version 2 - te pou · 2015-04-07 · 4 human resources tool contents i. introduction to the human...

Human Resources Tool Version 2

2 Human Resources Tool

Published in July 2012 by Te Pou o Te Whakaaro Nui

The National Centre of Mental Health Research, Information and Workforce Development.

PO Box 108-244, Symonds Street, Auckland, New Zealand.

ISBN 978-1-877537-24-0

web www.tepou.co.nz/letsgetreal

email [email protected]

http://www.tepou.co.nz/letsgetreal

mailto:[email protected]

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To the reader

Let’s get real is a framework that describes the essential knowledge, skills and attitudes required to deliver effective mental health and addiction services in New Zealand.

This Human Resources Tool must be read in conjunction with the Let’s get real Overview document (available from www.tepou.co.nz/letsgetreal) which provides an extensive background and description of the Ministry of Health’s Let’s get real national initiative for developing the mental health and addiction workforce.

The objective of this Human Resources Tool is to support organisations to design, implement and review their human resource systems and processes to ensure they align with the Let’s get real framework.

The following processes and systems are addressed in this Human Resources Tool:

• recruitment

• selection

• orientation

• coaching and supervision

• performance development and management

• performance review

• stakeholder feedback.

This Human Resources Tool will support organisations that provide mental health or addiction services to acknowledge and incorporate the significant benefits of key stakeholderengagement in the design, implementation and review of their human resource systems and processes.

It is acknowledged that a number of organisations already have comprehensive and best practice human resource systems and processes and, in many cases, these are controlled at a corporate level, for example in district health boards and national non-government organisations. This Human Resources Tool enables these organisations to identify how well their existing systems and processes align with the Let’s get real framework.

For those organisations that do not have comprehensive human resource systems and processes, this Human Resources Tool provides practical templates that can be used to integrate the Let’s get real framework.

Te Pou would like to thank you for providing leadership by initiating the inclusion of Let’s get real into your organisation’s human resource systems and processes, and thereby supporting the overall goal of a more responsive and skilled workforce for the mental health and addiction sector.



Contents

i. Introduction to the Human Resources Tool 6ii. Definitionsandglossary 7iii. Relevance of the Human Resources Tool 8iv. Including Let’s get real and the seven Real Skills in human 9

resource systems and processes v. Resources for implementing Let’s get real into human 13

resource systems and processes

Process and templates 15

1. Introduction 16

2. Recruitment 172.1. Stage1–Involveconsumer,family,whānauandculturaladvisors 182.2. Stage 2 – Employer strategy and branding 192.3. Stage 3 – Recruitment policy, candidate and non-candidate care 212.4. Stage4–Jobvacancyidentification,reviewneedforposition, 30

job analysis and example role description 2.5. Stage5–Jobdescription,personspecification,applicationform 372.6. Stage 6 – Plan recruitment campaign 462.7. Stage 7 – Recruitment options and media choice, advertising checklist 47

3. Selection 493.1. Stage 8 – Screening and initial interview 503.2. Stage9–GuidelinesforMāoricandidates 533.3. Stage 10 – Main interview 543.4. Stage11–Qualificationsandreferencechecks 58

4. Orientation 614.1. Stage 12 – Orientation checklist 62

5. Performance development 655.1. Introduction 665.2. Stage 13 – Self-assessment of the seven Real Skills 685.3. Stage 14 – Individual development plan 855.4. Stage 15 – Understanding and addressing barriers to performance 90

6. Performance management and coaching 936.1. Stage 16 – Coaching and supervision 946.2. Stage 17 – Performance review 1026.3. Stage 18 – Key stakeholder feedback 106

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Appendices 112

Appendix A – Recruitment card sort 113

Appendix B – Questions on recruitment for human resource 116 managers to consider

Appendix C – The seven Real Skills at a glance 123

Appendix D – The Drug and Alcohol Practitioners’ Association, 124 Aotearoa-New Zealand Code of Ethics

AppendixE–Whānauinterviews 134

AppendixF–Qualificationsandrequirementsforprofessionalregistration 136

Appendix G – The Immigration Act 1989 143

Appendix H – Professional competencies and Let’s get real 144

Appendix I – Role plays and situational events 152

References 156


i. Introduction to the Human Resources Tool

This Human Resources Tool supports organisations providing mental health and addiction services to meet the requirements of Let’s get real. More information on the Let’s get real framework and the seven Real Skills can be found at www.tepou.co.nz/letsgetreal.

This Human Resources Tool has been designed to align with current national mental health and addiction strategies as documented in Let’s get real: Real Skills for people working in mental health and addiction (Ministry of Health, 2008).

The objective of this Human Resources Tool is to support organisations to design, implement and review their human resource systems and processes to ensure they align with the Let’s get real framework.

The following processes and systems are addressed in this Human Resources Tool:

• recruitment

• selection

• orientation

• coaching and supervision

• performance development and management

• performance review

• stakeholder feedback.

ThisHumanResourcesToolincludestwoflowcharts(seepages14-17),whichidentifythepotential decision points and processes for incorporating Let’s get real into an organisation’s existing human resource systems and processes.

This Human Resources Tool must be read in conjunction with the Let’s get real Overview (available from www.tepou.co.nz/letsgetreal).



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ii. Definitionsandglossary

A full glossary for Let’s get real can be accessed through Te Pou’s Let’s get real website, www.tepou.co.nz/letsgetreal.

ThefollowingdefinitionsapplytokeytermsusedinthisHumanResourcesTool.

Service user: In the Let’s get real framework, the term service user refers to people who accessmentalhealthoraddictionservices,andincorporatesothertermssuchastāngatawhaiora, client and consumer.

Consumer advisor, cultural advisor, family or whānau advisor: These titles refer to people employed in organisations who support the effective delivery of mental health and addiction services, either through directly supporting service users and their families or whānau,orbysupportingtheorganisationtoalignitspolicies,systemsandprocessestobetter meet the needs of these groups.

Recovery planning: In the Let’s get real framework, the term recovery planning refers to the system of planning recovery with the service user. This recovery planning is underpinned by the Mental Health Commission’s recovery competencies, which are an integral component of all mental health services in New Zealand (including their quality control and auditing).

• In addiction services, the term recovery also encompasses relapse prevention and recovery skills.

• Given that recovery planning is underpinned by mandated competencies, it is recognised that it is not the same as care planning or treatment planning.

• It is acknowledged that many services also use the strengths-based model.



iii. Relevance of the Human Resources Tool

Human resource systems and processes are fundamental to effectively developing and maintaining the mental health and addiction sector workforce so that it continues to meet the needs of current and future services.

Essentially this Human Resources Tool works to ensure that current and future mental healthandaddictionservicesacknowledgeandincorporatethesignificantbenefitsofkeystakeholder engagement in the development, review and maintenance of their human resource systems and processes.

The overall objective of this tool is to enable and support organisations providing mental health and addiction services to review and develop their human resource systems and processes so that they align with Let’s get real. Let’s get real is part of the Ministry of Health’s National Service Framework.

In addition, it is envisaged that the Human Resources Tool will ensure that mental health and addiction personnel are working within a framework of practice informed by Te Tiriti oWaitangi,ethicalstandards,healthstandards,servicespecifications,legislationandtheNational Service Framework.

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iv. Including Let’s get real and the seven Real Skills in human resource systems and processes

The seven Real Skills, along with their performance indicators, provide organisations with a comprehensive picture of a competent, skilled mental health and addiction worker.

Thefollowingflowchartsidentifytheopportunitiesanddecisionpointswhereorganisationscan use the Let’s get real framework and seven Real Skills to enhance their human resource systems and processes.

Theflowchartsaddressthefollowingkeyhumanresourcesystemsandprocesses:

• recruitment and selection

• orientation, performance development and management.

Detailed examples of each of the stages shown in the flowcharts are outlined in theprocesses and templates section.


Awareness of the Let’s get real requirements amongst:• senior management• corporate human

resources• mental health general

managers• mental health human

resources managers• service managers• team leaders.

Refer to:• Ministry of Health

Let’s get real implementation plan

• Let’s get real Guide for Managers and Leaders

• Let’s get real Overview• Stage 1 - Involve

consumer, family/whānauandculturaladvisors

• Stage 2 - Employer strategy and branding.

Corporate mandate to formalise and use the Let’s get real framework in human resource systems and processes.

Refer to:• Stage 1 - Involve

consumer, family/whānauandculturaladvisors

• Stage 2 - Employer strategy and branding.

Quality approval process for policies, systems, processes and templates

Include representation from:• mental health and

addiction services• service users• family/whānau• Māori• Pasifika.

Prepare for and conduct main interview

Interview tools (with examples) referring to Let’s get real.

Refer to:• Stage 9 - Guidelines for

Māoricandidates• Stage 10 - Main

interview.

Referee and qualificationschecklist

Refer to: • Stage11-Qualifications

and reference checks.

Complete employment agreements

Figure 1 - Key opportunities for incorporating Let’s get real into recruitment and selection

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Key Organisational human resource system/process

Inclusion of Let’s get real framework

Human Resources Tool

Human resource policies

Include the Let’s get real framework and the seven Real Skills.

Refer to: • Stage 3 - Recruitment

policy, candidate care, non-candidate care.

Establish need for position, either vacant or new

ConfirmthatthesevenRealSkillsarereflectedin the scope of the job.

Refer to: • Stage 4 - Job vacancy

identified,reviewneed for position, job analysis, role description.

Review, revise and write job description


Refer to:• Stage 5 - Job

description, person specification,application form.

Plan recruitment, decide media and finalisedetailsoftheadvertisement


Refer to:• Stage 6 - Plan

recruitment campaign• Stage 7 - Recruitment

options, media choice, advertisement checklist.

Finalise checklist for initial screening, CV screening and telephone interview


Refer to:• Stage 8 - Screening and

initial interview.

Feedback from key stakeholders regarding the seven Real Skills component of the job description, to include:• service users• family/whānau• Māori• Pasifika.

Refer to:• Stage 1 - Involve

consumer, family/whānauandculturaladvisors.


Figure 2 - Key opportunities for incorporating Let’s get real into orientation, performance development and performance management.

Key Organisational human resource system/process

Inclusion of Let’s get real framework

Human Resources Tool

Orientation


Refer to: • Stage 12 - Orientation

checklist.

Individual development plan


Refer to: • Stage 13 - Self assessment

of the seven Real Skills• Stage 14 - Individual

development plan.

Understanding and addressing barriers to performance


Refer to: • Stage 15 - Understanding

and addressing barriers to performance.

Supervision


Refer to: • Stage 16 - Coaching and

supervision.

Coaching


Refer to: • Stage 16 - Coaching and

supervision.

Performance review


Refer to: • Stage 17 - Performance

review.

Outcomes review


Refer to: • Stage 18 - Key stakeholder

feedback.

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v. Resources for implementing Let’s get real into human resource systems and processes

For more information• Let’s get real: Real Skills for people working in mental health and addiction. (Ministry

of Health, 2008). This document is available from the Ministry of Health’s website, www.moh.govt.nz. Please note this is referred to as the Let’s get real framework throughout this document.

• The Let’s get real video which provides information on the background of, and vision for, Let’s get real. This can be viewed on Te Pou’s Let’s get real website, www.tepou.co.nz/letsgetreal. DVD copies have also been sent to services and education providers.

• To access the Let’s get real enablers visit Te Pou’s Let’s get real website, www.tepou.co.nz/letsgetreal.

For support• The four mental health and addiction workforce development centres are all supporting

implementation of Let’s get real:

◦ Matua Raki, www.matuaraki.org.nz

◦ Te Pou, www.tepou.co.nz

◦ Te Rau Matatini, www.matatini.co.nz

◦ The Werry Centre, www.werrycentre.org.nz.

• Regional workforce development coordinators are supporting services and education providers with implementation at a regional level. Refer to the regional workforce development coordinator information on Te Pou’s website, www.tepou.co.nz.

• Contact Te Pou on [email protected] or 09 373 2125.

http://www.matuaraki.org.nz

http://www.tepou.co.nz

http://www.matatini.co.nz

http://www.werrycentre.org.nz

http://www.tepou.co.nz

mailto:[email protected]

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Processes and templates


1. Introduction

This section provides information, processes and templates to support organisations to design, implement and review their human resource systems and processes to align with the Let’s get real framework. The processes and templates included in this section relate to the following human resource systems:

• recruitment

• selection

• orientation

• performance development

• performance management and coaching.

Microsoft Word versions of all templates are available on the Let’s get real implementation enablers CD or from Te Pou’s webste, www.tepou.co.nz/letsgetreal.

Recruitment

Selection

OrientationPerformance development

Performance management and coaching

Figure 3 – Human resource systems and processes

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2. Recruitment

2.1 Stage 1 – Involve consumer, family, whānau and cultural advisors 18

Consumer advisor 18

Familyorwhānauadvisor 18

Cultural advisor 18

2.2 Stage 2 – Employer strategy and branding 19

Employer strategy 19

Employer branding 20

2.3 Stage 3 – Recruitment policy, candidate and non-candidate care 21

Recruitment policy 21

Candidate and non-candidate care 22

Template 2.3a: Sample letters of employment 23

Employment agreement 26

Offers including a trial or probation period 27

Unsuccessful candidates 29

Template 2.3b: Sample letter for unsuccessful candidates 29

2.4 Stage 4 – Job vacancy identification, review need for position, job 30 analysis and role description

Template 2.4a: Identify job vacancy 30

Template 2.4b: Review need for position 31

Template 2.4c: Job analysis 32

Example role descriptions 33

2.5 Stage 5 – Job description, person specification, application form 37

Job descriptions 37

Template 2.5a: Designing job descriptions 37

Personspecification(personprofile) 38

Template2.5b:Writingpersonspecifications 38

Application form guidelines 39

Template 2.5c: Application checklist 40

Template 2.5d: Sample application form 41

2.6 Stage 6 – Plan recruitment campaign 46

2.7 Stage 7 – Recruitment options and media choice, advertising checklist 47

Recruitment options and media choice 47

Template 2.7: Advertising checklist 48

Recruitment


2.1Stage1-Involveconsumer,familyandwhānau,andculturaladvisorsConsumer advisor

In many cases, service users employed as consumer advisors are part of the service management team. They are responsible for ensuring that a service user perspective is included in service management processes. Consumer advisors employed in mental health services within district health boards have formed the National Association of Mental Health ServicesandConsumersAdvisors.Thereareavarietyofrolesthatconsumeradvisorsfill,for example:

• advisors

• advocates

• educators and trainers

• auditors

• accreditation surveyors

• members of inquiry panels

• trustees of non-government organisations

• mental health commissioners

• members of reference and advisory groups, for example the Mental Health Commission

• contributors to the mental health research and development strategy

• advisors to the mental health workforce development programme

• members of the Mental Health Advocacy Coalition

• family advisors.

Involving a consumer advisor when designing human resource systems and processes ensures that the service user view is taken into account at all stages of recruitment, selection, orientation, performance development and performance management.

Family or whānau advisor

The involvement of family and whānau advisors is actively encouraged in the design,implementation and monitoring of human resource systems and processes.

Cultural advisor

The involvement of cultural advisors is actively encouraged in the design, implementation and monitoring of human resource systems and processes. In particular, the need to include cultural advisors as part of the panel for selection interviews is paramount.

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2.2 Stage 2 - Employer strategy and brandingEmployer strategy

In the absence of an organisational recruitment and selection strategy, Appendix A sets out a card-sort exercise for checking that all the steps in the recruitment process have been followed, and Appendix B sets out some key questions on recruitment and selection for human resource managers to consider.

Recruitment and selection needs to strategically align with the organisational strategy, which maybeinfluencedbypolitical,economic, social, technological, environmental and legal drivers.

The seven Real Skills embrace the concept of recovery and are complementary to professional competencies as required by the Health Practitioners Competence Assurance Act 2003. The Let’s get real framework can also be used to support current recruitment and selection strategies.

Let’s get real will be a requirement of the Ministry of Health’s national service framework by 2011.

Political Economic Social Technical Environmental

Organisational strategy

Human resources strategy

What sort of talent?

What sort of career path?

Recruitment

Selection

What sort of people?

What sort of skills?

