Introductory Guide

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 Acknowledgement
Industry Skills Advisory Council, Northern Territory (ISACNT) acknowledges Traditional Owners of
Country throughout Australia and recognise the continuing connection to waters and communities.
We pay our respect to Aboriginal cultures and to Elders both past and present.
With reference to Aboriginal people we are inclusive of Torres Strait Islander people
throughout this Kit.

Project Contributors
We gratefully acknowledge employees of the following services who contributed
to informing the development of Get SET Skills, Employment, Training Program.
Anglicare NT Miwatj Health Aboriginal Corporation
Arnhem Land Progress Association Aboriginal Miwatj Employment and Participation (MEP)
Corporation (ALPA) MJD Foundation
Australian Regional Remote Community Services National Disability Services (NDS)
(ARRCS)
National Disability Insurance Agency (NDIA)
Calvary Community Care
National Disability Insurance Services (NDIS)
Carers NT Australia
Nhulunbuy High School
Carpentaria
Somerville Community Services
East Arnhem Regional Council
TeamHEALTH
Laynhapuy Homelands Aboriginal Corporation
Yirrkala School
Life Without Barriers
Industry Skills Advisory Council, NT

Project Lead Zoë Designs

Judith Mckay Zoë Beatty
Project Officer Art Work
Isabel Osuna-Gatty Gerald Grady
Consultant engaged with Industry Skills Advisory Proofreading and Editing
Council, NT Ros Bauer
Ness Cotton Designs Adult Literacy Services
Ness Cotton

Prepared for the Department of Trade Business and Innovation, Northern Territory Government.
Funded by the Australian Government Department of Social Services.
For more information visit www.dss.gov.au
Published
Industry Skills Advisory Council Northern Territory
www.isacnt.org.au
First published: September 2018
Version: 1
Release date: September 2018
Disclaimer
Care has been taken in the preparation of the material in this document, but, to the extent permitted
by law, Industry Skills Advisory Council Northern Territory do not accept any liability for any damage or
loss (including loss of profits, loss of revenue, indirect and consequential loss) incurred by any person
as result of relying on the information contained within this Kit.

2
 Contents

Welcome 4

Get Skills Program Purpose 4

Social Impact – who benefits from the program? 5

Get Skills Program Aims 5

How to use Get Skills 6

Program Delivery Options 7

Mentors 8

Employment Services Providers 9

Employers 10

Education/Registered Training Providers 11

Mapping against Units of Competency 11

Foundation Skills 11

Induction to Disability Skill Set 12

Getting Ready 13

Assistance with Language, Literacy and Numeracy 15

Topic Sessions and Activities 18

Participant Checklist 25

3
 Welcome
The Community Services and Health industries are a key provider of new jobs
in the Australian labour market and this trend is expected to remain unchanged
into the future.

“Over the next five years, employment in the industry is projected to increase by
250,500 (or 16.1 per cent). The main factors contributing to this strong projected
growth include the full implementation of the National Disability Insurance Scheme
(scheduled for 2019-20), and Australia’s ageing population” (www.lmip.gov.au).

In consultation with employers across the top end of the Northern Territory, the
Industry Skills Advisory Council NT has developed the Get Skills Program as part of
the Get SET Skills Employment Training Model for Practice to prepare participants
get ready for work.

Get Skills provides guidance to team leaders, mentors and/or community leaders on
how to work with interested community members to undertake a series of activities
to prepare participants for the workplace.

It has been designed to develop employability skills such as communication,

teamwork, problem solving, as well as workplace health and safety.

Get Skills Program Purpose

1. Employment Services Providers: as a pre-employment program

to be used in conjunction with employment services activities.

2. Employers: as an organisation’s induction and professional

development program.

3. Schools: as a learning tool and part of work experience activities.

4. Education or Training Providers: as a resource to supplement

and support vocational training activities.

4
 Social Impact – who benefits
from the program?
Get Skills is primarily targeted to Aboriginal community members, and it is a very
useful resource for people from Non-English-Speaking Backgrounds.

It can be used with any job seeker as the program provides the participant with the
knowledge and skills needed to access employment as well as to understand work
guidelines and protocols.

It could be used in schools to prepare students to undertake work experience

and to introduce them to the world of work.

