
KiDS system.
- Developing observational skills. (Caseworker should be advised on the sorts
of things they may want to look for when going out on home visits and
conducting interviews as a secondary.)
Other suggestions:
- Caseworkers should be encouraged to share their own opinions and
assessments on various situations they come across to help enhance and
develop their investigative, assessment, analytical and communication skills.
- The primary caseworker should also be pointing out where things need to be
added to kids, and if they have any questions the trained caseworker cannot
answer to ask the specialists or managers.
3.8 Caseworker to be a secondary during investigative interviews, including intake

assessments as this would also develop investigative interview skills. Once
trained complete an investigative interview under the supervision of a trained
more experienced caseworker. Reflective feedback should be given to
encourage development. (This will be allocation for purpose of completing the
set task rather then following the whole process through.)

- Developing skills in investigative interviewing techniques through
observation of more experienced caseworkers practice.
- Developing skills / knowledge in undertaking investigative interviews
through observing more experience caseworkers undertake these tasks.
- Developing skills in engaging clients through observing more experience
caseworkers undertake these tasks.
- Developing skills in how to record investigative interviews and take general
notes during investigations.

2006
- Developing observational skills. (Caseworker should be advised on the sorts
of things they may want to look for when going out on home visits and
conducting interviews as a secondary.)
Other Suggestions:
- During training a caseworker should go out with as many different people as
possible to develop this skill, and also understand different techniques and
methods used by a variety of staff in engaging and interviewing a child or
parent.
- Caseworkers should be encouraged to share their own opinions and
assessments on various situations they come across to help enhance and
develop their investigative, assessment, analytical and communication skills.
- Prior to attending any interviews new caseworkers should be briefed in
regards to the type of notes that are required to be taken so that the quality
required is obtained, and the caseworker also is aware of what is required of
them.
3.9 Completing an investigation and a secondary assessment. The first few times
this is done, it should be reviewed closely by the Manager, Case work
specialist or more experienced caseworker.

- See points 3.5, 3.6 & 3.7
Other suggestions:
- Staff should utilise research documents and reports where appropriate on
such things as child development, drug abuse, strength based assessment
models, Mental health, child abuse and neglect, parenting assessments etc to
assist them in understanding best approaches for dealing with clients with
particular issues.
3.10 Caseworkers being encouraged to utilise research, models, literature to help

improve practice.

- Developing more constructive informed casework practice. (Eg: Reading
research or guides on engaging clients may give caseworkers more informed
knowledge and skills in being able to engage clients more effectively.)
- Help them become more creative and thinking outside the box in their
casework from ideas, models etc gained from research on topics related to
their cases.
3.11 New Caseworker could also be exposed to early intervention training.

(This will be a standard requirement if the new caseworker is put on an
Early Intervention Team.)

- Enabling the caseworkers to utilise both strength based models and risk
assessment models in undertaking assessments, which in turn could produce
a better quality assessment.

2006
- Helps caseworkers learn to look from multiple perspectives when assessing
a situation.
- Prepares a caseworker to work on a EI team if they choose to as part of their
career development plan.
3.12 The new caseworker should be allocated a case, or allocated against a case
where case conferences or meetings need to occur to formulate case plans or
care plans.

- Developing an understanding of how case plans are formulated, and the
processes involved.
- Developing meditation, negotiation and conflict resolution skills by being
involved in such processes.
(3.12 Continued)
Other suggestions:
- When a caseworker is formulating a case plan or care plan, make sure that it
is outcome focused in nature, and that there is clear purposes to the range of
tasks being allocated within the case plan.
3.13 Assisting with the organisation of and attendance at case conferences,

protective planning meetings and care plan meetings, as well as other
relevant meeting types. This will be initially as a secondary, and later as a
primary as various sections of training is completed.

- Developing an understanding on how meetings are arranged, why they are
arranged, and what happens during them.
- Developing an understanding of how case plans are formed.
- Developing outcome focused case planning skills.
- Developing conflict resolution, mediation & Negotiation skills.
- Developing networking skills in engaging with fellow professionals.
3.14 Caseworker to Update and record Case plans on the KiDS system.

- Understanding how case plans are recorded on the KiDS system.
3.15 Caseworker to be involved in regular case reviews on cases they are working
on.

- Creating a forum where a caseworker can gain reflective feedback on
practices being undertaken within caseworker and contribute to cases they
are working on or assisting with.

2006
- Developing knowledge of what is expected of a caseworker during case
reviews and how they are utilised to guide practice.
3.16 Caseworker to complete a case plan review closure record.

- Developing case workers understanding how and why the child protection
review process occurs prior to closing or deciding if ongoing work is
needed.
- Developing analytical and assessment skills, in looking at how risk factors
have changed over time.
- Understanding when a case review record is utilised and how this is entered
on the KiDS system.
- Developing case planing skills.
3.17 Undertaking home visits during ongoing casework as a secondary and

primary.

- Developing a variety of skills already listed in previous points in this section
as a variety of tasks are often undertaken during home visits to clients, such
skills in assessment, investigation, analysis, observation & communication
are often developed further through multiple home visits.
Other Suggestions:
- In conducting home visits or interviewing clients caseworkers should be
taught to look around and document not only the interview but also
observations made during interviews and home visits, as observational
evidence can be quite important when completing assessments.
- In undertaking a home visit caseworkers should learn that every home visit
should have a purpose, and that there is no point just visiting just for the
sake of it. Setting out purposes of home visits and things that the caseworker
maybe looking for prior to attending the house would be of benefit here. Eg:
Interview Plan.
3.18 If regional training is offered in specialist areas such as things like Drug and
alcohol or Domestic Violence for example then the caseworker should be
booked on these if practical.

- In developing improved and more specialised knowledge in various areas
this will not only help caseworkers understand how to deal with clients with
such issues but improve the quality of assessments with these clients.
3.19 Caseworkers need to be constantly encouraged to reflect on cases and where

they think a case should be going with a Manager. Further they should
practice in identifying what the key issues are and possible alternatives to
dealing with them. Reflective feedback should be given back to the new

2006
caseworkers on their suggestions and assessments of various situations. Eg:
Basically, trained caseworkers, and Managers should be asking new
caseworkers for their opinions on cases they are working with and their
suggestions on possible actions to help develop the caseworkers skills base.
The new caseworkers reasoning behind why they are making certain
assessments and recommendations should also be explored, to help develop
an understanding of the analysis behind their decisions, and their level of
skills in undertaking such activities.

- Identifying the level of analytical and assessment skills of a new caseworker,
as well as understanding better how they work through processes and
problems. (By understand how they think and work through situations a
manager is then better able to understand for future reference how the
caseworker tends to come to conclusions, and whether training needs to be
redirected to assist the caseworker develop these skills better.)
(3.19 Continued)
- Developing analytical and assessment skills.
- Helping caseworkers to think through their decisions and the logic behind
their decisions whether right or wrong.
- Giving the caseworkers an understanding that not everything DOCS deals
with is black and white and that sometimes there is grey areas caseworkers
have to work in.
- Developing confidence in a caseworkers ability to assess situations and
cases.
- Developing more independence in the caseworker.
Other suggestions:
- Within a team discuss difficult cases and brain storm on alternatives and
work these through. This could be a learning tool for all staff involved. A
CPCS could be used to assist in this process.
- Thursday morning closure case discussions are also a forum for helping staff
developing skills in working through issues within their cases.
3.20 Work on cases where there is individual’s from various cultural, religious
and indigenous backgrounds, and consult with various culturally appropriate
workers as required.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_workingCLDCYPF/index.htm

- Developing an understanding of issues associated with working with clients
from NESB and indigenous backgrounds.
- Develop an understanding of where resources are in the area for dealing with
clients from NESB and indigenous backgrounds.
- Making the caseworker more familiar with legislation, policies and
procedures related with people from NESB and Indigenous backgrounds.

2006
3.21 Advocate for clients as required. Eg: Advocating for clients to link them up
with appropriate services. Making referrals on clients behalf. Negotiating to
get clients into appropriate services. Etc.

- Developing the caseworkers advocacy skills.
- Developing the caseworkers negotiation skills.
3.22 All decisions made by managers on a caseworkers case should be clearly

explained so that caseworker understands the decision making process
during their training.