Seven Real Skills

What sort of capability levels?

Seven Real Skills Performance indicators

Legal


Employer branding

The purpose of employer branding is to project an image so service users, and current and future employees feel that your organisation is a great place to work. To do this you need a positive, attractive image that the organisation wants to portray to the target audience.

Should mental health and addiction services be involved in re-branding within their organisations, this will provide an opportunity for considering ways to incorporate Let’s get real.

Potential questions to ask include the following.

• What is your employer brand?

• What message do your organisation’s advertisements give to candidates?

• How can Real Skills be incorporated into the brand?

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2.3 Stage 3 - Recruitment policy Candidate and non-candidate careRecruitment policy

Every organisation should have a recruitment policy. Examples of how Let’s get real can be included in key components of a recruitment policy are outlined in the table below.

Incorporate Let’s get real in all aspects of recruitment and selection.

Aim to employ high quality leaders who model and promote a high standard of the seven Real Skills.

Be apolitical, impartial and professional, and guaranteeindependenceofstaffingdecisions.

Employment decisions should be made in an openly accountable, transparent and equitable manner whilst maintaining privacy. All references should be checked, with the applicant’s permission.

Involve merit-based decision making. Provideafair,flexible,safeandrewardingworkplace.

Seek recruits who demonstrate the seven Real Skills. (See Appendix C.)

Provide a fair system for reviewing decisions.

Comply with all anti-discrimination legislation.

Eliminate employment-related disadvantage forspecificgroups.

Provide reasonable opportunity to all eligible members of the community.

Promote equality in employment.

Recognise, respect and use diversity, and focus on achieving results and managing performance.

Be responsive in providing frank, honest, comprehensive, accurate and timely advice.

Aim to employ staff that deliver services fairly, effectively, impartially and courteously to service users.

Aim to employ staff who value:• workplace relationships• effective communication• consultation• cooperation• contributing to workplace improvement• receiving feedback.

Aim to involve cultural and consumer advisors in major areas of recruitment and selection.

Source: Adapted from Australian Public Service Commission (2007).


Candidate and non-candidate care

Appointment letter, employment agreement, psychological contract

It is important to remember the following points.

• Both successful and unsuccessful candidates should be advised (see sample letters included in this section).

• All documentation of the recruitment process is subject to the Privacy Act 1993 and an applicant may request access to it. Documentation should be returned to the recruitment centre or human resources department and kept for three months.

• Where candidates do not have the right to work in New Zealand, all offers of employment should be subject to immigration approval.

• For overseas recruits, make arrangements for travel, accommodation, schooling, community links and cultural briefings.Counties–ManukauDistrictHealthBoardhassome excellent publications and approaches for new migrants.

Policy considerations.

• Can an employment decision be cancelled?

• What is the policy on providing feedback and releasing selection documentation? (Please refer to the Privacy Act 1993 for more information.)

• How long to keep recruitment documentation after an appointment is made?

• What are the limitations on assigning different tasks and duties to a new employee if circumstances change?

• Items that need to be included in a formal employment contract are detailed later in this section. A sample employment contract is available on the Department of Labour’s website, www.dol.govt.nz.

• For successful candidates it is important to clarify both parties’ expectations. This could include discussions about training opportunities, career pathways, management style, organisational culture and realistic difficulties that might be faced. This isimportant to develop a positive psychological contract with the new recruit.

http://www.dol.govt.nz

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Template 2.3a: Example 1: Sample letter offering employment where there is no relevant collective agreement in place

[insert date]

[insert name of successful applicant] [insert address]

Dear [insert name]

Offer of EmploymentI am pleased to offer you the position of [position and name of business] at [insert location] starting on [insert date]. I propose that the terms of employment will be those in the attached draft individual employment agreement.

Please note that you are entitled to discuss this offer and to seek advice on the attached proposed agreement with your family, a union, a lawyer, or someone else you trust. If you would like information about your employment rights, see the Department of Labour’s website (http://www.dol.govt.nz/er/starting/minimumrights/) or phone the Department’s free information line on 0800 20 90 20.

If you disagree with, do not understand or wish to clarify anything in this offer, please contact me to discuss.

If you are happy with the proposed terms and wish to accept this offer of employment, please sign the duplicate copy of this letter and return it to me by [insert date]. If I have not heard from you by that date, this offer will be automatically withdrawn.

I look forward to working with you.

Yours sincerely,

[insert employer’s name, title] [and contact details]

-----------------------------------------------------------------------------------

I, [insert name of successful applicant],confirmthatIhavereadthetermsofemployment set out in this letter and in the attached individual employment agreement, that I fully understand them and their implications and that I now accept the offer of employment. Signed by:____________________________________________ Date:__________________

http://www.dol.govt.nz/er/starting/minimumrights/

http://www.dol.govt.nz/er/starting/minimumrights/


Example 2: Sample letter offering employment where there is a relevant collective agreement and the successful applicant is a member of a union that is a party to that collective agreement.

[Date]

[name of successful applicant]

[address]

Dear [name]

Offer of Employment I am pleased to offer you the position of [title] at [location] starting on [date to be inserted]. If you wish to accept this position, please sign the duplicate copy of this letter and return it to me by [date to be inserted – but make sure this is prior to the commencement date].

The work you will do is covered by an existing collective employment agreement between [the employer], and the [insert name of Union]. A copy of that collective agreement is attached. I understand from you that you are a member of this union. Please free to discuss this agreement with your union if you wish. If you accept this offer of employment, you will be bound by that collective agreement. If there is anything you are unclear about, disagree with or wish to discuss, please contact me.


Yours sincerely,

[Name of Employer]

[Address of employer]

I, [name of successful applicant],confirmthatIhavereadthetermsofemploymentsetout in this letter and in the attached collective employment agreement and accept the offerofemployment.IconfirmthatbysigningthisletterIagreetobeboundbytheterms of the collective agreement.

___________________________


Date:____________________

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Example 3: Letter offering employment where there is a relevant collective agreement but the successful applicant is not a member of a union that is a party to that agreement.

[Date]


[address]

Dear [name]

Offer of Employment I am pleased to offer you the position of [title] at [location], starting [date to be inserted]. If you wish to accept this position, please sign the duplicate copy of this letter, and return it to me by [date to be inserted – but make sure this is prior to the commencement date].

The work you will do is covered by a collective employment agreement between [insert name of the Employer], and the [insert name of Union]. A copy of that collective agreement is attached.

I understand from you that you are not currently a member of the [insert name of Union]. You have a right to join that union if you wish. Joining or not joining this or any other union is your choice. If you do choose to join the [insert name of Union], then you will become covered by the attached collective agreement.

If you wish to join the [insert name of Union], you should contact [insert name of contact person within the Union] who is the local union organiser and can be contacted on [phone number].

If you choose not to join the union, the following situation applies:

Forthefirst30daysofyouremployment,yourminimumindividualtermsofemploymentarethoseinthecollective agreement [and the other terms set out in the attached schedule] delete if not relevant -

After the 30-day period, if you have not joined the union your individual employment agreement can be varied by mutual agreement. If no variations are made, your terms of employment will continue unaltered.

If you agree to accept this offer of employment, the law requires me to ask if you consent to me letting the [insert name of Union] know that we have entered into this agreement. If you give such consent, I am required to inform the [insert name of the union] as soon as is practicable.

If you wish to accept this offer, then when you sign and return the duplicate copy of this letter to me could you please advise me whether you consent to the [insert name of the union] being informed (see below). If there is anything you are unclear about, disagree with or wish to discuss, please contact me.


Yours sincerely,

[Employer name]

[Employer address]

I, [name of successful applicant],confirmthatIhavereadthetermsofemploymentsetoutinthisletterandintheattachedcollectiveemploymentagreement,andaccepttheofferofemployment.Ialsoconfirmthat I have been informed of how to contact the [insert name of union].

I consent/do not consent [delete one] to the [insert name of Union] being informed that I have entered into this agreement.

___________________________ [name of successful applicant]

Date:____________________


Employment agreement

Any employment agreement should include the following matters (note that many organisations will employ staff on a collective agreement).

• The parties.

• Position and duties.

• Nature of agreement.

• Obligations.

• Place of work.

• Hours of work.

• Payment and KiwiSaver.

• Holidays.

• Entitlements.

• Health and safety.

• Other obligations.

• Rights in contracting out situations.

• Termination.

• Resolving problems.

• Acknowledgment and declaration.

• Expectations around the seven Real Skills and levels.

The employment agreement should also contain a reference to the employee’s duties, as setoutinthejobdescription,whichmaybemodifiedfromtime-to-timebytheemployer,for example:

• The employee shall perform the duties set out in the job description attached to this agreement.Thesedutiesmaybemodifiedandupdatedbytheemployerfromtime-to-time following agreement with the employee. The employee also agrees to perform all other reasonable duties and comply with reasonable instructions issued by the employer.

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Offers including a trial or probation period

Trial periods

From 1 April 2011 all employers will be able to employ new employees on a trial period of up to 90 calendar days.

Any trial period that you agree to with a new employee must be agreed to in good faith and in writing as part of the employment agreement. You and the employee must both bargain in a fair way about a proposed trial period. This includes considering and responding to any issues raised by the new employee.

You may only agree to a trial period with an employee if he or she has not previously been employed by you.

If you have concerns about the performance of an employee during a trial period, then you should raise them with your employer.

If any employment relationship problem arises during the trial period, or if the employee is dismissed, the employee and the employer can access mediation services.

An employee who is given notice of dismissal before the end of a trial period cannot raise a personal grievance on the grounds of unjustified dismissal. He or shemay, however,raise a personal grievance on other grounds, such as discrimination or harassment or an unjustifiedactionbytheemployerthatdisadvantagedtheemployee.

If you agree to a trial period with your employee, this does not affect his or her entitlements to holidays and leave.


Probation periods

Employers can agree to a probation period with new employees.

Employees during and at the end of their probation period have similar minimum employment rights as full-time employees.

The process of offer and consideration of employment agreements has to comply with the requirements for permanent employment when you are offering someone a position involving a probation period.

Any probation period that you agree to with a new employee must be agreed to in good faith and in writing as part of the employment agreement. You and the employee must both bargain in a fair way about the probation period. This includes considering and responding to any issues raised by the new employee.

Ifyouwishtohavethefirstpartoftheemploymentrelationshipasaprobationperiod,you must record the probation period in writing in the employment agreement, including its duration.

Realisticexpectationsfortheprobationperiodshouldbeclearlyspecifiedinwritingeitherin the letter offering the position or in the employment agreement.

The use of a probation period does not affect the right of employees to be treated fairly and reasonably before any decision is made to dismiss them.

You should use the same processes and take the same care in managing the probation period that you would take if you were performance-managing a permanent employee with a performance issue.

Good performance should be recognised and recorded, but where an employee is not performing to the expectations you have clearly set out for them, you should discuss your concerns with the employee, and provide reasonable guidance and assistance to support their improved performance.

Ifyouhavepromisedspecifictrainingorsupport,thisshouldbeprovided,especiallywherethis is intended to help the employee to improve.

Any review or feedback commitments you make at the beginning of the probation period should be adhered to strictly.

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Unsuccessful candidates

Handle information collected on unsuccessful candidates in a confidential manner.Materials could include the:

• letter of application

• curriculum vitae

• application forms

• interview notes.

These materials should be retained in a safe place. Items provided by the applicant can be returned to them. Where items are retained, this should be for a set period (in case of follow up by applicant), following which the items should be destroyed.

It is good practice to inform unsuccessful applicants about the outcome of their application.

Template 2.3b: Sample letter for unsuccessful applicants

[date]

[name of applicant] [address] [address] [address]

Dear [name]

Application for employmentThank you for your application for employment in the position of [insert job title]. We had a number of applications for this position and selecting the right candidate was not easy. Unfortunately your application was unsuccessful. We wish you luck in your future career.

Yours sincerely,

____________________________________________________________________[Name of employer]


2.4Stage4-Jobvacancyidentified Review need for position Job analysis and example role description

Template 2.4a: Identify job vacancy

Checklist Yes No Comment

Has resignation and departure been finalised?

Hashumanresourcesbeennotified?

Is there feedback on why the incumbent is leaving the role?

Has (will) an exit interview been (be) conducted?

Is there an opportunity here?

Is there a recruitment freeze in place?

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Template 2.4b: Review need for position

Checklist Yes No Comment

What does the service really need?

Is this a genuine vacancy and is this role necessary?

Could this role be integrated with another?

If so, how and why?

Is a completely different role needed?

Can current or future workload be predicted?

Cananinternalcandidatefillthis role, and does it need to be advertised internally?

Doesitfitwithinbudgetaryconstraints?

Is the structure for this service or team still appropriate, and does it meet the organisation’s needs?

Does this role still meet the organisation’s overall strategy?

Doesthisrolereflecttheseven Real Skills? (See Appendix C for more details.)

Ifnot,doweneedtoredefineit?

Are any changes necessary?


Job analysis

We commonly understand jobs by using the following methods:

• observation – what did the incumbent actually do?

• interviews – what does the incumbent say they do?

• diaries and logs of activities – what does the incumbent log every day as activities?

• critical incidents – in a crisis or emergency, what is the incumbent’s role, responsibilities or actual behaviour?

• job analysis questionnaires – what answers does the incumbent provide?

• card sort (See Appendix A) – what activities, tasks and responsibilities has the incumbent identified?

Use the table below to analyse a role.

Template 2.4c: Job analysis

Role description

Component tasks

Critical responsibilities

Reporting structures

Expected outcomes

Essential and desirable qualifications

Personal abilities and strengths

Knowledge needed

Professional competencies and skills required

Seven Real Skills required (see Appendix C)

Let’s get real values and attitudes required

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Example role descriptions

Source: adapted from Career Services KiwiCareers Website (www.kiwicareers.govt.nz)

Here are two examples of role descriptions that include the seven Real Skills.

Mental health nurses, tapuhi wairangi

The role of mental health nurses is to provide treatment, care and support for service users or tangata whaiora with moderate to severe emotional, mental health and psychological problems. Mahi ai ki te tiaki me te awhina i te tangata e wairangitia ana, a, e raruraru ana tona hinengaro me tana ahua.

Tasks

• Help to identify the service user’s problems and make an initial mental health assessment.

• Considertheserviceuser’sfamilyorwhānauhistoryofmentalhealth.

• Observe and report on the mental state of the service user.

• Help service users to manage their mental illnesses.

• Jointlyplanrecoverywithserviceusers,theirfamilyandwhānau,andthecareteam.

• Give service users advice and support, focusing on recovery.

• Administer prescribed medication to service users.

• Manage risk.

• Help service users with self-care and other daily activities.

• May visit service users in the community.

• Supportserviceusersandtheirfamiliesandwhānauwithmentalhealthissuesthroughrehabilitation.

• Facilitate and coordinate therapy groups.

• Educate service users and their caregivers about early warning signs.

Responsibilities

• Work within a multidisciplinary team of health workers to treat service users.

• Work within the guidelines of the Mental Health Act 1992.

• Liaise with community organisations, employers, government agencies, the police and lawyers.

• Document and share information.


Expected outcomes

• Service users recover from, or manage, their mental health issues.

• Information is delivered in a transparent, accurate and timely manner.

Skills required

• Ability to assess, observe and report on the mental health status of the service user.

• Ability to help service users to manage the symptoms of their mental health conditions.

• Ability to manage risk.

• Abilitytofacilitatefamilyandwhānaumeetings.

• Ability to advise and support service users, focusing on their recovery.

• Ability to administer prescribed medication to service users.

• Ability to help service users with self-care and other daily activities.

• Ability to educate service users and their caregivers about early warning signs.

• Ability to demonstrate competency in the seven Real Skills on a day-to-day basis.

The seven Real Skills

1. Working with service users – every person working in a mental health and addiction treatment service utilises strategies to engage meaningfully and work in partnership with service users, and focuses on service users’ strengths to support recovery.

2. WorkingwithMāori–everypersonworkinginamentalhealthandaddictiontreatmentservicecontributestowhānauoraforMāori.

3. Workingwithfamilies/whānau–everypersonworkinginamentalhealthandaddictiontreatment service encourages and supports families/whānau to participate in therecoveryofserviceusersandensuresthatfamilies/whānau,includingthechildrenofservice users, have access to information, education and support.