Get Skills Program Aims

By completing the Get Skills Program, the participant will be well equipped with the
skills and knowledge to take up work as a support worker in the community services
or health industries.

The resource introduces the concepts associated with contemporary

work in the community services and health industries

• introduces future employees to workplace culture, protocols

and guidelines

• supports workplace induction and provides a lead

to vocational training

• the resource has been designed, so any organisation, peak body,

community group is able to deliver it in their local area.

Why is Get Skills different?

The resource has been designed as a visual learning activity and the materials
have been prepared to accommodate learners with low English Language, Literacy
and Numeracy skills.

The resource also assists participants who have been disengaged from education
and employment and are in need to acquire employability skills useful in work
and everyday life.

5
 How to use Get Skills
The resource has 13 topics which can be delivered in any order.

Each topic is divided in sessions and each session includes up to four activities.

Each activity has a duration between 30 minutes to 3 hours and it is based around
an interactive activity mapped against a unit of competency.

A checklist is included so learning can be tracked and recorded.

Each session has any of the following core activities: Reading, Writing, Digital,
Numeracy to assist participants improve their foundation skills.

Each topic is presented in a simple document which provides key information

and some top tips to focus on.

The sessions are intentionally simple and to the point; to assist the participant
develop skills and knowledge at a pace which allows them to review, ask questions
and participate with others in the group.

Each topic includes:

• mentor’s notes

• detailed notes to guide the activities

• a video

• activity cards with images and/or key information

Mentors can present each topic using discussion points, videos, graphics,
case studies, questions and answers.

Each topic takes approximately 5 to 6 hours.

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 Program Delivery Options
The topics can be delivered in any order.
Below is a suggested cluster:
Get Skills Program
and
Com mu nica tion
Tea mwork

Pre-Employment
Get Skills Program
s
Community Servicees
and Health Industri

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Wo rkp lace Heaety
Get Skills Program
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 Mentors
Organisations, employment service providers, community groups and individuals
can use this program.

A mentor is anyone willing to work with participants and to guide them through
the learning process. A mentor could be a team leader, a supervisor or a
community leader.

Tips for Mentors

Work on one topic/activity at a time.

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

an activity card. Learning occurs by listening, observing and participating.

Information needs to be repeated and presented in a number of different ways to

reinforce concepts, address knowledge gaps and cater for different styles. Have a
chat about the content as talking about the information helps people
to remember it.

Guide participants in the use of computers, especially when looking for information
on the internet, printing and saving files.

Computer literacy is part of the learning experience.

Tailor the delivery to the participants and build on their knowledge gained through
previous work experience and/or training.

Encourage the participant to ask you anything they are unsure of or that
they would like more information about; if you don’t have an answer, tell
the participant that you will find out and get back to them later. This will
help with the development of your own knowledge as well.the development
of your own knowledge as well.

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 Employment Services Providers
Get Skills is an industry-endorsed resource which introduces people to the world
of work and to the community services and health industries. It is vital that people
considering a career in this sector are aware of the challenges and benefits of this
work, and how their values, attributes and personal skills match the different roles
in these industries.

The resource offers three (3) clusters:

See page 7 for more details.

Get Skills Program Get Skills Program Get Skills Program Get Skills Program Get Skills Program Get Skills Program Get Skills Program
1: Community Services and Health Industry
Get Skills Program Get Skills Program Get Skills Program Get Skills Program Get Skills Program Get Skills Program

CommunicationCommunity
and Services
Workplace Health
Getting Ready for Wellbeing and ProvidingWorkplace
Workplace
Compliance and
Activity 4: Writing a cover letter
The Support Worker
Teamwork
and Health Industries and Safety
Work Placement Support Services DisabilityMental Health
Healthy Ageing and the
Care DocumentationReporting
Regulation National Disability
Insurance Scheme

S S
Get ET S Get ET S
Get ET
S
Get ET
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Get ET
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Get ET
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Get ET
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Get ET
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Get ET
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Get ET
Get ET
S S
Get ET Get ET
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1: Workplace Documentation 1 Healthy Ageing 1 Compliance and Regulation 1

Pre-Employment Life and Work Skills Support Worker Training

The resource prepares people to work and encourages them to take up

work in the community services sector.