- Understanding the processes by which managers have made certain
decisions, inturn increasing their own assessment, investigative and
analytical skills.
- Developing the caseworkers knowledge on the lines of delegation and what
they are and aren’t allowed to make final decisions on.
- Developing the caseworkers knowledge of policy and practice.
(3.22 Continued)
Other Suggestions:
- Where possible staff should be involved in any decision making processes
on cases they are working on to help them feel like they are part of the
process, and have been involved in the final decision making.
- Note: For a Manager it is important to know how their caseworkers think
and how they come to certain decisions to assist in the development of that
staff member, and vice versa, in that if the caseworker understands the way
the manager comes to decisions they are better able to work with them more
effectively and know what is expected of them.
3.23 New caseworkers should be encourage to make independent decisions where

appropriate, taking into account the policies and procedures around
delegation of various responsibilities within the Department.

- Creating confidence in the caseworker as a professional and giving them
more a sense of independence and improving on their decision making
abilities.
- Making them less reliant on the manager casework for minor day to day
casework decisions which are able to be made by the caseworker.
3.24 Encourage new caseworkers to brain storm with other staff members and go
out with as many different people as possible to help build a greater level of
independence within the caseworker.

- Creating confidence in the caseworker as a professional and given them
more a sense of independence.
- Improving on the caseworkers decision making abilities.
- Creating more bonding with the team they work on.

2006
- Make the caseworker more comfortable with thinking out loud and
brainstorming ideas on their cases. This is important because sometimes a
new caseworker may feel afraid to ask questions or brain storming ideas due
to a risk of feeling inadequate if their ideas are felt to be not so good, and
also nervous around expressing ideas because they are new. The staff must
be encouraged to brain storm and think about different alternatives for their
cases to assist them with thinking more creatively in casework.
- Developing analytical & assessment skills.
- Developing case planning skills.
- Developing verbal communication skills.
3.25 Make sure case workers have a clear understanding of the lines of delegation
and what they are and are not allowed to make decisions on, which can
occur through discussions with the manager casework during case work, or
through review of online policies.
http://docsonline.dcs.gov.au/business%5Fhelp/documents/delegations/

- Caseworkers knowing what they are allowed to make decisions on and what
they must consult with. In the early stages though the manager should
expect the caseworker to be seeking a lot of advice from them, which
normally the caseworker would be able to make decisions on due to the fact
that they are learning.
3.26 Gradually building a caseload or multiple tasks to complete should be given

with time frames and levels of importance to see how well they manage the
time given to them to complete tasks. Utilisation of regular case meetings
will help monitor what the caseworker is doing and how they are managing
tasks given.

- Learning planning skills, so that work needed to be done can be laid out
clearly for the caseworker.
- Monitoring the caseworkers ability to manage their work, and assist where
required.
- Improve the caseworkers time management skills.
OOHC Related:
3.27 Supervising Accesses and writing reports on these family contact visits.

- Developing observational skills through observing interaction between
parents, relatives and children and then reflecting on this.

2006
- Developing understanding of parent child interaction and bonding and
attachment. (Reviewing some articles, books or information sheets or
engaging the office psychologist on bonding and attachment information
may assist the caseworker in this process.)
Other suggestions:
- A standardised form should be given to caseworkers for what they need to
be observing during contact, and this form will form the basis for the contact
report. This will include uploading this report to an OOHC Family Contact
Record on KIDS. If there are ongoing contact visits the most recent contact
visit could be related to the previous visit to create a linked list of contacts
that have occurred whilst the child / young person has been in care.
- Staff should be given a briefing on any matters they are to supervise so as
they can better know what sort of things to look for during access, and also
what rules the parents have to adhere to during access. (Development of a
standardised office contact information sheet may assist with this.)
3.28 Staff to assist with the completion of a relative / kinship placement
assessment under the supervision of a trained worker, or as a secondary
assisting a trained worker.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_authorisedcarer/index.htm

- Developing assessment skills.
- Learning how to undertake more global assessments required of a placement
assessment.
- Learning how to write a placement assessments, and the processes involved.
Eg: Working with children check, criminal record checks etc.
Other suggestions:
- Staff should utilise online business support tools for undertaking carer or
kinship assessments.
3.29 Undertake a Placement Review on the OOHC Team.

http://docsonline.dcs.gov.au/business_help/cfs/cfs_placement/index.htm
- Developing knowledge of issues facing children in care.
- Developing Assessment, and analytical skills.
- Written and verbal communication skills.
- Case planning skills.
3.30 Participate in or assist with the assessment & training of new carers.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_authorisedcarer/index.htm

- Developing an understanding of the process carers go through to be assessed
and policies and procedures associated with this.
- Developing assessment, analytical, investigation and communication skills.

2006
Other suggestions:
- This may not be possible unless organised through the Area Foster Care
teams. Though the caseworker maybe able to assist with the completion of a
kinship relative carer assessment which would be just as beneficial.
Time Management related:
3.31 Managers to monitor time management skills of case worker during

supervision, and give feedback as required.

- Making sure caseworkers are developing skills in time management and
being able to prioritize work effectively. If they are not, these issues are to
be addressed during supervision, and training needs assessed to teach the
case worker more effective time management skills.
Other suggestions:
- Managers clearly outline time frames when allocating work.
- Use of workload planners are also utilised here.
3.32 Caseworkers should be given clear deadlines when to complete particular

tasks, to help them develop an understanding on how quickly various
activities need to be undertaken and the importance of being able to balance
the various tasks given to them.

- Developing time management skills.
- Learning to prioritise work.
- Understanding the importance of completing work within a set timeframes.
3.33 Caseworker to utilise and complete work load planners. And utilise where
appropriate electronic calendars, work diaries, flex sheets to help balance
workloads and plan work etc.

- Developing time management skills.
- Developing ability to plan and prioritise work.

2006
- Learning to organise appointments, and prioritize work better.
- Learning planning skills, so that work needed to be done can be laid out
clearly for the caseworker.
- Developing an understanding of tools and technology utilised within the
Department.
Other suggestions:
- Caseworkers sitting down at the beginning of each week or end of a week,
and planning their casework a week in advance, acknowledging that due to
the nature of work things to not always occur to plan.
- If a caseworker is seen to be throwing away a lot of excess hours, the
caseworker should review their time management skills, and discuss any
issues they are having with workload with their manager to help ascertain
what is happening with the caseworker to help come up with practical
solutions.
UNIT 4: NETWORKING SKILLS:
- Being able to engage and liaise with other professionals / agencies as required.
- Being able to advocate for clients when engaging professionals / services on
their behalf.
- Being aware of services in the area that maybe of benefit to clients.

http://docsonline.dcs.gov.au/interagency_guide_childprot/
interagency_guide_childprot.htm
4.1 Attend interagency meetings as a representative to docs.

- Developing professional networks / relations with local professionals and
organisations.
- Developing a better understanding for what resources and services are
available in the local area.
- Developing communication skills generally.
- Developing knowledge of the various roles and responsibilities of varying
professionals and community partners in the area.
4.2 Doing agency visits on most commonly used agencies when the caseworker
first starts.

organisations.
2006
- Developing awareness of resources in the area.
Other suggestions:
- Bankstown CSC once as a learning tool for new caseworkers and also as a
relationship building tool with one of the local health services arranged for
new caseworkers to spend 1 day each out on the field with community
nurses, and another day in the special care nursery with nurses at the local
Hospital. This was apparently not only a positive experience for the
caseworkers, but the health workers also found this a rewarding experience,
and relations did improve with this service. So inturn sometimes it is better
to think outside the box when trying to improve not only the caseworkers
networking skills, but how they can improve community relations with
DOCS community partners.
- Staff exchange programs could also be developed locally to not only help
local caseworkers develop knowledge of other services, but help other
services develop a sound understanding of DOCS. This would further help
build local agency relations.
- These ideas not only improve relations between agencies and docs but are a
good training tool for new caseworkers to help improve their skills and
knowledge generally.
4.3 Being involved in case conferences and other relevant meetings.

organisations.
- Developing mediation, negotiation and conflict resolution skills.
- Developing knowledge of the various roles and responsibilities of varying
professionals and community partners in the area.
4.4 Assessing client’s needs, and making formal referrals on cases they are
working on.