4. Working within communities – every person working in a mental health and addiction treatmentservicerecognisesthatserviceusersandtheirfamilies/whānauarepartofa wider community.

5. Challenging stigma and discrimination – every person working in a mental health and addiction treatment service uses strategies to challenge stigma and discrimination, and provides and promotes a valued place for service users.

6. Law, policy and practice – every person working in a mental health and addiction treatment service implements legislation, regulations, standards, codes and policies relevanttotheirroleinawaythatsupportsserviceusersandtheirfamilies/whānau.

7. Professional and personal development – every person working in a mental health and addictiontreatmentserviceactivelyreflectsontheirworkandpracticeandworksinways that enhance the team to support the recovery of service users.

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Support worker

The role of support workers is to provide care and support for service users and tangata whaiora with moderate to severe emotional, mental health and psychological problems. Mahi ai ki te tiaki me te awhina i te tangata e wairangitia ana, a, e raruraru ana tona hinengaro me tana ahua.

Tasks

• Workwithserviceusersandtheirfamiliesandwhānautoidentifyneedsandpathwaysto recovery.

• Considertheserviceuser’sfamilyorwhānauhistoryofmentalhealth.

• Observe and report on the mental state of the service user.

• Support service users to manage the agreed areas of their lifestyle that are affected by their mental illnesses.

• Jointlyplanrecoverywithserviceusers,theirfamilyorwhānau,andthecareteam.

• Give service users advice and support, focusing on recovery.

• Administer prescribed medication to service users, under the supervision of a registered nurse.

• Manage risk.

• Help service users with self-care and other daily activities.

• Support service users to engage with their community of choice.

• Supportserviceusers,andfamiliesandwhānautomeetthegoalsagreedinrecoveryplans.

• Facilitate and coordinate appointments.

• Educate service users and their caregivers about early warning signs.

Responsibilities

• Work within a team of support workers to support service users.

• Work within the guidelines of the Mental Health Act 1983.

• Liaise with community organisations, employers, government agencies, the police and lawyers.

• Document and share information.

• Report any concerns or potential risk.


Expected outcomes

• Service users participate fully in their recovery.

• Information is delivered in a transparent, accurate and timely manner.

• Familiesandwhānauareincludedinsupportregimeswhereverpossible.

• Service users are part of a community.

Skills required

• Ability to observe and report on the mental health status of the service user.

• Ability to help service users to manage the symptoms of their mental illnesses.

• Ability to identify and report risk.

• Abilitytofacilitatefamilyorwhānaumeetings.

• Ability to advise and support service users, focusing on their recovery.

• Ability to help service users with self-care and other daily activities.

• Ability to educate service users and their caregivers about early warning signs.

• Ability to demonstrate competency in the seven Real Skills on a day-to-day basis.

The seven Real Skills

1. Working with service users – every person working in a mental health and addiction treatment service utilises strategies to engage meaningfully and work in partnership with service users, and focuses on service users’ strengths to support recovery.

2. WorkingwithMāori–everypersonworkinginamentalhealthandaddictiontreatmentservicecontributestowhānauoraforMāori.

3. Workingwithfamilies/whānau–everypersonworkinginamentalhealthandaddictiontreatment service encourages and supports families/whānau to participate in therecoveryofserviceusersandensuresthatfamilies/whānau,includingthechildrenofservice users, have access to information, education and support.

4. Working within communities – every person working in a mental health and addiction treatmentservicerecognisesthatserviceusersandtheirfamilies/whānauarepartofa wider community.

5. Challenging stigma and discrimination – every person working in a mental health and addiction treatment service uses strategies to challenge stigma and discrimination, and provides and promotes a valued place for service users.

6. Law, policy and practice – every person working in a mental health and addiction treatment service implements legislation, regulations, standards, codes and policies relevanttotheirroleinawaythatsupportsserviceusersandtheirfamilies/whānau.

7. Professional and personal development – every person working in a mental health and addictiontreatmentserviceactivelyreflectsontheirworkandpracticeandworksinways that enhance the team to support the recovery of service users.

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2.5 Stage 5 - Job description Personspecification Application formJob descriptions

A job description:

• describes the outcomes required of a position

• enableseffectivematchingofpotentialcandidatestothespecificrequirementsofaposition

• is helpful to ensure that selection decisions are valid and should not be changed once advertising has started

• shouldbereviewedandupdatedonaregularbasistoreflectcurrentandanticipatedneeds, including new technology

• should be defined (with consumer and cultural advisor involvement) to fit theorganisation’s requirements

• identifiescomponenttasks,responsibilitiesandanticipatedoutcomes.

Job descriptions that include the seven Real Skills will ensure increased accountability, as the appointee can then be measured against the levels (essential, practitioner and leader) during performance reviews. It is accepted that organisational values and skills, along with professional competencies, will already include some of the seven Real Skills.

The table below provides a template for designing job descriptions.

Template 2.5a: Designing job descriptions

Job title

Overall goal of role

Anticipated outcomes

Responsibilities and tasks

Organisation-specific skills and values

Professional competencies

Identify and include the Real Skills that are not already included in the organisation-specific skills and values and the professional competencies identified above

Working with service users

WorkingwithMāori

Workingwithfamilies/whānau

Working within communities

Challenging stigma and discrimination

Law, policy and practice

Professional and personal development

Indicate required skill level Essential Practitioner Leader


Person specification (person profile)

The seven Real Skills sit alongside professional and organisational competencies required for the job.

Template 2.5b: Writing person specifications

Person specification Details Essential Practitioner Leader

Seven Real Skills 1. Working with service users2. WorkingwithMāori3. Working with families/

whānau4. Working within

communities5. Challenging stigma and

discrimination6. Law, policy and practice7. Professional and personal

development

Let’s get real values Respect, human rights, service, recovery, communities and relationships

Let’s get real attitudes

• Compassionate and caring• Genuine• Honest• Non-judgemental• Open-minded• Optimistic• Patient• Professional• Resilient• Supportive• Understanding

Qualifications

Personal abilities – what the person is able to apply from learning

Professional competencies

Skillsspecifictothisjob

Experience

Performance – what is required of the person in order to meet requirements of the workplace

Ethical values

Other

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Application form guidelines

Applicationformsofferanopportunitytocollectspecificdatafromcandidates.However,to meet the requirements of the Privacy Act 1993, the organisation must have clear practices about who will get to see the application material and who will know the identity of applicants. People applying for positions are entitled to know what these privacy practices are. Privacy practices vary depending on the type of vacancy and must be clearly understood by the appointment committee and recruitment panel. In general, the identity of applicants (both internal and external) and the contents of the applications are strictly confidential, and are available only to thosewho formally constitute the appointmentcommittee or recruitment panel.

Points to remember:

• application forms contain a series of questions that are designed to provide information on the general suitability of applicants for positions

• application forms must adhere to the Human Rights Act 1993

• questions are inadmissible if they are not job-related.

Theapplicationformisthebasicsourceofemploymentinformationcoveringqualifications,experience and other job-related data.

Legal requirements and rules to remember with respect to application forms include:

• application forms received must be kept secure to maintain the privacy of applicants

• disclosing details of an application without consent, even by accident, is likely to breach the Privacy Act 1993

• underthePrivacyAct1993,itisadvisabletospecificallyobtainanapplicant’sconsentbefore obtaining information from referees or other sources

• seeking information that is not relevant to the proper and safe performance of a job could also be in breach of the Privacy Act 1993 (see health screening, below)

• it is inappropriate to leave a message at the applicant’s current workplace, it is preferable to ask how and when the applicant prefers to be contacted.

When contacting referees and making independent inquiries, it is important to:

• ensure the collection of information does not intrude unreasonably on the applicant’s personal affairs

• avoid discussing employment agreements with the current employer.

Health screening

Care needs to be taken with pre-employment health screening. For instance, collecting this information for the purposes of discriminating against applicants with a disability, where the relevant exception in the Human Rights Act 1993 does not apply, would be unlawful. Seeking information that is not relevant to the proper and safe performance of a job could also be in breach of the Privacy Act 1993.


Criminal convictions

It is standard practice for some organisations to conduct a police check or have prospective employeessigndeclarationsabouttheircriminalconvictionsandconfidentiality.Policedonotissuepoliceclearancecertificates,butanapplicantcanrequesttheircriminalhistoryfromtheprivacyofficer,DepartmentofCourts.

The application form is a valuable screening tool but only essential information should be requested.

The following checklist can be used to assess an application form.

Template 2.5c: Application form checklist

Yes No

Position title or position code

Permanent

Temporaryorfixed-term

Part-time

Surname

Given names

Address:ResidentialPostal

Telephone number(s)

Email address

Educationalqualifications:SecondaryTertiaryPostgraduateOther

Employment history

Seven Real Skills (how to rate experience)

Referees

Declaration

Signature

Other (relevant) information

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Template 2.5d: Sample application form

Source: Adapted from the Bay of Plenty District Health Board application form, www.bopdhb.govt.nz/Careers/PDFs/ApplicationForm.pdf.

Tena Koe

Thank you for taking the time to complete this form. All information you provide is strictly confidential.Thedetails inthisapplicationformwillonlybeavailabletotheselectionpanelinthefirstinstance.

Pleaseattachacurriculumvitae(CV)andacurrentpractisingcertificateorregistrationcertificate.

Please note that a separate application form and CV must be completed for each vacancy you wish to apply for.

Please send the completed form to:

[insert name of person or department][address line one][address line two][address line three]

Alternatively, you can email your application form and CV to [insert email address]

An electronic copy of this application form is available on our website, [insert website address].

If you have any further enquiries, please contact [insert appropriate contact details].

Please assist us in improving out recruitment process by telling us where you saw this position advertised: ___________________________________________________________

Position applied for: ______________________________ Vacancy code:________________

Your full name: _______________________________________________________________

Your address: _________________________________________________________________

____________________________________________________________________________

Daytime phone number: Mobile: Email:

____________________ ____________________ _________________________

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Application tracking (for office use only)

Acknowledged: (date) ______________________ (by) ____________________________

Interviewed: Yes o No o Successful o Unsuccessful o

Applicant advised: (date) _____________________ (by) ___________________________

http://www.bopdhb.govt.nz/Careers/PDFs/ApplicationForm.pdf


Residency status

Are you a permanent resident of New Zealand? Yes o No o

If no, (a) Do you have a work permit? Yes o No o

(b) If you do not have a work permit, when do you envisage obtaining one?

________________________________________________________________

(c) Are there any restrictions affecting your employment, for example to do with your Yes o No o residency or visa?

Health

This question is to ensure the environment you may be working in does not aggravate any health problems you may have.

Have you had any injury or medical condition caused by gradual process, or disease, or infection or other means (for example, hearing loss, sensitivity to chemicals or repetitive strain injuries), which the tasks of this job may aggravate?

Yes o No o

If yes, please give details

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Do you suffer from any injury, disease, infection or other medical condition that may affect your work performance or regular attendance?

Yes o No o

If yes, please explain your condition

____________________________________________________________________________

____________________________________________________________________________

If the position you have applied for is one for which there are genuine health and safety risk factors to consider you may be required to provide more detailed health information.

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Authority to practise

(Only complete this section if a requirement of the position)

Doyouhaveacurrentpractisingcertificate? Yeso No o

Are you registered with the relevant New Zealand professional or trade body? Yes o No o

Pleaseattachacopyoftheappropriatecertificateandregistration.

Convictions

Have you ever been convicted of a criminal offence or been the subject of a professional disciplinary inquiry? Yes o No o

If yes, please give details

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Police check (if required)

I hereby give the organisation permission to seek a police check.

____________________________________________________________________________


Seven Real Skills

By 2011, mental health and addiction services in New Zealand will be required to provide evidence that they are using the seven Real Skills in developing their workforce and services.

In the table below, please document what experience you have had of each of these seven Real Skills. For more information on the Real Skills please visit www.tepou.co.nz/letsgetreal.

Real Skill Definition What experience have you had of this particular skill?


Every person working in a mental health and addiction treatment service utilises strategies to engage meaningfully and work in partnership with service users, and focuses on service users’ strengths to support recovery.

Working with Māori

Every person working in a mental health and addiction treatment service contributestowhānauoraforMāori.

Working with families/whānau

Every person working in a mental health and addiction treatment service encourages and supports families/whānautoparticipateintherecoveryof service users, and ensures that families/whānau,includingthechildrenof service users, have access to information, education and support.


Every person working in a mental health and addiction treatment service recognises that service users and their families/whānauarepartofawidercommunity.


Every person working in a mental health and addiction treatment service uses strategies to challenge stigma and discrimination, and provides and promotes a valued place for service users.


Every person working in a mental health and addiction treatment service implements legislation, regulations, standards, codes and policies relevant to their role, in a way that supports service users and their families/whānau.


Every person working in a mental health and addiction treatment serviceactivelyreflectsontheirworkand practice and works in ways that enhance the team to support the recovery of service users.



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Referees

Please list details of your referees. These should include at least two managers to whom you have reported directly. By signing this form you give us permission to contact these people.

Declaration

I authorise [organisation name] to obtain references to support this application and release [organisation name] and referees from any liability caused by giving and receiving this information. I certify that all the information in this application istrueandcomplete.Anyfalsestatementmaybesufficientcauseforrejectionortermination of employment if the application is successful.

I understand that if my application is successful, I may be required to give more information about myself and I also understand that any offer of employment may be subject to a satisfactory medical clearance and pre-employment screening.

Signature and date

________________________________________________________________________

Motor vehicle licence (if required)

I have a valid licence Class A. Yes o No o

The number is _______________________________________________________________

Signed __________________________________ Date ______________________________


2.6 Stage 6 - Plan recruitment campaignIn Appendix A, there is a card sort exercise for checking that all the steps in the recruitment process have been followed, and that responsibilities and timeframes for the various steps have been allocated. This resource is particularly useful for new managers and/or team leaders.

47

2.7 Stage 7 - Recruitment options and media choice Advertisement checklist Recruitment options and media choice

There are several options for letting potential applicants know about vacancies.

Internal applicants:

• intranet

• computer bulletin boards

• global emails

• hospital notice boards

• shoulder tap current staff or friends

• review current performance appraisals.

External applicants:

• website homepages (current vacancies, career opportunities, jobs available)

• recruitment websites (national and international), for example TradeMe or Seek

• newspapers (local, national and international)

• industry-specificpublications

• recruitment and employment agencies

• radio and television

• networks, for example marae

• community notice boards

• work and income job boards

• schools and career expo days

• online social networks.


Template 2.7: Advertisement checklist

Use the following checklist to rate your advertisement on the characteristics it needs to appeal to applicants (1 = low and 5 = high).

Advertisement criteria 1 2 3 4 5

Attention getting

Eye-catching title

Creates interest

Appeals to generation X and Y

Job duties and responsibilities clear

Prospects clear

Rewards clear

Qualificationsrequired

Seven Real Skills included

The organisation

Location

Easy for candidate to take action

Attractive use of colour

Space used effectively

Attractive graphics

Has attractive border

Is an appropriate size

Creates a strong positive image of the organisation and its values

Satisfiesrequirementsforequalemploymentopportunities

Presents a distinctive and appealing brand

Represents your organisation as an employer of choice

Language is informal, plain English, and makes use of “we” and “you”

Avoids cliche and repetition

Mentionswhānauorsupportperson

Avoid potentially discriminating selection criteria, for example age, qualifications

InbothEnglishandtereoMāori

Specifieswhetherfixed-term,full-time,part-time,casual,on-callandnumber of hours per week

Closing date for applications

Contact details

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3. Selection

3.1 Stage 8 – Screening and initial interview 50

Template 3.1a: Initial screening checklist 50

Template 3.1b: What to look for in a CV 50

Initial interview 51

Template 3.1c: Sample letter – interview invitation 52

3.2 Stage 9 – Guidelines for Māori candidates 53

3.3 Stage 10 – Main interview 54

Group or panel interview 54

Template 3.3: Interview questions 55

3.4 Stage 11 – Qualification and reference checks 58

Questions to ask referees 58

Drivers licence 59

Professional registration 59

Health screening 59

Immigration Act 59

Selection


3.1 Stage 8 - Screening and initial interviewThe following checklists can be used to carry out initial assessments of applications and CVs.