The topics have been designed to explain and demonstrate skills and
knowledge using interactive activities which support participants who have
low English language and literacy skills. Topics contain realistic and engaging
scenarios, giving participants a clear insight into what it is like to work in the
community services sector.

There is a checklist which will assist in recording participant progress resulting

in a certificate of completion after each topic, which participants can take to
employers and add to their resumes.

Get Skills serves as a pre-employment program for anyone interested in joining

the workforce, but especially for those people wanting to join the community
services sector. All participants will benefit from the background knowledge
and practical case studies the resource offers.

The resource is mapped against units of competency from the Foundation

Skills Training Package and is mapped against units of competency from the
CHC33015 Certificate III in Individual Support and electives from the Health
Training Package.

9
 Employers
Get Skills has been developed in consultation with employers to support their
workforce, especially in the rollout of the National Disability Insurance Scheme.

The resource is mapped against units of competency from the Foundation Skills
Training Package and is mapped against units of competency from the CHC33015
Certificate III in Individual Support and electives from the Health Training Package.

Get Skills can be used as part of your induction program and/or as part of your
internal professional development opportunities, as it provides a comprehensive
and practical understanding of work in the community services industry.

It has been created to provide minimum entry level skills and knowledge and a
consistent approach for all new and existing workers, regardless of their job role.

You can use the introduction to each module to talk through with employees as
a Tool Box Talk, at a staff meeting or at time of performance review and staff
development sessions.

For more information about staff inductions, refer to the Aged Care Buddy Guide. The
Buddy Guide is designed to guide induction for new staff to the Aged Care workplace.
The Buddy Guide can also inform a good approach to induction in other care support
workplaces. www.isacnt.org.au_Buddy_Guide

Topics contain realistic and engaging scenarios, giving new workers an insight
into what it is like to work in the community services sector and it provides an
opportunity for existing employees to update their skills and knowledge; especially
with the introduction of the National Disability Insurance Scheme and the changes
the Scheme will bring to the sector.

Your new and existing workforce will benefit from the case studies, role plays and
practical activities of this resource.

There is checklist which will assist in recording the completion of topics and you can
provide a certificate of completion after each Topic which existing employees can
add to their personal files.

The resource is designed so that it can be delivered flexibly by team leaders,

mentors, human resources and/or learning and development staff.

Participant Checklist
Use this form to track the participant’s progress and retain as a record.

Participant/Employee’s Name:

Mentor/Employer’s Name:

Session/ Completion
Topic Notes
Activity Date

Communication
and Teamwork
Community
Services and
Health Industries
Work Health
and Safety
Wellbeing
and Care
Providing Support
Services
Workplace
Documentation
Workplace
Reporting
Compliance and
Regulation

Disability

Mental Health

Healthy Ageing

10
The Support
Worker and
the NDIS
Getting Ready for
Work Placement
 Education/Registered Training Providers
Get Skills is an industry-endorsed resource. It is a non-accredited pre-employment
resource developed with the aim to introduce participants to accredited training.

The resource is mapped against units of competency from the Foundation Skills
Training Package and is mapped against units of competency from the CHC33015
Certificate III in Individual Support and electives from the Health Training Package.

Mapping against Units of Competency

Foundation Skills
FSKWTG01 Write personal details on basic workplace forms

FSKRDG01 Recognise highly familiar workplace signs and symbols

FSKDIG01 Use digital technology for basic workplace tasks

FSKNUM01 Use beginning whole number skills and money up to one

hundred for work

FSKLRG06 Participate in work placement

FSKLRG10 Use routine strategies for career planning

Activities have been mapped against some of the performance criteria of the units
which comprise the Induction to Disability Skill Set, which in turn are also core units
of the CHC33015 - Certificate III in Individual Support.