- Developing an understanding of what resources are available in the area, by
having to research what is around to meet their client’s needs.
- Developing an understanding of some of the various referral processes of
different services and professionals.
- Developing skills in advocating for clients in trying to get them into
services.
4.5 Undertaking joint home visits with agencies involved with the same family
where appropriate. Eg: Home School Liaison Officer, Community Nurse.

- Building relations between agency workers, and services.
- Building investigation, analytical and assessment skills through working
directly with someone that is assessing from a different perspective.

2006
- Building communication skills.
- Improving understanding of roles and responsibilities of various local
services and professionals.
UNIT 5: TEAM WORK SKILLS:
- The ability to work within a team environment in an effective and productive

manner.

5.1 The new caseworker should be required to go out with a variety of staff within
the office in the early stages of being employed.

- Preventing social isolation of new caseworkers.
- Assisting with socialisation into the office during induction.
- Making the new caseworker feel like that they are part of a team.
- Developing constructive relationships and peer support with other members
of the team.
- Developing team bonding.
- Developing skills from a variety of sources.
- Also assists in the Manager casework getting a better understanding of the
caseworkers skill base, and also how they work within a team environment.
5.2 Attending training in conflict resolution & becoming aware of internal policies
for dispute resolution as other related policies located on DOCS Online.

- Developing a caseworkers ability to resolve conflict in a fast and effective
manner within the office.
- Understand the lines of delegations in resolving conflict within a CSC.

2006
5.3 Having regular team meetings, to discuss team issues and also spend time
together as a team. (Meetings to occur outside the office environment if
possible where the team will not be disturbed during their team meeting.)

- Creating a sense and feel of a team, and improve team bonding.
- Being able to address internal team issues in a private and confidential
manner.
5.4 Having regular team lunches or morning teas.

- Allowing staff to socialise with each other outside the workplace in a more
relaxed environment inturn improving team bonding.
- Giving staff a place to debrief about things generally outside the workplace
with their team mates.
Other suggestions:
- Things such as social clubs, office lunches, nights out extra also help with
team bonding though may not be workable in all offices.
5.5 Manager casework to lead by example and promote an open environment

within the team where issues can be discussed openly without criticism or fear
of reprisal.

- Enabling caseworkers to talk openly

2006
UNIT 6: COMPUTER SKILLS:
- Ability to use the Corporate Information System (KiDS)

- Ability to use Microsoft Word.
- Ability to use Microsoft Outlook.
- Ability to use Microsoft Excel.
- Ability to use internet explorer.
- Ability to use SAP HR.
- Ability to type.

6.1 Consider need for Caseworker to complete a typing course if typing skills are
not of a reasonable standard. Due to the fact that if a individual cannot type
and they are expected to type extensive documents as they are as a
caseworker, there is a potential for the individual to suffer from Repetitive
Strain Injury (RSI) or other related injuries.

- Teaching caseworkers to look after themselves and type correctly from an
OH&S perspective (Eg: Reduce chance of injuries from RSI.), as well as
learn to type overall.
- Will increase the efficiency of staff members if they can type, due to the
amount of report writing required in this job.
6.2 New Caseworker to complete online kids training in the first few weeks of
being on the job. (Complete Online learning from Learning Centre.)

2006
http://docsonline.dcs.gov.au/kids/locator.asp?type=toc&area=home
http://docsonline.dcs.gov.au/kids_support/index_support.htm
- Developing the caseworkers knowledge in KIDS prior to attending formal
face to face training.
- Enable the caseworker to obtain access to the KIDS system early on so that
they are able to be proactive in the office in developing their knowledge
around the KIDS system.
6.3 Observed how other people record information on the kids system within the
office. Practice entering information on the kids system during casework with
clear directions from a trained, more experienced caseworker, specialist or
manager. Eg: Entering general file notes, secondary assessments, risk of harm
reports, payments, placement records etc.

- Developing the caseworkers knowledge in KIDS prior to attending formal
face to face training and become more familiar with the policies, procedures
and business rules associated with entering information on KIDS.
6.4 Spend time on Intake searching for clients on the system, and also adding
information to the KIDS system to become more familiar with it.

- Developing the caseworkers knowledge of how to find information on the
KIDS system, and do history checks.
- Develop knowledge in adding intake followup and intake enquiries on the
KIDS system.
Other suggestions:
- Utilise other sources such as KIDS Business support, area training co-
ordinators, KIDS expert users, Data remediation officer, KIDS support
personnel to assist caseworkers if they are having issues with the KIDS
system generally.
6.5 Send to internal courses relating to various Microsoft office products as

required.

- Addressing any weaknesses in the use of major software products used by
the department, and inturn also increase efficiency of the caseworker due to
a greater familiarity of the software products.
6.6 Caseworker to attend SAP HR Training.

- Developing a caseworkers understanding of SAP HR.
- Developing skills in how to enter basic personal information, leave extra on
SAP HR.

2006
Other suggestions:
- Until the caseworker gets on some formal training staff within the office
familiar with SAP HR could assist the new worker.
6.7 Caseworker to be shown how to record PPR information on SAP HR the first
time they complete a PPR.

- The caseworker learning how to enter PPR related information on SAP HR
correctly the first time.
Other suggestions:
- Utilise area training co-ordinator to assist in teaching a caseworker to utilise
SAP HR.
6.8 Caseworker to be given a copy of the excel flex sheet and shown how to
complete it.

- Reducing mistakes on the flex sheets.
- Making caseworkers aware of administrative procedures associated with flex
sheets.
Other suggestions:
- This assistance can be provided by a clerical staff member that looks after
the office flex sheets.

2006
UNIT 7: OCCUPATION HEALTH & SAFETY (OH&S)
- Knowledge of OH&S risk hazard identification within the workplace.

- Knowledge of potential OH&S hazards within the field.
- Self Care & Stress Management.
- Be aware of OH&S Issues related to the use of workstations and computers.
(Relevant Policies on IT, OH&S Use as well as general policies found here)
http://docsonline.dcs.gov.au/document.htm
7.1 Attending internal or external training on OH&S or undertake internal on the

job training from managers, specialists or more experienced caseworkers.

- Developing a caseworkers ability to identify and assess potential OH&S
issues within the office and out on the field. Eg: Setting up work stations,
looking for potential hazards such as attending a house on a client that has
been known to be aggressive to caseworkers in the past.
- Reducing staff being injured through potential OH&S issues more
experienced officers maybe aware of. Eg: Parking the car during home visits
in a place it can be quickly moved from for fast get away if needed.
Other suggestions:
- Thursday morning workshops could be run in OH&S Hazard identification.
- OH&S Could be discussed in team meetings and ways to overcome such
situations.

2006
7.2 Caseworkers could undertake training in stress management or effects of stress
and identifying it, and be made aware of services such as EAPS if they
require.
http://docsonline.dcs.gov.au/human_resources/eap.htm
- Caseworkers being able to identify when they are being affected by stress &
methods for dealing with stress.
- Caseworkers being aware of what is available to them in the way of support
if they are feeling stressed and burnout on the job.
Other suggestions:
- Group supervision models be created for CSC’s to utilise, so that peer
support networks can be developed internally.
- That team meetings occur outside the office, so that staff have a chance to
debrief outside of the work environment.
- Team lunches occur on a regular basis to create a sense of team spirit, and
also assist in group bonding.
- Managers to utilise current supervision training to be able to provide more
effective supervision to staff, and to be able to identify when issues arise.
- Caseworkers be taught to be self reflective in looking out for their own
symptoms of stress, as caseworkers know what symptoms they exhibit when
stressed more then a manager may.
7.3 OH&S Representative or a person familiar with setting up work stations used
by the department should assist the caseworker in setting up their work station
in the first few weeks, and also make staff aware of OH&S issues potentially
associated with computer use. Eg: Regular breaks, stretching extra.

- Preventing injury related to poorly set up work stations.
- Developing awareness of OH&S in relation to use of equipment & self care.
Other suggestions:
- Obtain pictures and drawings as well as other useful documents on setting
up work stations, how to sit at work stations extra and have them as part of
an induction package.
- Place these diagrams and pictures in the office induction package.