Template 3.1a: Initial screening checklist 1 = Totally inadequate 5 = Excellent

1 2 3 4 5

Previousqualificationsapplicabletojobposition

Work history showing previous experience

Experience working with service users

ExperienceworkingwithMāori

Experience working within communities

Experienceworkingwithfamilies/whānau

Experience in challenging stigma and discrimination

Knowledge of law, policy and practice


Logical thinking

Written communication

Other job and professional competencies required (add own)

Template 3.1b: What to look for in a CV 1 = Totally inadequate 5 = Excellent

1 2 3 4 5

Previous experience working with service users

PreviousexperienceworkingwithMāori

Previousexperienceworkingwithfamilies/whānau

Previous experience working within communities

Evidence of professional development activities

Skills that are applicable for this job

Previous experience in job area

Professional competency development throughout job history

Suitablequalificationsforposition

Constant work history

Suitable maturity for position

Positive feedback from referees

Shows reliability

51

Initial interview

The purpose of the initial interview is threefold and is best carried out by telephone.

• It creates some direct contact with the candidate.

• It enables some early screening of skills such as communication and persuasion.

• It allows motivation for applying for the position to be assessed.

Here are some questions that could be asked in a telephone interview, after a brief description of the job is given by the interviewer.

• What attracts you most to this particular position?

• Whichofyourqualification(s)wouldcontributemosttoyourabilitytodothisjob?

• Describe your previous experience.

• Are you able to work weekends, nights, shifts and statutory holidays?

• What achievement are you most proud of (professional and personal)?

• What were (are) your main responsibilities at your previous (current) job?

• What attributes and experience do you possess that apply to this position?

• Why are you looking to leave your current employment?

Based on the applicant’s responses to the Let’s get real section in the application form, ask some open-ended follow up questions about these: how, what, when, where and who?

Things to look for when asking questions:

• ability to communicate clearly

• phone manner, for example tone and politeness

• ability to answer questions easily and persuade interviewer with direct and convincing answers

• answers apply to skills needed for job position

• persuasive ability

• meets competency needs.

Following the telephone interviews, decide on a shortlist of candidates to be invited to attend the main interview.


Template 3.1c: Sample interview invitation letter or email

Note: the invitation to interview may also be made via a phone call.

[date]

[name of applicant] [address] [address] [address]

Tena Koe [name]

Application for [position description or code number]Thank you for submitting your application for the above position.

We would like to meet with you on [date and time] to discuss your application in more detail.

Youarewelcometobringsupportpeopleorwhānaumemberswithyou,butwewouldappreciate it if you could advise our [enter appropriate contact details] in advance of the number of people you would like to accompany you. Due to space constraints, I am afraid we are unable to accommodate more than [number] additional people (including yourself).

The following people will be on the interview panel for your initial interview: [name, position, name, position, name, position].

Attached is a map and details of the venue [attach map and venue details].

If there is any further information you require, please contact [enter appropriate contact details]. I look forward to meeting with you.

Yours sincerely,

[Name of employer]

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3.2Stage9-GuidelinesforMāoricandidatesSource: adapted fromBestHealthOutcomes forMāori: Practice implications (MedicalCouncil of New Zealand, 2006)

Let’s get real supports equal employment opportunities and non-discriminatory treatment for all people, and recognises cultural differences. It is committed to ensuring recognition of tangata whenua in accordance with the principles of Te Tiriti o Waitangi.

As part of this it is important to include appropriate cultural, family or whānau, andconsumer advisors in the selection process, interview preparation and allocation of interviewer roles. It is also important to enable the applicant’swhānau to attend theinterview, if the interviewee desires this. In addition, it is essential to let the candidate knowwhowillbeonthepanel,sothatsuitablewhānaumemberscanbeinvitedtotheinterview. Find out as much as possible about the applicant’s or candidate’s ethnicity to ensure cultural appropriateness in the recruitment and selection processes.

SomeguidelineswheninterviewingMāoricandidates.

• Donotassumeoneapproachfitsall–whenindoubt,ask.

• Māoriplaceahighamountofimportanceontheinvolvementofwhānauinallaspectsoftheirlives.ItisverycommonforMāoriapplicantsandcandidatestobringfamilyandwhānaumemberswiththemtoaninterview,andthecandidatemayalsofinditnecessary to consult them before accepting any appointment.

• EnsuretherightMāoriprotocolsoccur.

• Take guidance on Māori preferences by following their lead, rather than makingassumptions based on stereotypes.

• Understand the importance of te reo Māori pronunciation. Proper pronunciationof a name is a sign of respect. It is better to ask the correct pronunciation before attempting it.

• The interviewer should make a point of introducing themselves to establish interpersonal connections.

• Face-to-face dialogue is the preferred method of communication.

• Ensure you give applicants and candidates an opportunity to advise whom they would like present at any interview and how much information they would like to share.

• Do not challenge beliefs or discuss in a patronising manner.


3.3 Stage 10 - Main interviewGroup or panel interview

A selection panel is appointed, consisting of at least three people, ideally with a mix of genders.

• At least one panel member should have detailed knowledge of the requirements of the position.

• Panel members will normally be of an equal or higher level or position than the position under consideration.

• The human resources manager or their nominee (if the manager is not available) will be a member of every selection panel.

• Ideally, cultural and consumer representatives should be present on the panel.

Points for preparing effective interviews:

• prepare a set of behavioural and situational questions to ask candidates

• prepare sample responses and desirable key words

• developascoringsystem,afivepointscaledemonstratesthehighestreliability:

1 = far below minimum requirements

2 = marginally below requirements

3 = just meets minimum requirements

4 = marginally above minimum requirements

5 = far above minimum requirements.

Items to include in the interview:

• welcome, for example a karakia, mihi or other appropriate greeting, where the candidate is provided with an opportunity to respond

• invitewhānauorsupportpersontospeakfortheapplicant(beginningandend)

• ask behavioural and situational questions

• invitewhānau,supportpeopleandthecandidatetoaskquestionsorclarify

• outline the next steps, for example whether there may be a second interview, other screening tools that may be used, such as role plays (see Appendix I - role plays and case studies)

• when the candidate will be advised of the outcome

• thanktheapplicant(andwhānau)forattending.

Note that the interviewers may only seek information that is relevant to the role and the applicant’s ability to carry out that role. The applicant is not under any obligation to say anything about their past. It is up to the interviewers to ask appropriate questions.

Formoreinformationonwhānauinterviews,seeAppendixE.

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Template 3.3: Interview questions

The tables below set out examples of behavioural and situational questions you can use to gain information about an applicant’s Real Skills and Let’s get real values.

Behavioural and situational questions can be summarised with the ‘STAR’ acronym:

• S means ‘tell me about a situation where you experienced or were required to … and describe the behaviour’

• T means ‘what task were you undertaking?’

• A means ‘what actions did you take?

• R means ‘what were the results of your actions?’

Real Skills Behaviourally descriptive questions

Situational questions Scoring


Tell me about a time when youexperiencedadifficultsituation with a service user. What was your role? What did you do? With what result? How would you deal with this differently now?

A service user arrives in your officefeelingangryaboutthe delay in being able to access help. How do you handle this situation?

Working with Māori

Tell me about a time when you needed to demonstrate your understanding of tikanga Māori.Whatwasthesituationand your role in it? How did you handle the situation? How diditturnout?Onreflection,what could you have done differently?

A service user arrives at your officesinadistressedstatedemanding to see a tohunga. How would you handle this situation?


Tell me about a time when you feel you have worked wellwithafamilyorwhānau.What was your role? How did you engage, include or supportthefamilyorwhānau?What was the outcome? What would you do differently now?

You are working with a service user who is experiencingconflictwiththeirfamilyorwhānau.Thefamilyorwhānaudoesnot wish the service user to take medication and are not supportive of the contact with mental health services. What steps would you take to resolve this situation?


Tell us about a time when you had success working within a community. Tell us about a time when you failed to work successfully with a community.

What was your role? How did you gain community involvement? With what effect? What did you learn?

The organisation is developing links with the community to provide optimum supports for service users. In what ways would you ensure this process occurs for every for service user? What links would you develop? Why is this important? How would you provide follow up?


Real Skills Behaviourally descriptive questions



Tell us about a time when you noticed a colleague stigmatising a service user. What was your role? How did you handle it? What was the outcome? How could you have dealt with this more proactively?

You are working with a service user who has been placed under a Mental Health (Compulsory Assessment and Treatment) Act 1992 inpatient order and has just been transferred from ICU to the open side of the unit. This person has a known drug addiction and recently returned from day leave undertheinfluenceofdrugs.During a team meeting, the doctor overseeing inpatient care says if this service user returns again under the influenceofdrugstheywillbe placed back in ICU for three days. There appears to be no clinical rationale for this intervention. What is your response to this? What would you see your role as being?


Tell us about a time when you felt that you faced an ethical dilemma. What was the situation? What was your role? What did you do? How did the situation resolve? What could you have done better?

Afamilyorwhānaumemberhas approached you following a visit to a young man’s home. He lives with his parents and has had a recent admission, where the police took him into custody. The man’s mother feels their privacy has been breached, as the mental health support worker spoke to neighbours about her son’s health issues. How would you address the situation with the mental health worker, the service user, and the family or whānau?


Tell us about the greatest learning moment you have experienced in your career in mental health. Why was this so important for you? What did you learn? How could you convey this learning to others?

Your manager has offered you $2500 for your own professional or personal development in the year ahead. What would you spend this money on and why?

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Let’s get real values

Behaviourally descriptive questions


Respect Tell us about a time when you handled a service user with particular respect.

You notice the receptionist giggling at the behaviour of a service user who is unwell. How do you deal with this situation?

Human rights Human rights are an issue of interest to us. Can you tell us about a time when you had to deal with a human rights issue?

Your manager asks you to tell a service user to change their GP, as the doctor, in the manager’s view, appears to be reinforcing illness behaviour. How do you deal with this situation?

Service Tell us about a time when you worked in partnership with a service user to reduce their losses due to their illness. What was your role? What did you do? How did it work out?

A service user seems reluctant to engage in the recovery process. They want you to provide quick solutions. What do you do?

Recovery Tell us about a service user that you worked with towards recovery. What was the situation and your role?

A service user, who is particularly unwell, is feeling very despondent about ever feeling any better. How would you deal with this situation? What would you say or do?

Communities Tell us about a time when you hadtofindsuitableservicesfora service user. What did you do? Who did you contact? How did you go about this?

You are new to the team. What steps would you take to become part of the community of service providers?

Relationships Tell us about a time when you have been thanked for your responsiveness to people in terms of respect and dignity. What was the situation? What did you do?

Afamily/whānauchallengesyou to inform them of any changes in their family member’s mental health status. Given your understanding of the Privacy Act 1993, how do you develop an ongoing relationship with this family/whānau?


3.4Stage11-QualificationsandreferencechecksChecks ensure the organisation appoints an applicant who has the clinical and behavioural competencies they claim to possess, and that the organisation requires. Checks also ensure the applicant meets the legal requirements to practise.

Points to remember about checks.

• Checkingreferencesandqualificationsiscommonpractice.

• Checks should be carried out once the preferred candidate has been selected, but priortoconfirmationoftheappointmentorajobofferbeingmade.

• Youshouldrequestthatthecandidatebringstheoriginalsorcertifiedphotocopiesoftheirqualificationstotheinterview.

• Recent graduates should also bring a transcript of their academic record.

• There are two types of references – personal (about a person’s character) and professional (from a previous employer, ideally a manager to whom the person has reported).

• Permission must be granted by an applicant before reference checking may occur. This is to comply with the Privacy Act 1993.

• If necessary, alternative references can be gained from an internal service user, direct report or an external service user. Ideally at least one prior manager should be interviewed for references.

• You should request that referees corroborate earlier evidence or statements made by the candidate.

• Candidates must be advised of reference checks in application forms, company recruitment and selection policies, job information and verbally, during the interview.

• A prospective employer can ask an applicant to obtain a report from ACC giving a historyofclaimsmadeduringthepreviousfiveyears.

Questions to ask referees

Examples of questions you may wish to ask referees.

• When did you work with, or employ the individual?

• Would you employ the individual again?

• Was there a reporting relationship between the referee and the individual?

• If there were any performance issues, how did the individual respond to the management of these?

• How diligent was the individual in his or her employment?

You should use behavioural and situational questions (refer to the STAR acronym, page 55), and a rating form when talking to referees.

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You should also check the seven Real Skills:

• onascaleofonetofivehowwouldyouratetheapplicant’sabilitytoworkwithserviceusers,workwithMāori,challengestigmaanddiscrimination,etc?

• can you please give me an example of each of these?

• if the applicant was confronted by the following situation [give situation from workplace], how would he or she be likely to respond?

Drivers licence

If the position entails driving in the course of employment, especially in a vehicle provided by the organisation, the applicant’s driving record should be investigated.

• AnapplicantcanapplytotheDepartmentofCourtsforacertificate,whichgivesfulldetails of both criminal and driving convictions, to be provided at the time of an offer ofemployment.Theoffermaybeconditionalonreceiptofthiscertificate.

• The Land Transport Safety Authority operates the Driver Check website (http://www.nzta.govt.nz/drivercheck/about.html), which allows organisations to check on the status of potential employees’ driver licences. The organisation needs to register to access this website.

Professional registration

See Appendix F for the requirements of the various professional boards.

Health screening

Each organisation is likely to have its own health check requirements to be processed in ordertoinformfinaldecisionmaking.

Immigration Act

See Appendix G for information about the Immigration Act 2009.

With respect to assessing the qualifications of overseas applicants please refer to thequalificationstableontheNewZealandImmigrationServicewebsitewhichhasalistofrecognisedqualifications(www.immigration.govt.nz). Ifthequalification isnot listed,aNewZealandQualificationsAuthorityassessmentoftheapplicant’squalificationswillberequired.

https://drivercheck.landtransport.govt.nz

https://drivercheck.landtransport.govt.nz

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4. Orientation

4. 1 Stage 12 – Orientation checklist 62

Pre-day one 62

First day on the job 62

Thefirstweek 63

First month of employment 64

Within six months of starting 64

Orientation


4.1 Stage 12 - Orientation checklistPre-day one

Before the new employee arrives you should:

• notify everyone in your team or service that a new person is starting and what the person’s job will be

• ask the other staff members to welcome and support the new employee

• ifpossible,identifyastaffmembertoactasabuddyforthefirstweek.

You should ensure that correct protocol is used to welcome the new person to your organisation, for example a powhiri. If the employee is new to the workplace, you may wish to take them through a full orientation process. For example:

• enrol the employee in the orientation programme (if your organisation has one in place)

• sendthenewemployeeawelcomeletter,directionstofindtheorganisation,serviceandteam,parking information,a schedule for thefirstweekandbrief informationabout the department.

First day on the job

Onthefirstday,itisimportanttocreateacomfortableenvironmentandremembernottooverwhelm the employee. You should:

• giveawarmwelcome,includingpowhiri(ifrelevant),anddiscusstheplanforthefirstday

• tour the employee’s assigned workspace

• explain where rest rooms, refreshments, and break areas are located

• provide all required keys

• arrange to have lunch with the new employee

• tour the service, team, organisation and immediate area, and introduce the new employee to other staff members

• introduce the new employee to their friend or buddy (if appropriate)

• review the job description with the new person

• review the organisational chart and explain its relationship to where people are situated

• reviewyouroffice’spoliciesandproceduresincluding:

◦ working hours

◦ telephone, email and internet use

◦ officeorganisation(files,supplies,etc)

◦ office resources (directories, dictionaries, style manuals, computer programmanuals, staff listings, etc)

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◦ staff meetings

◦ accountability

◦ customer service philosophy

◦ confidentiality

◦ occupational health and safety

◦ how the seven Real Skills and the Let’s get real values and attitudes apply in this job

◦ other values and expectations in the organisation

◦ ethics.