Induction to Disability Skill Set

CHCCCS015 Provide individualised support (CHC33015 Core)

CHCCOM005 Communicate and work in health or community services

(CHC33015 Core)

CHCDIS007 Facilitate the empowerment of people with disability (Elective

CHC33015)

HLTWHS002 Follow safe work practices for direct client care (CHC33015 Core)

As stated before, some of the activities have been mapped against some of the
performance criteria of the core units and some of the elective units of the CHC33015
- Certificate III in Individual Support:
CHCCCS015 Provide individualised support

CHCCCS023 Support independence and well being

11
 Mapping against Units of Competency
CHCCOM005 Communicate and work in health or community services

CHCDIV001 Work with diverse people

CHCLEG001 Work legally and ethically

HLTAAP001 Recognise healthy body systems

HLTWHS002 Follow safe work practices for direct client care

Electives
Group A Electives – AGEING specialisation
CHCAGE001 Facilitate the empowerment of older people

CHCCCS011 Meet personal support needs

Group B Electives – DISABILITY specialisation (4 units)

CHCDIS001 Contribute to ongoing skills development using a strengths-
based approach

CHCDIS002 Follow established person-centred behaviour supports

CHCDIS003 Support community participation and social inclusion

CHCDIS007 Facilitate the empowerment of people with disability

One topic covers all the requirements of the unit:

HLTFSE001 Follow basic food safety practices.

We suggest the use of our Skills Recognition Support kit to assist participants,
employers and training providers assess the participants’ skills and knowledge
before enrolling them in any Community Services qualification or skill set.

12
 Getting Ready
• familiarise yourself with each topic by reading the Topic Schedule
and Mentor’s Notes

• photocopy Activity Cards

• make sure that you have all the resources needed to deliver the topic

Activity Cards
The notes on each topic schedule provide some guidance on introducing the
topic and the content. Activity cards include starters and suggested responses.

Mentors need to read activity cards with participants and explain any
unfamiliar words.

Activity cards have images to assist with new concepts and terminology.
Print all activity cards.

Each activity card has an icon to assist mentors:

Problem Solving Group Discussion

Looking & Reading Writing Activity

Creating Posters

13
 Getting ready continued

Videos
Videos are a great way to illustrate topics.

Some videos are embedded, and most have been uploaded onto You Tube.

Some videos are from Study.com. It is not necessary to register, as access to

the first couple of minutes of videos are allowed, which is all that is required
to introduce a new topic.

Ensure that you enable closed captions (some closed captions are system
generated). Closed captions allow participants to read and hear the words
at the same time.

It is good practice to play the video completely and then pause after a section
or two to review meanings and concepts.

Google Images
Visuals, graphics and pictures are one of the best ways to tell a story. Matching
Google images with glossary words is a great way to learn and embed new concepts
and ideas.

Mentors and participants can look up glossary words (use a projector for large
groups) and discuss meanings and concepts together.

Printing images will assist participants when making posters.

Posters
This activity allows participants to link concepts and consolidate knowledge. When
creating posters, participants may ask mentors to spell a word, or write a phrase they
are unsure of. They can also use the images found on the internet and/or create their
own, making the activity fun and interesting.

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 Assistance with Language,
Literacy and Numeracy
Adult Learning Principles:
• adults are internally motivated and self-directed

• adults bring life experiences and knowledge to learning experiences

• adults are goal oriented

• adults are practical

• and most importantly:

• Adult learners like to be respected

Adult learners acquire skills and knowledge through the interaction with others,
using everyday documents and learning materials written for adults.

Literacy and Adult Education

‘Literacy learning takes place in every part of our lives, in informal ways such as
our personal, social and community practices and in formal ways through school,
vocational training and higher education. Daily literacy practices that we are
all familiar with include talking to other people, using a key card, writing a text
message, checking our bank balance, reading a community poster, listening to
the radio or attending a meeting.’

Literacy is ‘about developing alphabetic skills and letter/sound relationships,

spelling strategies and understanding how language can be used to meet
individual needs.’ 1

Adult learners acquire skills and knowledge when the methods and materials
used for learning are tailored and relevant to an adult audience.

Through the use of videos and activity cards, this program aims to assist
participants who speak English as a Second Language, get used to different
sounds and match those sounds to written words. Even if participants are unable
to read and understand all the words in a particular activity card, learning how
to read and understand the meaning of one or two words builds confidence
in participants.

15
Source: Ros Bauer, 2017. Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku (Yuendumu learning centre). A Case
Study Prepared for the Strategic Priority Project on Aboriginal adult English LLN. Whole of Community Engagement Initiative
 Assistance with Language,
Literacy and Numeracy continued
Each activity has a glossary of key words to help mentors support participants’
language and literacy skills.

Mentors assist participants with spelling and pronunciation, as well as ensure that
participants understand the meaning of words and how those words are used in a
workplace context.