2006
REFERENCES USE TO DEVELOP THIS PACKAGE:
1. Staff Induction Checklist.

2. Caseworker Job Description from DOCS Online.
3. PPR New starter generic form from DOCS Online.
http://docsonline.dcs.gov.au/ppr/ppr_index.htm
4. CDC’s Training recommendations for new caseworkers form on DOCS
Online.
5. Informal interviews with staff around various issues and ideas within
Liverpool CSC.
6. CDC Caseworker Assessment Report on DOCS online.
7. CDC Website:
http://docsonline.dcs.gov.au/learn_dev/cdc_index.htm
8. DOCS Transition to Management Training Program.
9. DOCS Supervision Training Program for managers and staff.
10. Results of some questionnaires completed by caseworkers and managers.
11. A number of other reports and discussion papers not officially released were
also reviewed to help develop conceptual ideas for this document.
12. Various research and literature to help give ideas on how to develop such a
package.
13. Child Protection Casework Core Competency List developed by Greg Egan.
14. Gibbs, J (2005) “The Place of Supervision in Child Protection; Discussion
Paper for the NSW Department of Community Services”
15. VAK Learning Style Questionnaire taken from http://www.businessballs.com

2006
Key of Terms:
New caseworker: is used to mean a caseworker with less then 12 months in this
document.
OOHC: Stands for Out of Home Care
EI: Early Intervention
OH&S: Occupation Health and Safety
PPR: Personal Planning and Review

(This is the DOCS internal career development tool.)
CPCW: Child Protection Caseworker
GREGORY J EGAN
2006
General Points and Suggestions for Managers on Staff

Training and Development:
1. Managers need to understand adult learning principals and how workers

become competent professionals to be able to provide the high quality
supervision needed to support their workers. Strong reflective practice also
assists caseworkers and managers alike in their learning. (Gibbs, 2005)
2. Right from the beginning Managers need to be able to identify strengths,

areas for development and learning styles of new caseworkers to assist them in
customizing the new caseworkers training in the form of a learning plan &
PPR. Use of such tools as the skills audit questionnaire, Caseworker skill
competency list & the skills development tool, which help a caseworker to self
reflect on their own strengths and areas for further development to give
managers a place to start with their new caseworkers.
Managers need to understand and know their staff so they can better support
them, and work with them more effectively.
3. Use of the skills audit questionnaire is important and will assist caseworkers
and managers in the following ways:
- Allow a caseworker to look at and think about what skills and knowledge
they bring to the job as a result of their life & work experiences, formal and
informal training, and what skills and knowledge they have developed as a
result.

2006
- Allows a caseworker to then compare what they bring to the job, with what
they need to learn to meet the core competencies of a caseworker.
- Allows a manager to understand the caseworker better, and what they bring
with them so that training and development can be better customized to
individual needs.
- Allows a caseworker and manager to plan a caseworkers development
around their own individual career goals.
- Assists in developing a self analytical caseworker who is more self aware,
and able to identify their own areas of development more effectively.
- Gives a basis to start the planning process for the caseworkers learning plan
over those first 12 months.
This process takes into account previous practical experience and training and
then forms the basis of developing a PPR.
4. Use of the learning style questionnaires will assist in the following:

- Caseworkers understand their own learning style preferences more, which
inturn allow them to think about and identify more clearly the best
approaches to be taken to assist them with learning and development.
- It can help the manager to understand them more to better customize
learning.
- Learning style questionnaires, can also help give a basis for identifying
barriers to learning, which can then be addressed.
Note: When looking at learning styles though it helps to direct learning
towards a learning style preference we have to take into account that not all
training is directed towards a specific learning style, and as such caseworkers
should learn to be able to learn effectively from a variety of learning styles.
Managers and caseworkers as a result should look at also developing on
weaknesses in learning styles as well to make a caseworker more effective in
their learning and development.
5. Use of the Core Competency list, form and staff development tool will help
managers to assist in guiding learning, as well as gaining ideas for learning.
These documents will also assist in giving a caseworker some ideas on how to
plan their learning more effectively.
Caseworkers will also be further able to compare with what they bring to the
job skill and knowledge wise with what is expected of them skills and
knowledge wise.
The Core competency form here could also be used to guide monthly learning.
A copy could be kept by both manager and caseworker to assist in guiding
learning. If a copy was kept with the manager this would also give any acting
managers a guide to where a new caseworker is at during their first 12 months.
At the end of 12 months this series of forms could then be used to review how
the caseworker has developed over all and assist with identifying further areas
of development.
6. A learning plan should be developed early on and use this to guide month to
month learning. Eg: The learning Plan could be just to work on developing

2006
skills in a particular core competency over that particular month and then
review how the caseworker went at the end of the month. These learning plans
could be reviewed monthly. The Core Competency Form could be used to
assist in this process.
7. A manager and caseworker could utilise information gained from the skills
audit questionnaire to assist in developing the caseworkers first PPR.
8. In the first month it is recommended that supervision be weekly to make sure

that the caseworker has completed everything required from the induction
checklist and also started to settle into the office.
Other suggestions regarding supervision processes:

- A supervision agreement should be made in the early stages as to how
supervision will be run and what sort of things should be discussed.
- Staff really need to be encouraged to talk as openly as possible during
supervision about their strengths and weaknesses. We need to make
caseworkers more self analytical so they can develop themselves better.
- Staff be encouraged to talk about their learning goals and help plan how they
will achieve them.
- Make sure supervision does occur and other managers are covering for those
periods in the event any crisis occurs.
- Take more detailed supervision notes around learning and development so

that if managers have to act in that position they are able to take up where
the other manager left off. Utilising the Core Competency Form maybe one
way to do this and guide learning more effectively regardless of
management turn over.
9. Caseworkers should be exposed to all teams during there first 12 months so

they develop an understanding of what the varying teams in the office do.
(This will also help with office socialization and help them get to know
people.)
10. A collection of good court reports, secondary assessments, carer assessments,

submissions, ICA submissions etc should be kept within the office with the
specialists as a resource tool for students and new caseworkers.
11. Managers to be mindful not to allocate major tasks to a caseworker as a

primary if they have never done it before as a secondary, or completed
required training through CDC.
Eg: By the time the caseworker undertakes any major task on their own they
should have attempted this as a secondary or under the supervision of a
trained and more experienced caseworker at the minimum to prevent them
feeling totally overwhelmed and unfamiliar with the task they have been
allocated to undertake. This is because we want to prevent staff having to
learn how to do various major tasks for the first time own their own, where
they have just been thrown into the deep end without previously having any
training or mentoring in that task.

2006
By doing this, it will further reduce the risk of mistakes made by caseworkers
during casework.
12. Even after a caseworker has been trained in an area do not assume that they
have learnt to the skill to a satisfactory level, reviews should be done with the
caseworker to ascertain whether they feel they have learnt a particular skill or
task well enough to undertake it without supervision or mentoring.
13. It is a good learning tool to put new caseworkers as secondaries against cases
at various stages of investigation, assessment, court and ongoing work to assist
in the development of different skills.
When choosing a case they should be a secondary against think of the

experience of the primary worker, what skills they have to offer in mentoring
the new caseworker, and also what could be learnt from the case they could be
being put as a secondary against.
14. Managers should also think about what a caseworker will learn from a
particular task when allocating it to a new caseworker, to assist in developing
that caseworker as a professional.
15. Reflective feedback should occur throughout the caseworkers training and
development, but this is more crucial during those first 12 months when the
caseworker is trying to find their feet and also helps direct learning.
Caseworkers should also be encouraged to provide their own opinions and talk
about their own assessment of various situations and work through these to
help improve their skills overall. This will inturn be a positive potentially for
the caseworker in the long term, as we will create more self reflective
caseworkers, who are more willing to develop themselves professionally, and
be open to constructive criticism.
16. Managers should sit down and identify what staff resources they have within
the office, and ascertain how those trained and experienced staff can be
utilised to train and mentor new caseworkers within the office. Eg: Sit down at
a management meeting and look at all the caseworkers and staff within the
office and how they maybe able to contribute to staff development and
training.
17. Generally encourage caseworkers to think openly and creatively in their

casework practices, as sometimes we have to think outside the box in
casework when particular services may not be available in the area. Eg:
Utilising private counsellors through a submission to provide counselling for
traumatised children when normal free resources are not available in the area
or waiting lists are extensive.