The first week

Duringthefirstweekyoushould:

• review the employee’s work area to ensure that the equipment they need is in place

• ensure their workstation is suitable in terms of ergonomics

• set up a brief meeting with the employee (and their assigned buddy if appropriate) to reviewthefirstweek’sactivities

• review professional competencies and the seven Real Skills (see Stage 13)

• initiate an individual development plan and goals (see Stage 14)

• schedule a meeting with the human resources department (if appropriate) to:

◦ complete all required paperwork

◦ review personnel policies and procedures

◦ learnaboutbenefits

◦ review holiday, sick and personal leave policies

◦ obtain an ID badge (if appropriate)

◦ obtain a parking permit (if appropriate)

• haveappropriateofficepersonnelreview:

◦ afterhoursandweekendofficeaccess

◦ general organisational accounting (if appropriate)

◦ travel and reimbursement

◦ travel credit card (if appropriate)

◦ mail services and use of email and internet policy

◦ officesupplies

◦ copy machine and fax use

◦ officesafetyissues


• review computer competency:

◦ provide an overview of policies and procedures, including confidentiality andprivacy issues

◦ assessment of knowledge of and comfort with department’s hardware and software (for example, hardware – turning on, backing up, printing, shutting down, software – Microsoft Word and Excel and other programs needed by the position)

◦ fileservers

◦ email and internet

◦ arrange further training and support as needed.

First month of employment

Withinthefirstmonthofthenewstaffmemberstartingemployment,youshould:

• meet with the employee to review their:

◦ job description

◦ individual development plan, performance goals and standards

◦ work rules

• send the employee on the formal employee orientation programme (if appropriate)

• checktomakesurethattheemployeehassignedupforbenefitspriortotheenrolmentdeadline, Kiwisaver for example.

Within six months of starting

Within the six months of the new staff member starting employment, you should:

• revisit their performance standards and work rules

• check progress on their individual development plan

• conduct a performance and development review and appraisal (including the seven Real Skills)

• set goals and an individual development plan for the future.

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5. Performance development

5.1 Introduction 66

5.2 Stage 13 – Self-assessment of the seven Real Skills 68

Template 5.2: Self-assessment of the seven Real Skills 69

5.3 Stage 14 – Individual development plan 85

Setting goals 85

Template 5.3: Individual development plan 87

5.4 Stage 15 – Understanding and addressing barriers to performance 90

Barriers to performance 90

Barriers to development progress 92

Template 5.4: Barriers to development 92

Performance development


5.1 IntroductionThe Let’s get real framework and the seven Real Skills provide the opportunity to build better performance and deliver outstanding service to service users.

Each organisation will be focusing on three key areas in relation to performance development and management:

1. professionalcompetencies,asdefinedbythevariousprofessions

2. the seven Real Skills

3. organisational performance goals and needs.

It should be noted that the seven Real Skills align well with, and are complementary to, the competencysetsdefinedbythevariousprofessionalboardsundertheHealthPractitionersCompetence Assurance Act 2003 (see Appendix H).

The following sections offer managers some tools to develop, and give feedback on, performance against the seven Real Skills in a semi-structured way.

Regular feedback is crucial if people are to perform effectively.

Performance development and management is an ongoing and continual process for managing the performance of employees. It includes development planning, setting goals, performance feedback, a review of outcomes for service users and other stakeholders, coaching and supervision. Some of the feedback may be formal, through a performance review or service user survey and some of it may be informal, such as where a manager notices something being done well, or not quite correctly, and gives the person feedback about this. Coaching and supervision are key mechanisms to provide performance feedback.

Performance management is equally valid for those employees who are performing well as it is for those who are not doing their jobs effectively. We need to give feedback to those who exceed expectations, as well as those who under-perform.

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Performance development and management may focus on three types of feedback.

1. Results - the alignment of the employee’s performance with the strategic direction of the unit or organisation, that is what the employee does.

2. Behaviours - helping the employee to demonstrate appropriate behaviours for service users, that is how the employee does it.

3. Outcomes - what the service users or other stakeholders feel about what has been delivered by the individual, that is with what end result.

Type of feedback Process Type of measure

Results Clear organisational and unit goals

Keyaccountabilitiesdefined

Team and individual goals set

Measure results

Goal attainment

Management by objectives

Behaviours Definedesiredbehaviours,valuesandattitudes

Review competency levels based on definedbehaviours

Competency ratings

Behaviourally anchored rating scales

Outcomes Establish desired outcomes such as service user satisfaction

Obtain feedback from key stakeholders

360-degree feedback

Service user surveys

Stakeholder surveys

‘Mystery shoppers’


5.2 Stage 13 - Self-assessment of the seven Real SkillsIt will be important that new recruits, or people unfamiliar with the Let’s get real framework, grasp the key skills required of them, not only as they relate to their tasks, butintermsoftheirapproachtoserviceusers,andtheirfamiliesorwhānau.

The seven Real Skills offer a clear framework to understand the service approach used in mental health and addiction.

The following self-assessment and individual development plan are two tools that can be used by staff and their managers or leaders.

All documentation relating to performance should be safely stored.

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Template 5.2: Self-assessment of seven Real Skills

The following self-assessment will inform the seven Real Skills component of a staff member’s individual development plan. It is not intended to address the individual’s professional and service development needs.

Name _______________________________________________ Date _________________

Rating:

• Competent (C)

• Needs development (ND)


Essential Practitioner Leader

Performance indicator

Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Establishes a connection and rapport with service users as part of a thorough assessment process and recovery planning.

Develops effective therapeutic relationships with service users and worksflexiblywiththem.

Develops and supports a service that is: • responsive to

the needs of service users

• reflectiveofbest practice

• recovery focused • culturally safe • trauma informed • effective at

communicating.

Acknowledges that tāngatawhaioraandwhānaumaychooseto communicate in te reoMāori.

Uses age appropriate and culturally appropriate protocols and processes to work with service users.

Applies understanding of the different stages of life development.

As above.

Acknowledges the personal, physical, social, cultural and spiritual strengths and needs of each person, including the service users’ interpretation of their own experiences.

Recognises the varying social, cultural, psychological, spiritual and biological contributors to mental illness and addiction.





Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Acknowledges the importance of identityforMāorianditssignificancetotherecovery process and the achievement of whānauora.

Connectstāngatawhaiora and family/whānauwithculturalsupport and expertise when appropriate, for example, te reo, karakia, kaumātua,kaupapaMāoriservicesandpractitioners.

In day-to-day work, applies basic understanding of:• definitionsand

categories of mental illnesses and addiction

• a range of therapies and interventions

• the effects of psychiatric medications on people and interactions of these drugs with others and/or alternative remedies.

In day-to-day work, applies in-depth knowledge or understanding of: • definitionsand

categories of mental illness and addiction

• assessment and intervention processes, including but not limited to consideration of risk

• psychiatric pharmacology and its effects

• the range of evidence informed therapies and interventions available

• the impact of physical health on mental health.

As above.

Understands and works to mitigate the physical, social and emotional effects of trauma and abuse on people’s lives.

Practises the principles of trauma-informed care.

As above.

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Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Works in partnership with the service user to develop a plan for recovery that is service user driven, identifiesstrengthsand needs and is solution focused.

Actively works in partnership with service users to plan for their recovery, including monitoring and review.

As above.

Effectively and inclusively ensures service users understand their plan for recovery and facilitates access to any other relevant information.

As above.

Includes service users in all decisions about their service and treatment, and seeks feedback.

Comment

AGREED LEVEL


Working with Māori



Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Te reo Māori

Recognises that tāngatawhaioramayconsider waiata, karakia and te reo Māoriascontributorsto their recovery.

Understands that speakers of te reoMāorimayuse metaphors to describe their situation.

Promotes and provides for resources that: • ensure easy

access to te reoMāorispeakers and to information written in both EnglishandMāori

• support staff and the service to integrate te reo Māoriintotheirservice delivery.

Uses available resources such as te reoMāorispeakersand information written in both EnglishandMāori,when appropriate.

Understands that tāngatawhaioraand/or their whānaumaywishtonominate a person to speak on their behalf and supports the involvement of nominated speakers.

As above.

Is familiar with local Māorigroups(e.g.mana whenua), and their roles, responsibilities and relationships with each other as guardiansofMāoricultural knowledge andtereoMāori.

Develops and maintains explicit relationships and partnerships with localMāori.

Demonstrates respect for te reo Māoriandtikanga.

UtiliseslocalMāoritoverify the relevance and common practice oftereoMāoriandtikanga in the health setting.

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Working with Māori



Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Demonstrates effective communication and engagement that promote early service accessforMāori.

Strategies are in placetoensureMāoriknow how to access Māori-responsiveservices and/or have accesstokaumātua,kaimahiMāoriandcultural interventions (e.g. assessment, therapy).

Whakawhanaunga

Recognises and understands the different roles and responsibilities withinwhānauand the nature of whānaurelationshipswithtāngatawhaiora.

Promotes an environment that: • is conducive

to effective service delivery processes for whānauandsignificantothers(e.g. a time and venue for comprehensive assessment or whānauhui)

• supports whakawhanaunga processes.

Is aware of Māorimethodsof interaction that support relationships, particularly with whānau,suchasasking ‘No hea koe?’ (where do you come from?) and establishingtātai(links).

Understands that sometāngatawhaioramay be disconnected fromtheirwhānau.


Working with Māori



Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Hauora Māori

Develops an understanding of Māorimodelsorperspectives of hauora in service delivery.

Is able to incorporate Māorimodelsorperspectives of hauora in service delivery when appropriate.

Promotes and provides for processes and practices that meet cultural requirements, such as: • recognition of

Māorimodelsof practice and healing

• resource allocation and prioritisation to reduce Māorihealthinequalities

• activities that measure the cultural effectiveness of performance and service delivery

• outcomes information that indicatesMāoriandwhānausatisfaction.

Acknowledges that Māorimayconsiderusing traditional healing processes and practices that support health and well-being.

Is familiar with local resources and promotes access to them to support recovery choices and whānauora.

Utilises interventions, withtāngatawhaioraand/ortheirwhānau,that optimise physical, social, cultural, spiritual and mental aspects of health.

Understands that tāngatawhaioraand/ortheirwhānaumay utilise whenua, moana and ngahere in the support of whānauora.

As above.

Demonstrates an understanding of the principles of tino rangatiratanga (self-determination) and mana motuhake (autonomy) and actively protects service user rights.

Recognises and supports the resourcefulness of tāngatawhaioraandwhānau.

As above.

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Working with Māori



Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Wairua

Acknowledges differing spiritual practices and understands that these unique perspectives contribute to the supportoftāngatawhaioraandwhānauora.

Understands concepts and perceptions of Māorispiritualityandthe role and function ofMāorispiritualpractices in the supportoftāngatawhaioraandwhānauora.

Promotes and provides for resources that support: • Māori-responsive

interventions and processes to meet the wairua needsoftāngatawhaiora,whānauand staff

• staff access to kaumātuaandkaimahiMāorithat support whānauora.

Tuakiri tāngata

Acknowledges the importance of identityasMāorito the recovery of tāngatawhaioraand the process of whānauora.

Is aware of available kaupapaMāoriinterventions, and supportstāngatawhaiora and their whānau’schoicetoengageinMāori-responsive services and activities that optimise cultural linkagesandwhānauconnectedness.

Promotes and supports: • interventions

and services to emphasise cultural linkages and whanaungatanga in practice

• staff access towānangaand training that enhance knowledge and understanding of tuakiri tangata and its importance to the therapeutic relationship.

Demonstrates knowledge and application of cultural safety and cultural competence in terms of working withMāori.


Working with Māori



Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Manaaki

Acknowledges thesignificanceof manaaki to the processes of engagement and whakamana, which contribute to whānauora.

Employs manaaki in the hosting of, working with and support processes for tāngatawhaioraandwhānau,includingcommunity agencies and organisations.1

Promotes and supports: • awareness of

manaaki and itssignificancein the recovery processes of tāngatawhaioraandwhānau

• manaaki of the community being engaged with

• staff learning and professional development of manaaki in practice.

Comment

AGREED LEVEL

1Suchaspartnershipswithserviceusersandwhānauindevelopingcareplans,andhostingserviceusersandwhānauwithrespectanddignity.

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Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Recognises that a service user’s family/whānaumayextendbeyond traditional family concepts.

Develops robust service systems that: • ensure the

participation and support of family/whānau

• recognise and respond to the strengths and needs of families/whānau

• ensurespecificprovisions to identify and develop relationships withMāori.

Fosters relationships withwhānau,hapū,iwi and communities to support service users’ health and well-being.

Recognises that Māorihaveprocessesthat promote and support the establishment of relationships through kinship, genealogy, history and location.

Works in partnership with the service user to identify and include family/whānau,significantpeople and other networks to support recovery.

Establishes connection and rapport with family/whānauaspartofathorough assessment process and recovery planning.

Is able to explain tofamily/whānauthe options for family/whānauinterventions.





Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Works with family/whānauinsuchaway that they feel heard, informed and supported.

Facilitates family/whānau:• access to

relevant information and resources about all aspects of mental health and addiction

• input into and inclusion in service users’ recovery plans

• participation in effective family meetings.

Shares relevant information with family/whānauandsignificantpeoplewhile respecting the service user’s right to privacy.

Works to understand family/whānauperspectives, including the dynamics within families/whānau.

Identifiesthosewho can provide support within the community, including hapūandiwi,andconnects family/whānauwiththem.

Comment

AGREED LEVEL

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Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Understands how the mental health and addiction system works and where theirservicefitswithin it.

Demonstrates knowledge of the impact of current mental health and addiction policies at the community level.

Networks and collaborates with health and social service providers and community agencies to ensure services are meeting the needs of service users.

Identifiesaserviceuser’s community or communities of interest and supports the service user to develop or maintain connections.

Recognises that tāngatawhaioraaresupported within a wider network of structures such as hapū,iwiandMāoricommunities.

Demonstrates a comprehensive knowledge of community services, resources and organisations and actively supports service users to use them.

Forms effective working relationships with key support agencies in the community, including hapūandiwi.

Actively supports and involves communities in addressing mental health and addiction problems.

Understands and uses mental health promotion principles.

Comment

AGREED LEVEL





Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Understands the impact of stigma and discrimination on service users, families andwhānau,servicesand communities.

Articulates positive aspects of working in mental health and addiction treatment services to external groups.

Ensures that oneself, the organisation and staff model and demonstrate non-discriminatory practices and behaviour in all aspects of work, internally and externally.

Understands and acknowledges the impact of language in relation to stigma and discrimination, and role models using language that is non-judgemental and non-discriminatory.

Recognises and challenges stigma and discrimination.

Uses strategies to reduce stigma and discrimination, including promoting and facilitating social inclusion.

Educates and supports services and communities to minimise stigma and discrimination.

Comment

AGREED LEVEL

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Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Understands and adheres to legislation, regulations, standards, codes and policies relevant to the role.

Practice is guided by an understanding of the intent and implications of legislation and policy.

Contributes positively to legislative change and policy development that impact on mental health and addiction practice.

Recognises and respects the rights of service users and their families and whānauundertheCode of Health and Disability Services Consumers’ Rights.

When working with service users, demonstrates ethical decision making.

Creates organisational systems and a culture thatreflectrespectfor the rights of service users and their families/whānau.

Understands health policy, legislation and standards of practice that recognise the significanceoftereoMāori,Māoriconcepts and models of practice that achievewhānauora.

Supports and assists service users to exercise their rights.

Comment

AGREED LEVEL





Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Works effectively in a team by understanding team roles and respecting and accommodating different working styles.

Actively facilitates collaborative working with other team members.

Leads and nurtures a team environment that: • articulates a

clear, service user-focused vision for the service

• provides role clarity (both individual and team)

• encourages synergy within multidisciplinary groups

• encourages cross-sector collaboration.

Communicates effectively (orally, in writing, when listening, by other non-verbal means) with a wide range of people.

Understands and can manage complex and multifaceted communication processes.

PronouncesMāorinames and words correctly, and asks when unsure.

Understands the natureandbenefitsof research and evaluation.

Is familiar with current research and evaluation in the mental health and addiction treatment sector.

Ensures that processes and activities are in place to guide research and evaluation that foster innovation and effective outcomes-focused service delivery.

Gathers and uses information to inform decisions relevant to their role.