Mentors can use glossary words to look up graphics using Google images.

Participants can copy glossary words and write very short sentences guided by their
mentor.

Mentors can use questioning techniques as a way of ensuring participants clearly

understand concepts and new information; to monitor progress and to assess
whether reviewing the content is required.

Always check for knowledge, ask participants to tell you what they have learnt in
their own words.
A ‘yes’ or a ‘no’ answer doesn’t really tell you that the participant has understood.

Never assume anything!

Always pause, repeat, and explain!
Remember:
• participants could be shy and nervous, so make this program
a positive experience

• keep it simple, don’t try and tell the participant everything, individuals
find it hard to cope with lots of information and remember everything

• participants need to hear, see, touch and read often in order

to process information

• flexibility is the key, what works with one individual or group may
not work with another.

16
 Assistance with Language,
Literacy and Numeracy continued
Recommendations when working with adult learners:
• adults demonstrate strong engagement when they engage in ‘on the spot’
learning opportunities

• informal learning is significant for socialisation into literacy, as using everyday

activities grows a persons’ identity as a successful learner, and increases
confidence

• once people are in employment there is increased opportunity for

contextualised and ongoing English LLN support

• learning and knowledge that is developed through human interaction

significantly enhances the relevance of English LLN

• traditional classroom training models are high risk, likely to fail, and do not
reflect patterns of engagement in learning.

Source: Ros Bauer, 2017. Adult Literacy and Socio-Cultural Learning at Pina Pina Jarrinjaku (Yuendumu learning centre). A Case
Study Prepared for the Strategic Priority Project on Aboriginal adult English LLN. Whole of Community Engagement Initiative

17
Topic Sessions and Activities

TOPIC Community Services and Health Industries

Introduction to the program/Introduction to work
Session 1 in the Community Services and Health Industry/
The role of a Support worker

Session 2 Writing a Resume and Cover Letter

Exploring work in Community Services

Session 3
/Applying for jobs/Dressing for work

Work responsibilities/Honesty & respect Com

Session 4 and H munity S Skills Program
Get

/Work property ealth er

Indus vices
tries

Money management/Case studies:

Session 5 Dressing for work, Social media, Work
property and honesty/Job tasks summary
Get SE

T
S k ill s E m

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pl

in i
oy a
m e n t Tr

TOPIC Workplace Health and Safety

Understanding WHS/Identifying Hazards

Session 1
and Minimising Risks/

Session 2 Employer’s and Worker’s Responsibilities

Session 3 Manual Handling/Lifting

Wo r k
Session 4 Working Alone
Get
p la c e Skills Program
a n d SH e a lt h
a fe t y

Session 5 Introduction to First Aid

Get SE

18
T
S k ill s E m

ng

pl
in i

oy a
m e n t Tr
Topic Sessions and Activities

TOPIC Communication and Teamwork

Session 1 What is Communication?

Session 2 Teamwork and Communication

Session 3 What is Culture?

Comm
u n ic a Get Skills Program
Session 4 What is Conflict? t io
Te a mn a n d
wo r k

Session 5 Conflict Management

Get SE

T
S k ill s E m

ng
pl

in i
oy a
m e n t Tr

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Topic Sessions and Activities

TOPIC Wellbeing and Care

Session 1 Wellbeing and Care Work

Session 2 Setting and Achieving Goals

Session 3 Wellbeing and Self Care

Session 4 Home Care We l l b Get S

kills P
e i n g a rogram
n
C a red

Session 5 Wellness and Wellbeing

Get SE

T
S k ill s E m

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pl

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oy a
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TOPIC Providing Support Services

Session 1 Human Rights Approach to Work

Session 2 Manual Handling

Session 3 Food Safety

Session 4 Food Preparation

Get S
kills
Supp P Progra

o r t Srov id in g
m

e r v ic
es

Session 5 Providing Support Services

Get SE
T
S k ill s E m

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pl
in i

oy a
m e n t Tr

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Topic Sessions and Activities

TOPIC Workplace Documentation

Session 1 Using Computers and Accessing the Internet

Session 2 Email Communication

Session 3 Using Microsoft Word

Session 4 Using Numbers

Get

D o c u Wo r k p l Program
Skills

ment ace
ation

Session 5 Workplace Documentation

Get SE

T
S k ill s E m

ng
pl

in i
oy a
m e n t Tr

TOPIC Workplace Reporting

Session 1 Why is Reporting important?