2006
18. Managers need to lead by example in practice, and also in creating a workable
office environment where support and development are promoted and
harassment and bully is discouraged.
19. Manager to have at least witnessed the caseworker at least once in the field or
office undertake all of the core competencies of a caseworker.
20. To help develop a caseworkers skill base broadly, internal policies could be
created within CSC that staff have to be rotated every 2 years at the latest to a
different team. This will inturn help develop a caseworkers skill base more
broadly over time as they gradually learn varying skills from the different
teams. Staff that stay on the same teams at times, can become too specialized
into basically slowly down their overall professional development.
21. Managers to obtain ongoing feedback from more experienced caseworkers on

how the new caseworker is going on the field to assist them in assessing the
current skills of the caseworker and how they are developing overall. New
caseworkers should be informed that feedback maybe sort on how they are
going out on the field, to assist the manager in directing the caseworkers
training more effectively, to meet their learning needs.

- Getting a variety of opinions on how the caseworker is developing, and
where weakness and strengths are in their development.
- This is also a two fold process, in that both the trained caseworker is
developing mentoring skills, as well as training needs analysis skills and the
new caseworker is developing themselves professionally.
Other suggestions:
- Certain staff in the CSC who are trained and deemed competent in their
skills should be encouraged to develop there mentoring skills and have this
as part of their PPR. Its is important for an office to know what their
resources are and how best to utilise them. It must also be considered that
one staff member maybe really good in one area such as court work, whilst
another might be really effective at investigative interviewing. By
identifying these individual strengths in caseworkers we can utilise them to
mentor new staff in these areas.
22. Clear dates should be put in place for when tasks associated with this package
are to be completed from the first day when the new staff member arrives on
the job. A day and a half should be put aside just to complete the tasks in this
package within the first or second week, though these tasks could be
completed within a day if no interruptions were received. Once tasks are
completed the staff member should keep this information with them until the
first supervision with the Manager Caseworker, where bye information noted
down as a result of the tasks in this package should be discussed.

2006
23. All forms used in the office for completing file summaries, contact reports,
genograms, case transfer forms, flex sheets, workload planners etc as well as
other relevant forms that have been custom designed or area approved should
be placed into the staff induction folder as a further resource for staff when
they first start.
24. Managers should realize that sometimes the performance of the individual is
not always the individual and that group dynamics and group performance
issues maybe impacting on the individual worker in one way or another. Any
assessment of the individual’s performance should also be taking into account
how the group is going as a whole, compared to this individual. Eg: If the
whole group or team was preforming well but this individual was performing
poorly or vice versa then the managers should be looking at why this is
happening. The overall group standard of performance can be used as a tool to
help assess individual performance in some cases. Though whilst a staff
member is learning this may not be a good basis for measurement.
RESOURCES:
TRAINING, STAFF DEVELOPMENT & MANAGEMENT

WEBSITES OF INTEREST:
(Note: Some of these websites help formulate the idea concepts which developed
this staff development package.)
Learning style related Information:
1. Learning Style Theories and Models:

(A list of links to various learning style theories and models)
General Links to explaining learning styles and also looking at theories and
models:
http://www.d.umn.edu/kmc/student/loon/acad/strat/lrnsty.html
http://en.wikipedia.org/wiki/Learning_styles
http://tip.psychology.org/theories.html
Kolb Learning Style Inventory Links:

http://www.coe.iup.edu/rjl/instruction/cm150/selfinterpretation/kolb.htm

2006
VARK – A Guide to Learning:
http://www.vark-learn.com/english/index.asp
Article on learning styles and team effectiveness:

http://www.city.londonmet.ac.uk/deliberations/ocsd-pubs/islass-hunt.html
2. Learning Style Questionnaire Websites:
Free Learning Style Questionnaires Online:

(Provides links to various sites that allow for free learning style assessments
online.)
http://www.learning-styles-online.com/inventory/
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.berghuis.co.nz/abiator/lsi/lsiframe.html
3. Mix of Learning and Development Resources:

http://www.managementhelp.org/prsn_dev/lrn_styl.htm
Induction, Training & Development Related websites:
1. The Australian Qualifications Framework & National Training System

website:
http://www.aqf.edu.au/
http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/
key_issues/nts/tpk/qualifications.htm
2. Training Websites:
http://derekstockley.com.au/links-training-system.html
3. Info on Adult Learning Principles:
http://www.ohschange.com.au/articles/
Adult_Learning_Principles_and_Process/
Adult_Learning_Principles_and_Process.html
4. Competency Based Assessment Websites of Interest:
Competency Standards:
http://www.csheitc.org.au/Training%20Issues/competency_standards.htm

2006
http://www.ocwtp.com/cw_competencies.htm
5. Links to research documents related to training and development:
The consortium for research into Emotional Intelligence:

http://www.eiconsortium.org/research/research.htm
6. General Sites for Training and Development:
Mentoring Made Easy a Practical Guide:

http://www.eeo.nsw.gov.au/careers/mentorbook.htm
Barriers to Communication:
http://www.sote.qld.edu.au/articles/BarriersCommunication.html
Australian Flexible Learning Framework

http://designing.flexiblelearning.net.au/assessing/a_plan/index.htm
7. Sites for inspiration, creativity and motivation:
M Creativity & Innovation Mycoted Science and Technology website:

http://www.mycoted.com/Main_Page
8. Stress Management and mental illness related Links:
http://www.stressmanagement.com.au/
http://www.pp.okstate.edu/ehs/links/stress.htm
http://imt.net/~randolfi/WorkStress.html
Websites with Info on Management and Leadership:
1. Tips on being a good supervisor:

http://www.mja.com.au/public/issues/184_08_170406/lak10081_fm.html
2. Leadership Models, Theories & Tools Links:

http://www.au.af.mil/au/awc/awcgate/awc-ldrt.htm#general
http://www.stewart-associates.co.uk/leadership-models.aspx
http://www.12manage.com/i_l.html
3. Situational Leadership Information Sites:

http://www.chimaeraconsulting.com/sitleader.htm
4. Leadership Research:
Leadership Research Institute

http://www.usq.edu.au/education/research/cerd/lri/default.htm
5. Project Management related info:

2006
Australian Institute of Project Management
http://www.aipm.com.au/html/default.cfm
Project Quality Planning:

http://www.projectperfect.com.au/info_project_quality_planning.php
IT Toolkit
http://www.ittoolkit.com/qtools.htm
General Links:
http://www.projectmanagement.tas.gov.au/k_base/kb_related_resources.htm
Some Sites of Interest where research, literature and

models & theories can be accessed:
1. The Australian Clearing House for Youth Studies

http://www.acys.info/
2. Australian Institute of Criminology

http://www.aic.gov.au/
3. Australian Institute of Family Studies

http://www.aifs.gov.au
4. Google Scholar Search Engine for research articles:

http://scholar.google.com/
5. NSW Centre for Parenting & Research

http://www.parenting.nsw.gov.au/public/s01_homepage/default.aspx
6. Australia Family & Disability Studies Research Centre

http://www.afdsrc.org/parents/underway/risk.php
7. Business balls
http://www.businessballs.com/
- This site contains various models and theories relevant to psychology.