Collects good quality information and uses it in decision making, with a focus on improving systemic and service user outcomes.

Uses information to assist planning and quality improvement, with a focus on better outcomes for service users.

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Rating (C or ND)


Rating (C or ND)


Rating (C or ND)

Engages with colleagues to give and receive constructive feedback.

Participates in professional and personal development of oneself and colleagues through feedback, supervision, appraisal andreflectivepractice.

Creates a healthy workplace and culture that encourages and supports the professional development of individuals and teams as well as personal development.

Understands and practises self-care.

Reflectsonownpractice to identify strengths and needs.

Supports colleagues to achieve goals and meet challenges.

Coaches, supports, provides feedback and challenges people so that they can reach their full potential.Understands

and engages in supervision.

Seeks and takes up learning opportunities.

Keeps up to date with changes in practice and participates in lifelong learning.

Comment

AGREED LEVEL


In the following table, staff members rank each Real Skill from their strongest, to second strongest and so on, and provide reasons for these rankings.

My strongest Real Skill is:

Reason:

My second strongest Real Skill is:

Reason:

My third strongest Real Skill is:

Reason:

My fourth strongest Real Skill is:

Reason:

Myfifthstrongest Real Skill is:

Reason:

My sixth strongest Real Skill is:

Reason:

My seventh strongest Real Skill is:

Reason:

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5.3 Stage 14 - Individual development planProblems can only be addressed if they are explicit. It is important for employees and managers to jointly develop, agree and resource individual development plans.

This section comprises the following:

• information on setting goals

• an individual development plan template.

Stage 15 offers a list of possible reasons why employees may not be meeting expectations in terms of the seven Real Skills, and some strategies for managers.

Thefirststepformanagersandteamleaders istoasktheemployeetocompletetheirself-assessment of the seven Real Skills (see Stage 13) and prepare a draft individual development plan to discuss with them.

Setting goals

At this stage the employee and manager should also be setting clear goals (usually not morethanfivetoeight)andtheemployeeshouldunderstand:

• how these goals link to the direction of the organisation

• how these goals link to the goals of the service

• how these goals impact on others in the team

• how these goals impact on the requirements of professional competencies

• what outcomes are expected

• how the seven Real Skills support the achievement of outcomes for service users and theirfamiliesandwhānau.

Some organisations use the following two-step process in setting goals.

Step one: key performance areas

Define the five to eight key performance areas for the role (the reasonswhy the roleexists).

Each key performance area should be supplemented by a key performance indicator (how will you know when it has been done).

Here are some examples.

Key performance area Key performance indicator

Service user education Number of service users attending alcohol education groups

Paperless reporting Reduction in stationery costs

Service user involvement Number and evidence of collaborative recovery plans

Community networks Number of community networks linked to the team or service

Completion of professional development and recognition programme (PDRP) for nurses

Number of nurses completed PDRP


Step two: set goals

Set one to two goals for each key performance area for the period under review.

GoalsneedtobeSMART:specific,measurable,agreed,realisticandtimed.

Here are some examples.

• To increase the attendance rate at alcohol education groups by 100 per cent within six months.

• Toreducestationerycostsintheteamorservicebyfivepercentby31December.

• Toinvolveserviceusersandtheirfamiliesandwhānauin100percentofrecoveryplansby 30 September.

• Toensureawhānauhuioccursatthepointofassessmentandrecoveryplanning.

• To increase the number of community contacts in our network by 50 per cent by end offinancialyear.

• 100 per cent of nurses completed professional development and recognition programme by 30 June.

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Template 5.3: Individual development plan

Following the completion of your self-assessment, please complete this individual development plan as a draft to discuss with your manager. This review meeting will occur withinthefirstthreemonthsofyouremployment.Itisuptoyoutosetatimetomeet,and this can be on-site or off-site.

Discuss your suggested goals with colleagues and your manager, so that they can be finalisedatyourreviewmeeting.Itisrecommendedthatnomorethantwotothreegoalsfor development be considered.

Some suggested actions towards achieving goals could include:

• books to read

• DVDs to watch

• online resources

• courses to attend

• observation of other staff

• role plays

• case studies

• problemsolvingbyfindingtherootcauseoftheproblem

• brainstorming

• role modelling new behaviour

• planning a small change

• handlinganddebriefingatoughsituation

• researching information

• listing service user needs

• doing a presentation to the team on an area that was not an area of expertise

• completing a short assignment in another unit or community organisation.


Individual development plan

Name

Role

Service Date

Review date

Service and team goals

1.

2.

3.

Professional goals relating to achievement of professional competencies (if applicable)

1.

2.

3.

Seven Real Skills goals Goal (taken from self-assessment)

Manager comments


WorkingWithMāori




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Signed (employee) Date

Signed (manager) Date

Signed (professional advisor, where applicable) Date


5.4 Stage 15 - Understanding and addressing barriers to performanceLeaders need to ensure that barriers to their staff’s development are identified andremoved. The relationship of coaching and supervision is pivotal to this, and is discussed in more detail in Stage 16. The forms presented here are intended as a guide only.

The following is a list of questions a manager could ask.

• What have you achieved in your individual development plan so far?

• What do you still need to do?

• What has prevented you from meeting development goals? (See barriers to performance below.)

• What has helped you to achieve development goals?

• How much progress have you made towards achieving work goals?

• What barriers seem to prevent you from reaching the work goals?

• How are you applying the seven Real Skills in your achievement of work goals?

• What can the team do to assist you?

• What can I do more of?

• What can I do less of?

• What should I keep doing?

• What could the organisation be doing to assist you?

Barriers to performance

Source: adapted from Why Employees Don’t Do What they Are Supposed to Do and What to Do About It. (Fournies, 1999).

Some barriers to performance that may exist for the employee before work begins are:

• they don’t seem to know why they should do it

• they don’t seem to know how to do it

• they don’t know what they are supposed to do

• they think your way will not work

• they think their way is better

• they think something else is more important

• they anticipate a negative consequence for doing it

• their personal limits prevent them from performing

• personal problems get in the way

• obstacles beyond their control

• no-one could do it.

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Some things managers can do to remove barriers to performance before work begins are:

• let them know what they are supposed to do

• findoutiftheyknowhowtodoit

• let them know why they should do it

• convince them why your way could work

• listen to their ideas and if their way is not better, persuade them to try it your way

• help them to understand work priorities

• convince them that anticipated future negative consequences will not occur and then make sure they don’t

• verify the work is not beyond personal limits

• take note of personal problems and adjust accordingly or give the task to someone else

• verify there are not obstacles beyond their control

• verify it can be done.


Barriers to development progress

Iftheemployeeisnotachievingtheirgoals, investigatewhetherthereareanyspecificbarriers to achievement. Typical barriers to development progress might include the following.

Template 5.4: Barriers to development

Barriers to development Yes/No Possible actions to remove barrier

Access to appropriate supervision

Access to appropriate staff

Access to necessary technology, such as internet

Access to formal training

Access to a ‘buddy’ when starting

Access to coaching

Limited time available for development

Limited opportunities in job to develop particular skill

Employee lacks motivation

Access to resources, such as funding

Changes to tasks or objectives

Organisational changes

Does not buy in to organisational goals and values

Low emotional commitment to organisation goals

Limited support from colleagues or supervisor

Other (specify)

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6. Performance management and coaching

6.1 Stage 16 – Coaching and supervision 94

Definitions 94

Coaching 95

The GROW model 97

The DESC model 97

The itinerary of change 98

Meta-SWOT 99

Meta-consequences 90

Template 6.1: Coaching and Let’s get real 100

Professional supervision 101

Cultural competence and supervision 101

6.2 Stage 17 – Performance review 102

The performance review meeting 102

Preparation for review meeting 103

Template 6.2: Individual performance review 104

6.3 Stage 18 – Key stakeholder feedback 106

Feedback on employee performance 106

Template 6.3a: Service feedback 107

Template 6.3b: Service feedback: Manager’s summary 111

Performance management and coaching


6.1 Stage 16 - Coaching and supervisionDefinitions for supervision and coaching

Source: National Guidelines for the Professional Supervision of Mental Health and Addiction Nurses.(Te Pou, 2008.)

Professional supervision is distinct from other professional and complementary activities occurring in the workplace. Activities such as line management supervision, preceptorship, mentoring, coaching and performance appraisals are similar to professional supervision. In each of these activities there is a focus on developing the individual staff member, ensuring good outcomes for service users and developing the service. However, there are differences in terms of purpose and function, and the nature of the interaction and relationship between the parties, for each of these activities.

In management supervision or line management supervision the manager is responsible for all staff in a unit or team, including monitoring their performance to meet organisational goals, and determines the agenda for the relationship. It is a hierarchal reporting process, concerned with the evaluation and appraisal of a practitioner’s performance.

Preceptorshipisaneducativerolespecificallyfornewly-qualifiedandnewly-appointedstaff. The agenda is created by the staff member. However, the preceptor is likely to be appointed to their role and the duration of the relationship is time limited.

Mentorship or coaching is a method of working with a person to help them achieve a goal or develop a specific skill or skills. It is focused on the future and on buildingstrengths. Furthermore, coaching is an interactive partnership for setting, understanding and developing personal and professional goals in the context of the strategic goals of the organisation. Coaching is a dialogue between the coach and the person receiving coaching.

Performance appraisal is a method of evaluating the job performance of an employee. There is a joint responsibility between the line manager and the employee to evaluate the employee’s current performance and set goals for his or her future.

Professional supervision, in contrast to the above practices, provides an individual with explicitandfocusedopportunitiestoconsiderandreflectontheirpracticeintermsofthemselvesatwork.Thisoccursinthecontextofasustained,confidentialrelationshipand aims to develop an effective practitioner.

Professional supervision’s overarching goal is to develop the supervisee’s professional competency. The Nursing Council of New Zealand’s competencies (2007), the Ministry of Health’s workforce development framework (2008), and the seven Real Skills of Let’s get real will inform and guide the development of these competencies.

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Coaching

Coaching is a key component of both performance development and management. Coaching is regarded as one of the most effective development approaches because it:

• builds commitment and motivation

• develops competencies

• develops a sense of collaboration

• provides corrective feedback

• empowers employees to learn and grow

• enablespotentialandtalenttobeidentified

• enhancesoperationalefficiency

• providesclearopportunitiesforreflection

• aligns personal employee development and organisational goals.

Coaching does require management commitment to ensure focus and coordination.

What is the role of the coach?

Coaches provide strong guidance on what it takes to be successful in the organisation.

Coaches take on various roles at different times, including:

• expert - giving knowledge and information

• facilitator - helping to manage the process and question the person’s mental models

• trainer - train, develop and guide

• guide - helping steer the person receiving coaching towards their goals.

What sort of people make good coaches?

Coachingisanunselfishrole,inwhichthecoachishelpingothersintermsoftheirskills,performance and behaviours. A coach is a process person, not necessarily an expert, who establishes rapport, is honest in providing feedback, listens actively, asks good questions, can provide some vision and understanding of the person and the organisation, and plans well, with good follow up. Coaches have a good understanding of organisational culture and values. They build rapport and explore, in a systemic way, the issues the person receiving coaching faces. Coaches are partnership driven, create a climate of trust and openness, and demonstrate both passion and generosity.


What do managers as coaches do?

• Connect with the person receiving coaching: what is the purpose, what results are sought,howtodefinesuccess?

• Outline the relationship, roles and responsibilities: what role should the coach play? Expert, facilitator, trainer or guide?

• Clarify the process: face-to-face meetings, how often, direct observations, role plays, exercises, dialogue?

• Clarify issues and goals: what are the goals for getting started successfully, priorities, developmental goals?

• Clarify relationship goals: what will make this relationship work well, create barriers?

• Set concrete actions: design a process for creating a plan of action.

• Follow up and offer support: how did it go? What were enablers and barriers? What have you learned?

• Get out of the way: empower the person receiving coaching to use new behaviours and take a few risks.

• Meet regularly.

• Try using some tools to get to the real challenges.

In a coaching session

Coaches, together with the person receiving coaching, will:

• agree on a coaching topic

• analyse examples

• look for patterns – question for insight

• look for opportunities – listen for insight

• make an action plan – encourage self-management

• agree on a process for follow up and monitoring.

Coach dos and don’ts

Do Don’t

• Serve as a facilitator.• Serve as a non-judgemental outsider.• Useadefinedprocess.• Ask questions.• Listen.• Ask for details.• Serve as a sounding board.• Challenge perceptions.• Focus on the future (starting now).• Call for action.• Challenge them to meet their goals.• Ask them to judge their progress.• Set next goals, as appropriate.

• Tell them what to do.• Grade their ideas, plans or actions.• Dictate all the details.• Provide answers or solve problems.• Be the know it all or the expert.• Dwell on mistakes.• Act as a therapist.• Argue they are wrong.• Dwell on the past.• Insist.• Be afraid to give feedback.• Grade.• Think of an ending point.

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Some models for coaches to use

Source: adapted from Merlevede and Bridoux (2004).

Start with the current REALITY

(What you and the person receiving coaching noticed

about a particular behaviour or

situation)

What is the best WAY FORWARD

(Choose the best path)

Set new

GOALS(smart goals)

The GROW Model

(Really the ROWG model) This model is useful for giving feedback.

The DESC Model

This model is useful for grouping feedback to the person receiving coaching.

DDESCRIBE

a situation you as coach have observed; use

descriptive language

SSOLVE

how the situation can be handled in the future: what course should we take now?

Joint solution.

EEVALUATE TOGETHER

what imapact this might have had or could have;

what’s your opinion?

CCONTINUE

and agree what is the conclusion? How will it be dealt with later on?

Any follow ups? Any delays?


To desire

To intend to

To want to

To be able to

To be allowed/to allow oneself to

To choose to/decide

To put into action/to set in motion

To sustain the effort and maintain the direction

Toend/tofinishtomoveonto something else

Sometimes people get stuck at the level of desire or intention to behave differently. What are the barriers stopping them from moving to the next phase?

The Itinerary of Change

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Discuss with the person receiving the coaching the strengths, weaknesses, opportunities and threats in terms of behaviours, beliefs/values, skills and identity.

Meta-swot

Identify areas of work, attitudes and behaviours in terms of SWOT - strengths, weaknesses, opportunities and threats. See how internal and external limitations can become opportunities.

Behaviour

(What you say, do, think, feel)

Skills, capabilities and resources

(How we do it)

Beliefs and values

(Why we do it this way)

Identity

(Professional and personal)

DOWILL

HAP-

PEN

NOT

HAP-

PEN

WILL

LOSEWILL

GAINDO

DO

DON’T DO DON’T

DO

DON’T DO DON’T

DO

DO

Meta-consequences

WHO? WHY? HOW? WHAT?Discuss what WILL HAPPEN if I do the particular action or I don’t?

Discuss what WILL NOT HAPPEN if I take a particular action or I don’t?

Discuss what I WILL GAIN if I do it or not?

Discuss what I WILL LOSE if I do it or not?


Template 6.1: Coaching and Let’s get real

Source: adapted from The Leadership Training Activity Book (Hart, L. B. and Weidman, C. S., 2005).

To the coach

Please use the following template to generate ideas from the person receiving coaching prior to the coaching session.

Dear [insert employees name]

I would like to meet with you to discuss some of the following items on [day, date] at [time].

Your ideas and input are important to me. Please take time to think over your responses to the following questions before our meeting.

1. What do you believe is the most challenging part of your work in relation to Let’s get real?

2. What motivates you to apply Let’s get real?

3. What are the greatest obstacles to implementing Let’s get real for you?

4. What resources do you need, in order to apply Let’s get real, that you don’t have now?

5. What do you like best about your job? Least?

6. What do you believe your Let’s get real strengths are?

7. What areas would you like to improve?

8. What can I do to make your job less frustrating and more satisfying?

9. What career goals would you like to be working toward?

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Professional supervision

For information about professional supervision please refer to the National Guidelines for the Professional Supervision of Mental Health and Addiction Nurses (Te Pou, 2008).

These guidelines will inform the future direction of professional supervision training and processes for supervisors, supervisees and organisations who provide mental health and addictionservices,anditwilllinkothersignificantworkrelatedtoincreasingworkforcecapability such as Let’s get real, talking therapies and other national training programmes.