Session 2 Incident Reports

Session 3 Writing Notes

Session 4 Writing a Short Report

Get
Wo r Skills Program
R e p ok p l a c e
rting

Session 5 Typing and Printing a Report

Get SE
T
S k ill s E m

ng

pl
in i

oy a
m e n t Tr

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Topic Sessions and Activities

TOPIC Compliance and Regulation

Session 1 What is Compliance and Regulation?

Session 2 Legal and Ethical Frameworks

Session 3 Responding to People at Risk of Harm

1: Co
mmuni
ty Se
rvices

Comp
and He
Activi alth Ind
ty 4:

Session 4 Protecting Privacy and Confidentiality

ustry
Get W ri ti
l i a n c Skills Program
ng a
cove
r le tt

Regu e and
er

latio
n

Session 5 Managing Conflicts of Interest

Get SE

T
S k ill s E m

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pl

in i
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1: Wor
kpla ce Doc
ume ntat
ion 1

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Topic Sessions and Activities

TOPIC Disability

Session 1 What is Disability?

Session 2 What we know about Disability

Session 3 Legal and Ethical Frameworks

Session 4 Empowerment
Get S
kills P
rogra
m
D is a b
il it y

Session 5 Supporting people with a Disability

Get SE

T
S k ill s E m

ng
pl

in i
oy a
m e n t Tr

TOPIC Mental Health

Session 1 What is Mental Health?

Session 2 Legislation and Guidelines

Session 3 Supporting People

Session 4 Prevention and Early Intervention Ment

al He
Get S
kills P
rogra
m

a lt h

Session 5 Where to find Support Information

Get SE
T
S k ill s E m

ng

pl
in i

oy a
m e n t Tr

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Topic Sessions and Activities

TOPIC Healthy Ageing

Session 1 What is Healthy Ageing?

Session 2 What happens when we age

Session 3 Know about Active Ageing

Session 4 Know about Active Care

Get S
H e a lt kills P
rogra
h y Ag m

e in g

Session 5 The Legislation, Ageing and Aged Care

Get SE

T
S k ill s E m

ng
pl

in i
oy a
m e n t Tr

Hea lthy
Age ing
1

The Support Worker and the National

TOPIC
Disability Insurance Scheme
Session 1 The National Disability Insurance Scheme

Session 2 Planning for New NDIS Participants

Session 3 Support Services

The S
Session 4 Service Provider Standards u p p o Get Skills Program
r t Wo
N a t io a n r ke r
In s u r l D is a d t h e
n a
ance b
S c h eil it y
me
Session 5 Participant Stories

Get SE
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Com plian
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Reg ulat
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Topic Sessions and Activities

TOPIC Getting Ready for Work Placement

Session 1 Completing a Work Placement

Session 2 Workplace Information You Need To Know

Session 3 What Happens During Work Placement

Session 4 Employment Documentation

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Session 5 Feedback and Graduation
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 Participant Checklist
Use this form to track the participant’s progress and retain as a record.

Participant/Employee’s Name:

Mentor/Employer’s Name:

Session/ Completion
Topic Notes
Activity Date

Community
Services and
Health Industries
Work Health
and Safety
Communication
and Teamwork
Wellbeing
and Care
Providing Support
Services
Workplace
Documentation
Workplace
Reporting
Compliance and
Regulation

Disability

Mental Health

Healthy Ageing

The Support
Worker and
the NDIS
Getting Ready for
Work Placement
26
 Xxxxx is pleased to offer this pre-employment
training program developed in the Northern Territory
in response to the implementation of the National
Disability Insurance Scheme (NDIS).

Get ready for work

Pre-employment program has been designed
for Aboriginal applicants.

Completion of this 13-week program will put you

on a path to take up work with employers who
provide services for their participants accessing
funding under NDIS.

A good practice approach to support

Aboriginal people taking up work in
community and health services
Acknowledgement
Prepared for the Department of Trade Business and Innovation,
Northern Territory Government.
Funded by the Australian Government Department of Social Services.
For more information visit www.dss.gov.au

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