2006
8. The Spinney Press
http://www.spinneypress.com.au/further_links.html
- This site gives a link to various welfare related information.
9. Western Sydney (WEST) Information and Research (IR) Service. (WESTIR)

http://www.westir.org.au/
- Non-Profit organisation that assists in providing data and information to the
public and private sector regarding local communities.
10. Parliament of Australia – Parliamentary Library

http://www.aph.gov.au/library/pubs/cib/
Federal Government Links:

1. Australian Federal Government Website
- Gives access to other Government Departments.
http://www.australia.gov.au/
2. Information and Services for Australians

http://www.community.gov.au
http://www.community.gov.au/internet/mfmc/community.nsf/pages/section?
opendocument&Section=Agency+Directories
3. The Australian Bureau of Statistics

http://www.abs.gov.au/
4. Department of Families, Community Services & Indigenous Services:

http://www.facs.gov.au/
5. Department of Immigration
http://www.immi.gov.au/
6. Centrelink
http://www.centrelink.gov.au/

2006
State Government Websites:
NEW SOUTH WALES:
1. NSW Government Website

http://www.nsw.gov.au/
2. NSW Legislation Website

http://www.legislation.nsw.gov.au
3. NSW Premier’s Department

http://www.eeo.nsw.gov.au
4. NSW Ombudsman
http://www.nswombudsman.nsw.gov.au/
5. NSW Office of Industrial Relations

http://www.industrialrelations.nsw.gov.au/
6. NSW Office of the Children’s Guardian

http://www.kidsguardian.nsw.gov.au/
7. NSW Commission for Children and Young People

http://www.kids.nsw.gov.au/

2006
8. Personnel Handbook
http://www.premiers.nsw.gov.au/our_library/employment_conditions/
personnel_handbook/index.htm
OTHER STATES:
9. VICTORIAN Government Website

http://www.vic.gov.au
10. SOUTH AUSTRALIAN Government Website

http://www.sa.gov.au/site/page.cfm
11. WESTERN AUSTRALIAN Government Website

http://www.wa.gov.au/
12. NORTHERN TERRITORY Government Website

http://www.nt.gov.au/
13. QUEENSLAND Government Website

http://www.qld.gov.au/
14. TASMAINIAN Government Website:

http://www.tas.gov.au/
Useful Websites:
General Search Engine for Finding Services:

http://www.serviceseeker.com.au/
Liverpool City Council http://www.liverpool.nsw.gov.au/default-liverpool.asp

Website
Liverpool Migrant http://lmrc.org.au/prsrls.htm

Resource Centre
General Link to http://www.users.bigpond.com/websterpaul/sydorg.htm

Community Organisations
in NSW
General Link to Services http://www.macdivgp.com.au/MCSD/IndexFrame.html

in South West Sydney
Community Links: http://www.ncoss.org.au/links/links.html

- Links to various
community & government
websites
NSW Family Services http://nswfamilyservices.asn.au

2006
Association
- Links to various
resources
Local Information http://www.datadiction.com.au/lincs/default.htm

Network for Community
Services
Association of Children’s http://www.acwa.asn.au/acwa/news/News.html

Welfare Services
- Research & Info
- Advocacy & lobbying
The Australian Council of http://www.acoss.org.au/Default.aspx

Social Service (ACOSS)
- The Australian Council of
Social Service (ACOSS) is
the peak council of the
community services and
welfare sector.
Council of Social Services http://www.ncoss.org.au

for NSW
(NCOSS)
Greater Western Sydney http://www.directory.ngo.net.au/

Community Services
Directory
Women with Disabilities http://www.wwda.org.au

Australia
Links to Disability http://www.dsansw.org.au/info/AdultServices.html

Services in NSW
Physical Disability http://www.pdcnsw.org.au/guide/

Council of NSW
Autism NSW http://www.autismnsw.com.au/
A TO Z of Disability http://www.atozpages.com.au/atozpagesnetlinks/
Support Services Disability-Services-Support-Organisations.asp
Carer NSW http://www.carernsw.asn.au/

- Association for Carers of
people with disabilities or
mental illness, chronic
condition or frail age.

2006
Early Childhood http://www.ecia-nsw.org.au/faq.php
Intervention
Raising children network http://raisingchildren.net.au/
Young Aussie Mums – http://www.youngaussiemums.8m.com

Support Webpage
Natural Parenting http://www.naturalparenting.com.au/
Children Youth & http://www.cyh.com/Default.aspx?p=1

Women’s Health Service
Sane Parenting http://www.saneparenting.com/
Early Childhood Australia http://www.earlychildhoodaustralia.org.au
Child Abuse Prevention http://www.childabuseprevention.com.au/

Service (CAPS)
Child Sexual Abuse http://www.csapp.net/

Prevention Program
Advocates of Survivors of http://www.asca.org.au/
Child Abuse
Child Safety Australia http://www.childsafetyaustralia.com.au/community/
childabuse/childabuse.htm
Stop Child Abuse http://www.stopchildabuse.com.au/aware/causes.asp
Child Abuse Prevention http://www.aifs.gov.au/nch/nchlinks.html

Links
The National Association http://www.napcan.org.au/

for Prevention of Child
Abuse and Neglect
(NAPCAN)
The Spinner Press http://www.spinneypress.com.au/further_links.html

- Link to various Welfare
resources
Australian Drug http://www.adin.com.au/content.asp?Document_ID=1

Information
Clearing House Drug Info http://www.druginfo.adf.org.au/
Government Drug http://www.druginfo.nsw.gov.au/

2006
Information
Australian Domestic http://www.austdvclearinghouse.unsw.edu.au/

Violence & Family
Clearing House
Domestic Violence http://www.dvrc.org.au/

Resource Centre
Domestic Violence & http://www.dvirc.org.au/

Incest Resource Centre
Parents with Intellectual http://home.vicnet.net.au/~parentwd/welcome.htm

Disabilities
Intellectual, http://www.healthinsite.gov.au/topics/
Developmental & Intellectual__Developmental_and_Learning_Disabilities
Learning Disability Links
NSW Hospital Sites http://www.health.nsw.gov.au/services/index.html
NSW Police Service Sites http://www.policensw.com/region/stat1.html
Dept. of Education https://www.det.nsw.edu.au/
Mental Health Association http://www.mentalhealth.asn.au/

of NSW
Mental Health Australia http://www.mentalhealth.org.au/
Mental Health Resource http://www.ranzcp.org/publicarea/resources.asp

Links
Multicultural Mental http://www.mmha.org.au/

Health http://www.mmha.org.au/ResourceDatabase
Multicultural Drug Info by http://www.druginfo.adf.org.au/multicultural/

Language browse.asp?
ContainerID=multicultural_resources_language
Centre for Multicultural http://www.cmyi.net.au/UsefulLinks

Youth Issues
General Info for http://www.shinesa.org.au/index.cfm?

2006
Multicultural objectid=AEB6B939-E081-51EF-
Communities A72BC25E664A64A8
Youth Accommodation http://www.yaa.com.au/
Police & Community http://www.pcycnsw.org/page_news_0308.htm

Youth Services
Mentoring Australia http://www.dsf.org.au/mentor/
The Youth Action & http://www.yapa.org.au/

Policy Association
- Peak body working for
the interests of youth in
NSW.
- Has links to various
resources.
The Community Relations http://www.crc.nsw.gov.au/communities/
Commission
Anglicare http://www.anglicare.org.au/services/welfare.html
The Uniting Church in http://nsw.uca.org.au/

Australia
Barnardo’s Australia http://www.barnardos.org.au/barnardos/html/
Uniting Care – Burnside http://www.burnside.org.au/
Wesley Mission http://www.wesleymission.org.au/homepage.asp
Black Pages http://www.blackpages.com.au/

- Major Indigenous
Community & Business
Website for finding
Indigenous Services in
Australia
Legal Aid http://www.legalaid.nsw.gov.au/asp/index.asp

Law Access Online http://www.lawaccess.nsw.gov.au

2006
Departmental Policies / Procedures for contacting other states:
Prior to trying to gain information from other states or transferring cases to
other states, interstate policy and guidelines should be considered.
http://docsonline.dcs.gov.au/business_help/cfs/cfs_transfer/index.htm
DoCS Inter-State Liaison Unit
Location: Level 3, 4-6 Cavill Avenue, Ashfield
Postal Address: Locked Bag 28

Ashfield NSW 1800
DX 21212 Ashfield
Phone: Interstate Liaison Coordinator: 9716 2123
Interstate Liaison Officer: 9716 2469
Interstate Child Protection checks: 9716 2227
FAX: (02) 9716 2055

2006
interstate.liaison@community.nsw.gov.au
State and Territory Departments Responsible for

Protecting Children:
http://www.aifs.gov.au/nch/state.html#tas
(The following information is a direct cut and paste from the above website for
purpose of providing information for NSW Department of Community Service Staff
Only)
Information relating to child protection notifications, investigations and

substantiations, broken down by the different States and Territories is available from
the Australian Institute of Health and Welfare's publication Child Protection
Australia.
The Australasian Legal Information Institute, a joint facility of the Law Faculties at
the University of Technology Sydney (UTS) and the University of New South Wales
(UNSW), provides free internet access to Australian legal materials:
http://www.austlii.edu.au/.
Telephone numbers to contact for each State and Territory to report incidences of
child abuse are available at: http://www.aifs.gov.au/nch/reporting.html
The following list provides information on State and Territory Departments

responsible for issues dealing with child protection.
Australian Capital Territory