Professional supervision, therefore, is not limited to nurses. It is relevant to everyone who workswithmentalhealthserviceusersandtheirfamilies/whānau.

Cultural competence and supervision

Source: National Guidelines for the Professional Supervision of Mental Health and Addiction Nurses (Te Pou, 2008).

Cultural competence encompasses ethnic, gender, religious, sexual identity, disability and age diversity, and is critical in providing culturally safe and effective mental health and addiction services, and therefore improving outcomes for service users.

Professional supervision is one way that cultural competence can be developed for all clinical staff working in this sector. Both bicultural and cultural supervision are part of this process. Not only do all staff need to consider their own cultural values and principles, theyneedtoreflectonandunderstandthediversitywithintheirserviceuserpopulationand consider the interaction of these two aspects within the relationship.

Cultural competence should be addressed within professional supervision. The supervisee needs to develop an appreciation of cultural diversity in New Zealand, an understanding of his or her own culture, and the impact that he or she may have on others.


6.2 Stage 17 - Performance reviewThe performance review is an opportunity for a manager and employee to:

• reflectonperformanceoverthepastsixmonths(orappropriatetimeframeasperyourorganisation’s policy)

• discuss goal outcomes

• discuss development needs

• discuss career aspirations

• set expectations

• clarify and seek to remove any barriers or problems

• review progress against professional competencies (under the Health Practitioners Competence Assurance Act 2003), as they relate to the seven Real Skills (see Appendix H).

In the performance review, there is a focus on goals, and demonstrating professional competencies and the seven Real Skills. In Stage 18 there is a template to get feedback from a variety of stakeholders about the individual employee’s performance as it pertains to the seven Real Skills.

The performance review meeting

The ongoing relationship of coaching and professional supervision will support the employee tomeetidentifiedgoals.Thekeytoaneffectivereviewmeetingispreparationonthepartof both the employee and manager. This suggests that both parties need at least two to threeweeksnoticetoprepareandreflectongoals,behavioursandcompetencies.

In the meeting, it is important to establish rapport and to allow the employee to lead the meetingintermsofgivingfeedbackfirstaboutgoals,progressandcompetencies.

Someareasforreflectioninclude:

• how well have the goals been met?

• to what standard?

• have behaviours facilitated or hindered goal achievement?

• has the individual development plan for the past year been completed?

• what progress has been made on the seven Real Skills?

• has the employee been adequately supported through coaching and professional supervision?

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Preparation for review meeting

Employeeswillbenotifiedinwritingoftheperformancereviewdateandwhowillbeonthe review panel and will be supplied with a copy of their current job description, along with the agenda for the review meeting, which should include the following:

• discuss overall performance for this review period

• review and rate performance against objectives for this period

• set new objectives for forthcoming period

• identify, negotiate and agree resources for development.


Template 6.2 - Individual performance review

Oncecompleted,thisindividualperformancereviewwillbekeptonyourpersonalfile.

Individual performance review

Name

Role

Service Date of review

Review period

Manager or reviewer(s)

Comment on the extent to which expected outcomes have been achieved

Exceeded – E, Met – M, Partially met – P, Not met – N

Service and team goals

1.

2.

3.

Comment on the extent to which expected outcomes have been achieved

Exceeded – E, Met – M, Partially met – P, Not met – N

Professional goals relating to achievement of professional competencies (if applicable)

1.

2.

3.

Seven Real Skills goals

Goal (taken from self-assessment)

Comment on the extent to which expected outcomes have been achieved Exceeded – E, Met – M, Partially met – P, Not met – N

Completed comments (by manager)


WorkingwithMāori


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Outstanding achievements during review period

Career aspirations (Please identify and discuss )

Employee comments

Date of next review Date

Signed (employee) Date

Signed (manager) Date

Signed (professional advisor) - (where applicable) Date


6.3 Stage 18 - Key stakeholder feedbackFeedback on employee performance

In this section, we provide a template for gaining feedback on employee performance from a range of stakeholders. This could include feedback from:

• service users

• familyandwhānau

• familyandwhānauadvisors

• consumer representatives

• other members of the team

• cultural advisors

• community groups.

It is important in seeking such feedback to reassure the parties that their feedback is anonymous, that there is no retribution for their views and that all scores will be presented back to the employee in an aggregated way.

The template, along with the list of the seven Real Skills (Appendix C) should be sent to the stakeholders. If the employee being evaluated is from an addiction service, then the code of ethics of the Drug and Alcohol Professional Association of Aotearoa New Zealand (Appendix D) should also be sent.

In addition, a self-addressed pre-paid envelope addressed to the manager should be included.

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Template 6.3a: Service feedback

Dear service user, community organisation representative, family or whānau member[delete as applicable].

We would appreciate your feedback on the performance of [name of employee] over the last [enter time period] by rating the following skills, based on your observation and contact with this employee.

Please return this form to [manager’s name] by [date].

This form is being sent to a range of people who interact with this employee.

Your scores will remain anonymous and all scores will be aggregated before feedback to [employee name] will take place. The purpose of the review is to identify areas for learning and development, so please feel free to be candid and to provide examples of behaviours where appropriate.

PleasefindencloseddefinitionsforthesevenRealSkills[and the code of ethics of the Drug and Alcohol Professional Association of Aotearoa New Zealand] which will help you in making your assessments.

Please tick the appropriate box for each skill to indicate whether the person you are rating:

• needssignificantdevelopment

• needs some development

• is fully competent.

Please try to give an example to indicate why you have rated them this way.

Thank you for your feedback.

Yours sincerely,

____________________________________________________________________________ [Manager’s name]


Seven Real Skills (please tick relevant level)


☐ Needssignificantdevelopment ☐ Needs some development ☐ Fully competent

Example

Working with Māori


Example



Example



Example



Example



Example



Example

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For those working in addiction – Drug and Alcohol Professional Association of Aotearoa New Zealand code of ethics (please tick relevant level)

Respect for the dignity of others


Example

Beneficence (to do good) and nonmaleficence (to do no harm)


Example

Trust


Example

Confidentiality and privacy


Example

Promotion of client autonomy


Example

Honesty and integrity


Example

Fairness


Example


For those working in addiction – Drug and Alcohol Professional Association of Aotearoa New Zealand code of ethics (please tick relevant level)

Skilfulness


Example

Professional conduct


Example

Cultural praxis


Example

Please make any other comments that you feel would be useful as feedback to this service provider.

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Template 6.3b: Service feedback: Manager’s summary

Once you have received feedback from the various stakeholders, summarise the feedback beforemeetingwiththeemployeetodiscussthefindings.

Aggregated score

(Number of people scoring each rating)

Key development area

Examples Needs significant development

Needs some development

Fully competent

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Appendices

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Appendix A - Recruitment card sort Adapted from: Better, Faster: streamlining recruitment in the APS - Appendix: Diagnostic tool (Australian Public Service Commission, 2007).

The following cards can be used for mapping the organisation’s preferred recruitment process and for identifying key decision making points. By allocating timeframes and clarifying individual roles and responsibilities for each card, this mapping process can be used to show the time required to reach key milestones. The card mapping process highlightsunnecessarytasksandassistswithdesigningamoreefficientandstreamlinedrecruitment process.

Recruitmentneedidentified? Recruitment need evaluated (by)? Is this a new position?

Arrange movement of staff or select from a merit list?

Recruitment request made (by)?

Recruitment request approved (by)?

Job description and person specificationtobeobtained

(how)?

Real Skills included?

Selection criteria obtained (how)?

Job description to be reviewed (how)?

Selection criteria approved (by whom)?

Real Skills included?

Description and selection criteria forwarded to?

External advertising required?

Internal expressions of interest assessed (by

whom)?

Position number checked or created (by whom)?

Positionfilecreated (by whom)?

E-recruitment application form developed

(by whom)?

E-recruitment application placed (by whom)?

Request to advertise completed (by whom)?


Request to advertise submitted (to whom)?

Advertisement prepared (by whom)?

Include Real Skills

Internet and media advertisements written (by

whom)?

Include Real Skills

Draft advertisements sent to media agency (by whom)?

Media agency returned proof and cost estimate (to

whom)?

Proof and cost estimate approved (by whom)?

Proof and approval returned to media agency (by whom)?

Internet advertisement inserted (by whom)?

Vacancy advertised internally?

Vacancy advertised externally?

Selection team arranged (by whom)?

Track documents obtained from candidates via:

websitehuman resources

departmentmanager

Track applications submitted by:

emailpost

online

Applicationsfiled(how)? Applications acknowledged (by whom and how)?

Application information distributed to selection

team (how)?

Candidates short listed (by whom)?

Based on Let’s get real criteria

Schedule of applicants developed (by whom)?

Rejectedcandidatesnotified(by whom and how)?

Interview questions, scenarios and tests

developed (by whom)?

Including Real Skills, values and attitudes

Rating forms developed (by whom)?

Including Real Skills, values and attitudes

Physical set up, for example the room and equipment,

for selection process arranged (by whom)?

Notificationofinterviewand selection process (by

whom and how)?Local candidates?

115

Travel arranged (or expenses approved) for candidates

outside of area (by whom)?

Candidates invited to bring supportpeopleandwhānau

(by whom)?

Initial selection process undertaken?

Candidates short listed and rated (by whom)?

Referee checks undertaken (by whom and how)?

Selection report prepared (by whom)?

Selection agreed by selection team?

Selection report forwarded to human resources

department (by whom)?

Successful candidate advised of outcome

(by whom and how)?

Unsuccessful candidates advised of outcome (by whom and how)?

Candidate’s records and information placed on recruitment and staff

management system (by whom)?

Package and commencement date negotiated (by whom)?

Employment contract and agreement prepared (by

whom)?

Letter of offer prepared (by whom)?

Letter of offer sent to candidate (by whom)?

Offer signed and returned?If offer rejected, approach

next-ranked candidate (by whom)?

Conditions of engagement arranged

(by whom)?

New recruit commences

Induction and orientation (by whom)?

Include input on Let’s get real

End of process

YES NO PARTIALLY


Appendix B - Questions on recruitment for human resource managers to considerAdapted from: Better, Faster: streamlining recruitment in the APS - Appendix: Diagnostic tool (Australian Public Service Commission, 2007).

Arecruitmentprocesscanbeefficient,butitwon’tbeeffectiveifthebestcandidateisnot attracted and recruited.

The following template can be used by managers as a diagnostic tool to determine the future direction of your recruitment function. The questions are suggestions only and are grouped according to potential areas of concern.

Oncecompleted,pleaseidentifyactionstoremedyorenhancethespecificareas,alongwith strategies around identifed stakeholders. Allocate a priority to each of the actions, and a timeframe for completion.

Area of concern

Key questions Action plan Stakeholders involved

Priority and timeframe

Strategy

Broad strategy Is the process running well? Can it be improved?

How large is our annual recruitment need?

How can we better integrate recruitment activities with our workforce plan?

How prevalent is recruiting for the current job as opposed to future needs?

Are we getting the right organisational fit?

Doweconsiderculturalfitaswellastechnical competence?

What are our legacy processes? Are they still necessary?

What are held to be agency must do’s? What myths can we bust? How?

Do our managers see recruitment as justfillingajoborasanimportantprocurement exercise that ultimately affects the performance of their team and the agency?

How do we stack up against important benchmarks(forexample,timetofillposition)?

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Area of concern



Recruitment support

What is the role of the recruitment team? What should it be? What skills are needed?

What level of support should be provided to managers?

In what aspects of recruitment done well in the agency? What aspects are not?

Where in the process is overachievement unnecessary?

How can the recruitment team get a better understanding of the agency’s business?

How can we better collaborate with line managers?

Do line managers understand the background tasks that have to be completed?

Where should line managers be involved? Where shouldn’t they? And what do they think?

Technology and systems

How can we leverage existing technology?

How would new technology change our process?

What aspects of the recruitment process can be redesigned to support the integration of data?

Do we have a business case for new technology?

External assistance

When is testing appropriate?

Should we have a more formal relationship with a recruitment agency? When and for what kinds of role?

Performance measures and return on investment

What key recruitment statistics do we collect? What are they telling us?

What other key recruitment statistics should we collect?


Area of concern



How slow is too slow?

What is our recruitment process costing us? How does it stack up in terms of value for money (metrics include time to recruit, cost per recruit, offer–acceptance rates)?

Do we measure and publicise the cost of turnover?

In what ways can we measure the quality of recruits (for example, retention rates, performance levels, promotion rates)?

How do we communicate expected timeframes and benchmarks for each step in the process?

Define

Planning How much planning is undertaken at the beginning of each recruitment exercise?

Are there appropriate checks and balances in place prior to commencing recruitment exercises (for example, manager sets timelines with clear end date, selection team is formed, planned interview date is set, scribe is arranged prior to advertising)?

Is budget agreed up front?

Recruitment method

What recruitment methods do we currently use?

What recruitment methods should we trial?

When should we make use of alternative recruitment methods, for example movement at level, secondment, bulk, non-ongoing?

Howefficientlydoweusemeritlistsand groups?

Attract

Value proposition

How easy is it to attract the right people?

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Area of concern



How are we positioning ourselves in the marketplace?

Howwelldowesellthebenefitsofouragency and roles?

How seriously do we take the contact officerrole?Docontactofficerscreateapositive image of the agency?

What is the current reputation of our agency as an employer?

What do our preferred candidates expect from an employer?

Who are our main competitors, and what do they offer?

How many unsolicited resumes are received because of our name or reputation?

Job design and documentation

Do we routinely look at job design to ensure we can reach untapped areas of the labour market (for example, part time, job share, and work from home)?

Do we critically assess the need for security clearances?

Do our line managers know how to communicate what they are looking for?

Is there too much reliance on old sources of material?

Does job documentation realistically identify responsibilities and required key skills, abilities, knowledge and experience?

Is there a clear relationship between work value statements, capabilities and any selection criteria?

Is a reliance on rigid selection criteria leading us to miss the best candidates?

Does job documentation take advantage of the opportunity to communicate our value proposition?

How well do we use current support materials (for example, capability frameworks, Get it Right, Cracking the Code)?

Advertising Where are our best candidates coming from?


Area of concern



Whatarethecostsandbenefitsofdifferent advertising avenues that we have used?

What alternative avenues can we try?

Do we know the best places to market?

Howcanwegetbetteratfindingpassive candidates? Do we make good use of existing networks? Would employee referrals work for us?

Arethebenefitsofouragencyandrolescoming through in the advertisements and application packs?

How can we improve the way we work with advertising deadlines?

Application process

How can we make the application process quick for candidates?

How can the application format be simplified?

What should the application process deadline be? How much time should we give applicants to respond?

How do selection criteria relate to work value statements and the capability framework?

When should we use selection criteria? How broad can we make them? How many should we limit them to?

What information should we collect to help in the short-listing process?

What streamlined approaches could we try? Where can they be piloted?

When should we favour more streamlined approaches (for example, CV and letter of interest)?

Could we assess selection criteria at interview rather than at application stage?

Are we capitalising on available technology?

Select

Selection team How skilled are our managers at recruitment and selection?

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Area of concern



What tools and training do they need?

How can we better support them?

How can we assist the selection team in making good decisions?

Who needs to be part of the selection team?

Do we need a human resources representative on every selection team?

Candidate screening

How are we qualifying good candidates?

Are we getting them into our process quickly?

How can we streamline or improve the time taken to qualify good candidates?

Selection process

Is an interview always necessary?

How should the interview process be structured? Is too much weight given to the 40 minute interview’?

How frequently are our interview offers accepted or rejected?

Does our use of scribes support or hinder a streamlined and speedy process?

Are we using behaviourally based interview questions?

Are we using a variety of assessment options? How are we matching assessment options to the skills we are testing for?

How can we speed the report writing process? How can we streamline or simplify the reporting proforma?

Who are our delegates?

Are current delegations too restrictive?

How can we access delegates more quickly?


Area of concern



How can we involve delegates on the selection team to ensure speedy signoff?

Do we routinely place good candidates on a merit list or group?

Candidate relationship management

How well are our candidates treated? How do we know?

How often do we contact candidates? How often should we contact candidates?