New South Wales
Northern Territory
Queensland
South Australia
Tasmania
Victoria
Western Australia
Australian Capital Territory:

2006
Office for Children, Youth and Family Support
Ph: 133 427
http://www.dhcs.act.gov.au/ocyfs/default.htm
The Office for Children, Youth and Family Support works in partnership with the
community to provide care and protection services to children and young people, and
family and community support to meet the needs of the people of Canberra. In
addition, the Office is responsible for youth justice services and the monitoring and
licensing of children's services.
The Office for Children, Youth and Family Support contracts a range of services from
the non-government sector to meet the needs of young people. These services include
 Youth Centres
 Youth Support Services
 Youth development programs and
 Youth Plan and Sector development
Care and Protection services is responsible for facilitating coordination across

government for the care and protection of children and young people. Care and
Protection services include three Regional Offices and an After Hours service, who
provide a continuum of service delivery to children and young people considered 'at
risk' of serious harm.
If you are concerned about a child, refer to Reporting Child Abuse, Keeping Children
and Young People Safe (PDF 5.09MB)
New South Wales:
Department of Community Services

DoCS Central Office
Locked Bag 28,
Ashfield NSW 1800
Ph: (02) 9716 2222
Fax: (02) 9798 5486
DX21212 Ashfield
http://www.community.nsw.gov.au/
The Department of Community Services works to protect children from abuse and
neglect. The Department views the protection and welfare of children as one of their
most important tasks.

2006
Many cases of suspected neglect and abuse against children are reported to the
Department every year. It is their job to investigate these reports and, if needed, work
with families to ensure children are protected. They work with families and try to find
solutions to problems by talking directly to parents and children. Sometimes brothers
and sisters, grandparents or other family members of a child are involved.
To report instances of child abuse
 The Office of Children, Families and Parenting: 132 111 (24 hours)
The Crimes Amendment (Child Protection - Physical Mistreatment) Act 2001 comes
into effect on 5 December 2002. The amendment sets limits on the force used by
parents to physically punish their children and clarifies the legal defence of 'lawful
correction'. It aims to reduce the harm caused to children through excessive physical
punishment. Under the amendment, it will be considered unreasonable to:
 Use force on a child above the shoulders

 Use force that causes harm that lasts for more than a short time below the shoulders.
Community education activities under the title 'Remember - there's a limit' have been
organised to inform parents, carers and workers about the amendment.
 A poster to alert parents to the new law;

 A brochure to explain the law to parents and direct them to sources on child rearing
that will be available in 10 versions: English, a version for Pacific Islander people, a
version for Indigenous people, Arabic, Turkish, Chinese, Vietnamese, Spanish,
Croatian and Serbian.
More information can be found on the NSW Parenting Centre's web site at
http://www.parenting.nsw.gov.au/limits/.
Northern Territory:
Department of Health and Community Services

Family & Children's Services
PO Box 40596
Casuarina NT 0811
Ph: (08) 8922 7111
After Hours Service (08) 8941 1644
More information on child protection services on the Family & Children's Services
web site at
http://www.health.nt.gov.au/health/comm_svs/facs/child_protect/child_protect.shtml
To report instances of child abuse use the free phone number:

2006
 24 hours: 1800 700 250
Queensland:
Department of Child Safety

PO Box 806
Brisbane QLD 4002 or
CDE M4
Ph: (07) 3224 8045
Freecall: 1800 811 810
Fax: (07) 3224 3570
Email: info@childsafety.qld.gov.au
http://www.childsafety.qld.gov.au/
Child Protection Information

Ph: (07) 3224 8483 (Brisbane and country areas)
After Hours Crisis Service
Ph: 1800 811 810
The Department provides services to children and families where child abuse or
neglect has been alleged or identified. Allegations of child abuse and neglect are
investigated and responded to with advice, information and assistance provided to
families and community members. Emphasis is placed on maintaining children with
their families and by educating and supporting parents to care for their children.
The Child Protection Act 1999 provides for the protection of children. The Act
responds to the increased community expectation: that children must be protected
from abuse and neglect; that children who are removed from home receive safe
alternative care; and that children who suffer abuse and neglect receive quality
services which promote their emotional, physical, social and educational
development.
Information about the Act is available at:

http://www.families.qld.gov.au/childprotection/publications/documents/pdf/
cpbill_98_explan.pdf
and
http://www.communities.qld.gov.au/childprotection/resources/documents/pdf/
cpinfo_act1999.pdf
To report instances of child abuse:
 Departmental Head Office: (07) 3224 8045

 Crisis Care: (07) 3235 9999
 Rural areas: 1800 177 135
South Australia:
2006
Department for Families & Communities
Children, Youth and Family Services
Box 39, Rundle Mall Post Office
Adelaide, SA 5001
Ph: (08) 8226 6815
Fax: (08) 8226 6873
http://www.dfc.sa.gov.au/cyfs/
 24 hours: 131 478
Children, Youth and Family Services provides support and assistance to the
community, especially those experiencing disadvantage or who are in need of care
and protection. Services assist young people who offend or are at risk of harm and
families and children at risk.
Legislation covering child protection issues include:
 Family and Community Services Act 1972

 Children's Protection Act 1993
 Young Offenders Act 1993
 Adoption Act 1988
Child & Adolescent Mental Health Service

South Australian Division of Mental Health
Suite 5, Ground Floor, Elizabeth House
Elizabeth City Centre
Adelaide SA 5112
Ph: (08) 8252 0133
Fax: (08) 8287 0308
Email: surraoc@wch-camhs.sa.gov.au
http://www.wch.sa.gov.au
The Tier 3 Diversionary Program is a new initiative by the Child & Adolescent
Mental Health Service - Northern Metropolitan Region. The program runs in
partnership with the Department of Family & Youth Services and seeks to address the
needs of children and families who have been notified to the department but where
there are no confirmed issues of abuse, although a high degree of need within the
family. Essentially the program seeks to prevent the potential for abuse or neglect
occurring within these families through the provision of practical assistance and
therapeutic input.
Department of Education, Training and Employment

http://www.dete.sa.gov.au/decs_home.asp
Information is included on DETE child protection policy, mandatory notification,

Child Protection Act and links to other sites.
Tasmania:
2006
Department of Health and Human Services
Care and Protection of Children
http://www.dhhs.tas.gov.au/services/view.php?id=657
The Department of Health and Human Services brings together a wide range of
services for the people of Tasmania - offering a range of support services, including
child protection.
Commissioner for Children

Level 5
99 Bathurst Street
Hobart TAS 7000
Ph: (03) 6233 4520
Fax: (03) 6233 4515
http://www.childcomm.tas.gov.au/
The website of the Commissioner for Children is part of the Department of Health and
Human Services.
 Child and Family Services: 1800 001 219 (24 hours)
Victoria:
Department of Human Services

Office for Children
555 Collins Street
Melbourne VIC 3000
Ph: (03) 9616 7086
Email: OfficeForChildren@dhs.vic.gov.au
http://www.office-for-children.vic.gov.au/
 Child Protection Crisis Service: 131 278 (24 hours)
The Office for Children was established on 7 March 2005. The Office is responsible
to the Minister for Children, and provides a focus on Victorian children, and their

2006
families, within the state government. It aims to ensure a consistent approach across
the government, greater coordination and sharing of resources between related
programs.
The responsibility for making sure that the needs of children are met and that they are
safe within their families is shared between the family, the community and the state.
When adults caring for children do not follow through with their responsibilities, are
abusive or exploit their positions of power, then it is the wider child protection system
that becomes responsible for taking action. Depending on how serious the risk and
harm is to a child's safety and well being will depend on the type of service provided
The Child Protection Service provides child centred family focused services to protect
children and young people from significant harm as a result of abuse or neglect within
the family unit and to ensure that children and young people receive services to deal
with the impact of abuse and neglect on their well being and development. The Child
Protection Service is based on the principle that the best protection for children is
usually within the family, however the paramount consideration is the child's safety
and well being.
Western Australia:
Family and Children's Services

Central Office
PO Box 6334
East Perth WA 6892
Ph: (08) 9222 2555
TTY: (08) 9325 1232
Fax: (08) 9222 2776
http://www.community.wa.gov.au/Resources/Child+Protection/
 Departmental Head Office: (08) 9222 2555

 1800 199 008
 After hours: (08) 9223 1111
2006
The Department of Family and Children's Services has statutory authority to ensure
that children are properly cared for and protected from harm. The Department
becomes involved with a family when a child needs to be protected because of serious
harm or risk of harm.
Staff trained in child protection investigate reports and allegations of child

maltreatment. These may include physical, sexual and emotional maltreatment as well
as neglect. Follow up services depend on the nature and seriousness of maltreatment
and the needs of the child and family.
Greg Egan
CPCS
Liverpool CSC
2006
Motivational Quotes
Taken from: http://www.businessballs.com
"We cannot solve our problems with the same level of thinking that created
them." (Albert Einstein)
"It is amazing what you can accomplish if you do not care who gets the credit."
(President Harry S Truman)
"I have learned that success is to be measured not so much by the position that
one has reached in life as by the obstacles overcome while trying to succeed."
(Booker T Washington, 1856-1915, American Educator and African-American
spokesman, thanks for quote M Kincaid, and for biography correction M Yates
and A Chatterjee)
"Most people never run far enough on their first wind to find out they've got a
second. Give your dreams all you've got and you'll be amazed at the energy that
comes out of you." (William James, American Philosopher, 1842-1910 - thanks
Jean Stevens)
2006
"Whatever you can do - or dream you can, begin it. Boldness has genius, power
and magic in it." (Johann Wolfgang von Goethe, German writer, 1749-1832 -
thanks Yvonne Bent)
"A dwarf standing on the shoulders of a giant may see farther than the giant
himself." (Didacus Stella, circa AD60 - and, as a matter of interest, abridged on
the edge of an English £2 coin)
"Management means helping people to get the best out of themselves, not
organising things." (Lauren Appley)
"The world is divided into people who do things, and people who get the credit.
Try, if you can, to belong to the first class. There's far less competition."
(Dwight Morrow, 1935.)
"What does not kill us makes us stronger." (attributed to Friedrich Nietzsche,

probably based on his words: "Out of life's school of war: What does not
destroy me, makes me stronger." from The Twilight of the Idols, 1899)
"A life spent in making mistakes is not only more honourable but more useful
than a life spent doing nothing." (George Bernard Shaw, 1856-1950.)
"Don't be afraid to take a big step when one is indicated. You can't cross a chasm in
two small steps." (David Lloyd George, 1863-1945, Welsh Liberal Statesman - with
acknowledgements to Barbara Heyn.)
"We must become the change we want to see." (Mahatma Gandhi, 1869-1948, Indian
statesman and spiritual leader, humanitarian and constitutional independence reformer
- ack B Heyn.)
"It is only as we develop others that we permanently succeed." (Harvey Samuel

Firestone, 1868-1938, US industrialist, and founder of the Firestone Tire and Rubber
Company, who pioneered the pneumatic car tyre for the Model-T Ford - ack B Heyn.)
"The workplace should primarily be an incubator for the human spirit." (Anita
Roddick, born 1942, British businesswoman, founder of the Body Shop organisation,
writer and humanitarian.)
"There is nothing so useless as doing efficiently that which should not be done at all."
(Peter Drucker, 1909-2005, Austrian born US management guru, writer and seminal
business thinker.)
"The great use of life is to spend it for something that will outlast it." (William James,
1842-1910, US psychologist and philosopher)
"Lives based on having are less free than lives based either on doing or being."
(William James, 1842-1910, US psychologist and philosopher.)
2006
"Be willing to have it so; acceptance of what has happened is the first step to
overcoming the consequences of any misfortune." (William James, 1842-1910, US
psychologist and philosopher.)
"Cocaine is God's way of saying you are making too much money." (attributed to
Robin Williams, US comedian and actor, and also to rock musician and occasional
actor Sting, each coincidentally born in 1951)
"A war regarded as inevitable or even probable, and therefore much prepared for, has
a very good chance of eventually being fought." (Anais Nin, 1903-1977, French-born
American writer and psychoanalyst - see also the Murphy's Plough story)
A lesson from a great man:
"My great mistake, the fault for which I can't forgive myself, is that one day I ceased
my obstinate pursuit of my own individuality." (Oscar Wilde, 1854-1900, Irish
playwright, poet and humorist)
"Along this tree

From root to crown
Ideas flow up
And vetoes down."
(Peter F Drucker, 1909-2005, Austrian born US management guru, writer and seminal
business thinker. If this quote applies to your organisation then do what you can to
change things.)
“You cannot teach man anything. You can only help him to discover it within
himself.” Galileo Galilei
“The great difference between the real leader and the pretender is – that the one sees
into the future, while the other regards only the present; the one lives by the day, and
acts upon expediency; the other acts on enduring principals and for immortality.”
Edmund Bourke – British Politician and writer (1729-1997)
“There is always a better way. Let’s find it.” Thomas Edison
2006

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LIVERPOOL CSC NEW STARTER

DEVELOPED BY GREGORY J EGAN

FINAL DRAFT 1.4

Last Update: 28/9/2006

Permission can be obtained through emailing me directly at:

New Starter Case worker Development Program – Copyright Gregory J Egan 1

New Starter Case worker Development Program – Copyright Gregory J Egan 2

1. What are your current qualifications? (Eg: TAFE, University, College)

New Starter Case worker Development Program – Copyright Gregory J Egan 3

New Starter Case worker Development Program – Copyright Gregory J Egan 4

New Starter Case worker Development Program – Copyright Gregory J Egan 5

Read the Caseworker core competences & Core Competency Skill /

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New Starter Case worker Development Program – Copyright Gregory J Egan 7

New Starter Case worker Development Program – Copyright Gregory J Egan 8

Learning Style Questionnaire 1:

VAK Learning Styles Self-Assessment Questionnaire

(It’s best to complete the questionnaire before reading the accompanying

1. When I operate new equipment I generally:

2. When I need directions for travelling I usually:

3. When I cook a new dish, I like to:

4. If I am teaching someone something new, I tend to:

6. During my free time I most enjoy:

7. When I go shopping for clothes, I tend to:

New Starter Case worker Development Program – Copyright Gregory J Egan 9

9. If I was buying a new car, I would:

10. When I am learning a new skill, I am most comfortable:

11. If I am choosing food off a menu, I tend to:

12. When I listen to a band, I can’t help:

13. When I concentrate, I most often:

14. I choose household furnishings because I like:

15. My first memory is of:

16. When I am anxious, I:

17. I feel especially connected to other people because of:

New Starter Case worker Development Program – Copyright Gregory J Egan 10

19. If I am explaining to someone I tend to:

20. I really love:

21. Most of my free time is spent:

22. When I first contact a new person, I usually:

23. I first notice how people:

24. If I am angry, I tend to:

25. I find it easiest to remember:

26. I think that you can tell if someone is lying if:

27. When I meet an old friend:

New Starter Case worker Development Program – Copyright Gregory J Egan 11

29. If I have to complain about faulty goods, I am most comfortable:

30. I tend to say:

A’s = B’s = C’s =

If you chose mostly A’s you have a VISUAL learning style.

If you chose mostly B’s you have an AUDITORY learning style.

If you chose mostly C’s you have a KINAESTHETIC learning style.

Now see the VAK Learning Styles Explanation.

VAK Learning Styles Explanation:

New Starter Case worker Development Program – Copyright Gregory J Egan 12

 Someone with a Kinaesthetic learning style has a preference for physical

More information about learning styles, personality, and personal development is at

With acknowledgements to Victoria Chislett for developing this assessment.

Victoria Chislett specialises in performance psychology and its application within

New Starter Case worker Development Program – Copyright Gregory J Egan 13

General Learning Style Questionnaire:

Do you know your preferred learning style?

Learning Styles Questionnaire.

New Starter Case worker Development Program – Copyright Gregory J Egan 14

New Starter Case worker Development Program – Copyright Gregory J Egan 15