How do we build a personal relationship early on?

How do we ensure we project our professionalism?

How seriously do we take the contact officerrole?Doesthecontactofficeruse this opportunity to build a relationship with potential applicants?

Why do candidates fall out of the process, and typically at which stage?

Do we consider the needs of external applicants and people with special needs during the process? How?

Do we offer feedback to all applicants? How constructive is it?

Offers and acceptances

How frequently are job offers accepted or rejected?

How positive is the message in the letter of offer? How bureaucratic?

Giventheletterofofferisadefiningdocument in the decision making process, how can we improve it?

Are we willing to allow the candidate to commence during the review window?

Are we willing to allow the candidate to start in the position while conditions of engagement are arranged?

Induction process

Induction is another opportunity to reinforce the value proposition; what process do we have in place for inducation?

How effective is our induction process?

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Appendix C - The seven Real Skills at a glanceSource: Let’s get real: Real Skills for people working in mental health and addiction (Ministry of Health, 2008).

1. Working with service usersEvery person working in a mental health and addiction treatment service uses strategies to engage meaningfully and work in partnership with service users, and focuses on service users’ strengths to support recovery.

2.WorkingwithMāoriEvery person working in a mental health and addiction treatment service contributes to whānauoraforMāori.

3.Workingwithfamilies/whānauEvery person working in a mental health and addiction treatment service encourages and supportsfamilies/whānautoparticipateintherecoveryofserviceusersandensuresthatfamilies/whānau, including the children of service users, have access to information,education and support.

4. Working within communitiesEvery person working in a mental health and addiction treatment service recognises that serviceusersandtheirfamilies/whānauarepartofawidercommunity.

5. Challenging stigma and discriminationEvery person working in a mental health and addiction treatment service uses strategies to challenge stigma and discrimination, and provides and promotes a valued place for service users.

6. Law, policy and practiceEvery person working in a mental health and addiction treatment service implements legislation, regulations, standards, codes and policies relevant to their role in a way that supportsserviceusersandtheirfamilies/whānau.

7. Professional and personal developmentEverypersonworkinginamentalhealthandaddictiontreatmentserviceactivelyreflectson their work and practice and works in ways that enhance the team to support the recovery of service users.


Appendix D – The Drug and Alcohol Professional Association of Aotearoa New Zealand Code of EthicsSource: http://www.dapaanz.org.nz

Principles and core values

(Self/practitioner focused)

Client/community – practitioner relationships

(Client/community focused)

Implications for practice/profession

(Practice/profession focused)

1. Respect for the dignity of others

Respect for human dignity indicates that every individual is treated with respect for his/her intrinsic human value and uniqueness.

Members recognise that:

The practitioner ensures that the care is delivered in such a fashion that is acceptable to the client and his/her family.

In practice, this implies that:

Their primary professional responsibility is to maintain the dignity, welfare and rights of the client (individuals, whānau,families,groups,community) that they are serving.

They will show sensitivity towards client values, customs and spiritual beliefs.

For instance, in the use of new techniques, technology and research based developments, members should ensure that they are compatible with the safety, dignity and rights of his/her clients.

Each client is a unique individual worthy of one to one attention.

Members should take the time to examine each client’s belief system in sufficientdetailandrespondaccordingly.

It is the responsibility of practitioners to avoid dual or multiple relationships and otherconflictsofinterestwhen appropriate and possible.

Each new client should be taken on only if, and when, suchconflictscanbeclearlyavoided.Ifsuchconflicte.g.research, reports, personal relationships occurs during therapy, then the practitioner should deal with the issue promptly and openly.

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2. Beneficence (to do good) and nonmaleficence (to do no harm)

The good that is sought is both the individual good of the client, and also includes whānau/family,communityand general population.


There are contextual variations concerning the meaning of ‘good’ and ‘harm’ between individuals and/or groups within society. However, in general, the good that is sought for each client relates to the seeking of a positive outcome in both the eyes of the client and the practitioner.

In practice, this implies:

The practitioner should discuss the overall aim of the treatment that will be attempted with the client and or his/her family if desired, or any other nominated support person/s.

In situations where harm to the client and/or other related individuals is unavoidable, then the goal should be to minimise harm and trauma.

The practitioner should examine all possible avenues with the client for the minimisation of harm and the promotion of good consequences after intervention.

To be effective in the production of good outcomes, it is necessary that the practitioner establishes and maintains a partnership with the client where each has equal input in maintaining good outcomes.

Adequate discussions are therefore necessary between the client and the practitioner where a high degree of give and take, compromise and restatement of the aim of treatment are required.

They should be mindful of the need to respond to situations where client safety is a central concern at all times.

The practitioner, in providing care, ensures that use of technologyandscientificadvances are compatible with the safety, dignity and rights of people.

There is a particular need to respond appropriately in situations where the client feels threatened or in danger from others.

The practitioner takes appropriate action to safeguard individuals when their care is endangered by a co-worker or any other person.

In any work that involves children/ young persons their welfare is paramount.

Special care and attention to the needs of young people is required.








3. Trust

Trust is of paramount importance in any relationship between client, provider and community in any health related service for the public.


There is an intense level of affective involvement inherent in a professional relationship.


Practitioners should avoid (or, in the case of another provider, try to stop) any practices that may be seen as taking advantage of clients.

Ensure that the difference between professional and personal involvement with individuals is explicitly understood and respected and that one’s behaviour as a member of DAPAANZ is as a professional.

Refrain from abusing a position of trust to seek specialbenefits,financialorpersonal gain. Practitioners must not engage in or encourage sexual intimacy with a client at any time during the professional relationship or for at least two years following its termination. The Code recognises, however, that the power relationship may not ceasetoinfluencepersonaldecision making and that sexual relationships with former clients may never be appropriate or ethical.

Of special concern is the provision of incomplete disclosure when obtaining informed consent for a proposed therapy or research participation. In such cases, the client’s right to self-determination and the importance of individual and public trust in the practitioner’s discipline should not be placed in jeopardy.

It is the responsibility of practitioners to avoid dual or multiple relationships andotherconflictsofinterest when appropriate and possible. When such situations cannot be avoided or are inappropriate to avoid, practitioners have a responsibility to declare thattheyhaveaconflictofinterest, to seek advice, and to establish safeguards to ensure that the best interests of members of the public are protected.

Public trust includes trusting that any member will act in the best interests of individual and public. Members understand that both individual and public trust must be protected in all activities.

Conflict-of-interestsituationsshould be avoided if possible because they can lead to distorted judgement and can motivate members to act in ways that meet their own personal,political,financial,or business interests at the expense of the best interests of members of the public.

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4. Confidentiality and privacy

Confidentialitysignifiesloyalty towards a client and his/herfamily/whānauwhenentrusted with information that should normally remain private.


Members recognise and promote clients’ rights to privacy. Practitioners are aware of relevant legislation and follow procedures that provide for informed consent, andconfidentiality.


Measures are taken to ensure privacy during consultations, the safe storage of information, and constant vigilance concerning the disclosure of any client details.

Whenever possible, clients should be the usual primary source of information about themselves and their own issues.

Confidentialityfromfirstcontact until after the professional relationship has ended. Information is retrievable as long as necessary for interests of client, or as required by law.

In situations where family/whānauinputisdesirableornecessary, the practitioner should ensure that confidentialityismaintainedwithin the group.

Practitioners convey tofamily/whānautheresponsibilities on them for the protection of each others confidentiality.

Privacyandconfidentialmatters are treated with great care throughout the entire professional relationship.

Members will explain to clients the limitations to confidentiality.Nodisclosurewithout informed consent except for client or public safety, diminished capacity or legal requirement.

Members operate with a desire to maintain privacy whenever possible, but are also are guided by an equally important desire to maintain client safety, or the safety of those associated with the client.

Members will permit clients the opportunity to check the accuracy of all documentation about them by the member, except for information that is confidentialtoothers.

The practitioner holds inconfidencepersonalinformation about clients and uses judgement in sharing this information.

Unless the client has agreed beforehand, the practitioner should not share personal information about that client with other practitioners.








5. Promotion of client autonomy

This indicates an understanding that the client should normally be allowed to choose his/her own treatment/care - within the realms of safety.


Support clients to achieve their therapeutic goals and maximum potential by supporting their right to self determination but without infringing on the rights of others.


The client should be given enough information and treatment options, including the right to refuse, to allow him/her to make a fully informed decision about their future treatment.

The practitioner ensures that the individual client receives sufficientinformationonwhich to base consent for care and related treatment.

Provide each client with all client rights information as required by New Zealand legislation, and information regarding service delivery options and procedures.

Good communication and information sharing between practitioner and client is essential if the client is to be able to give his/her fully informed consent for any proposed service

Use clear, understandable and age appropriate language to convey to clients the purposes,risks,benefits,limitations and fees (where applicable) of the services offeredsufficienttoprovideabasis for informed consent for all services offered.

Whenever possible, clients should be the usual primary source of information about themselves and their own issues.

Every effort should be made to obtain as much information as possible from the client him/herself.

The practitioner must use their professional judgement regarding individual competence when accepting and delegating responsibility or proposing treatment options for each client and/or their family.

If necessary for client welfare, other important sources might include membersofthewhānau,significantothersorprofessionals in particular circumstances (such as may be required under the Mental Health Act).

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6. Honesty and integrity

Honesty requires that members use complete openness, frankness and sincerity (and plain speech) when communicating with clients.


They must represent themselves and their profession in an open clear fashion that avoids any possibility of deception.


The maintenance of competence in the declared area(s) of competence, as well as in their current area(s) of activity.

They are aware of the need to avoid any action that may damage the trust of the client or bring their colleagues into disrepute.

It also involves accurately representing their own and their colleagues’ activities, functions, contributions, and likely or actual outcomes of their activities (including research results) in all spoken, written, or printed communication.

They must be prepared to honestly admit the limits of their capabilities to their clients if, and when necessary.

There is acknowledgement of the limitations of their own and their colleagues’ knowledge, methods, findings,interventions,andviews.

Integrity means that the practitioner’s behaviour should be at all times sincere, honourable and reliable in their dealings with their clients.

Members are expected to accurately identify their own qualifications,andavoidingclaiming or implying any personal capabilities or professionalqualificationsbeyond those one has actually attained. That is, competency gainedinonefieldofactivity must not be used to improperly imply competency in another.

Every effort is made to fully inform the client of the practitioner’s status via ample visual material and preliminary explanations.

Members are not expected to be totally value-free or without self-interest in conducting their activities. However, they are expected to understand how their biases must be put aside when dealing in an open and sincere way with each client.

Practitioners should not treat any client in an insincere or cavalier fashion, or show any distaste, dislike or disregard for a client’s chosen way of expression or being.

Personal issues may interfere with professional practice and relationships.

Practitioners should act promptly if personal issues prevent their ability to deliver a professional service for their client/s.








7. Fairness

Fairness indicates that the practitioner will operate within a spirit of even-handedness and impartiality with all clients.


All persons are entitled tobenefitequallyfromthe contributions of the practitioner’s discipline, and to equal quality in the processes, procedures, and services being offered, regardless of the person’s characteristics, condition, or status.


Although individual practitioners might specialise and direct their activities to particular populations, or might decline to engage in activities based on the limits of their competence or acknowledgment of problems in some relationships, they must not exclude persons on a whimsical or unjustly discriminatory basis.

By virtue of the assigned roles that members may have with society, they have a higher duty of care to members of society than the general duty of care all members of society have to each other.

Practitioners should exhibit behavioursthatreflecta higher standard of the application of the principles of equity and justice ensuring that their actions are worthy of public respect.

Practitioners should not show bias or favouritism towards any particular client. That is, each client should be treated in a fair and similar fashion.

All clients must be treated in waysthatreflectawillingnesson behalf of the practitioner to meet their needs without favouritism or bias. However, practitioners are entitled to protect themselves from serious violations of their own moral rights (e.g., privacy, personal liberty) in carrying out their work.

Practitioners should not mislead their clients in regard to the availability of services that may be more affordable or appropriate in an alternative delivery system.

Practitioners in private practice ensure all clients are informed, where relevant, of the availability of publicly funded services.

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8. Skilfulness

Skilfulness involves the practitioner in striving for therapeutic excellence in all dealings with clients.


They aim at all times to enable client recovery throughproficientpractitionerpractices.


This implies working within the limits of one’s competence and qualifications,andbeingprepared to hand over treatment if and when the practitioner’s expertise is no longer adequate.

They are obliged to acquire, contribute to, and use existing knowledge that is most relevant to the best interests of those concerned.

The practitioner carries personal responsibility and accountability for practice, and for maintaining competence by continual learning.

They should undertake Drug and Alcohol work that they are personally and professionally competent to handle.

Competency gained in one fieldofactivitymustnotbeused to improperly imply competency in another.

They share with society the responsibility for initiating and supporting actions that meet the health and social needs of the public, in particular those of vulnerable populations.

Engaging in self-reflectionregardinghow their own values, attitudes, experiences, and social context influencetheiractions,interpretations, choices, and recommendations.

ServicesforMāori,Pacificandother cultural groups are best delivered by practitioners who have the knowledge and skills to respond to the needs of clients.

Practitioners engage in professional development in cultural competence, recognise any limitations they may have, and work with legislation, policy and partnership with the cultural community.








9. Professional conduct

Professional conduct implies that practitioners will act in aresponsible,proficientandskilful manner when dealing with clients in pursuit of meeting the requirements of their registered profession by:


They serve the best interests of clients by enhancing every client’s quality of life through carefully considered therapeutic and professional interventions.


This implies working within the limits of one’s competence and qualificationsandkeepingupto date with developments in theirownandrelatedfields.

• accepting full responsibility for his/her own interventions

The practitioner accepts professional responsibility for one’s own actions, decisions, and the ensuing consequences.

This also implies that the practitioner is fully aware that his/her interventions willimpactsignificantlyonthe lives of the client, his/herwhānau,andwithinthecommunity.

Members only engage in those activities in which they have competence or for which they are receiving supervision.

The practitioner at all times maintains standards of personal conduct which reflectwellontheprofessionand enhance public confidence.

• avoiding any acts that will damage the reputation of the profession

This involves accurately identifying one’s own qualifications,andavoidingclaiming or implying any personal capabilities or professionalqualificationsbeyond those one has actually attained.

This is done with the intent of increasing the probability that their activities will benefitandnotharmtheindividuals, families, groups, and communities to whom they relate in their role as therapist.

• maintaining professional affiliations,skillsandpractices

The practitioner at all times maintains standards of personal conduct which reflectwellontheprofessionand enhance public confidence.

This involves keeping up to date, reading suitable research and journal articles, attending and contributing to conferences, etc.

• sustaining a cooperative relationship with co-workers in ethical practiceandotherfields.

Every member will play his/her own part in maintaining adequate links with other practitioners and members of the public and keeping up to date with community orientated developments.

Participate in ongoing professional development, continuing in and contributing to Drug and Alcohol Practitioner knowledge and education, and liaison with colleagues and other professional associations relevanttoone’sfield.

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Client/community – practitioner relationships (Client/community focused)



10. Cultural praxis

To have a responsive and positive regard for cultural diversity that refuses to allow any individual to feel unappreciated, ignored or even insecure because of their real or even presumed cultural belief and values.


Every human being has an innateworththatisreflectedin the ways that he/she responds to their environment and community.


In their ethical conduct, the member‘s behaviour upholds and protects the client’s cultural identity by acting only in a manner that is supportive of the client’s mana or cultural well-being.

Cultural praxis implies that the practitioner will practice with full and positive regard for the socio-cultural beliefs and practices of every client.

An individual, or a collection of related individuals, may definethemselves,orchoosetobedefinedbyidentifyingthemselves as being part of a culture, national or ethnic origin, colour, race, religion, sex, age, gender, marital status or sexual orientation.

Every client has a cultural background that is usually of relevance to them. In cases involvingMāoriclients,thatbackground is often related to place, mana and relationships in a fashion that is sometimes significantlydifferentfromnon-Māori.Inothercases,suchasnon-Māori,theneedfor cultural recognition and respect is often important to them in a variety of different ways depending on their chosen cultural mores.

In New Zealand, the Bill of Rights and the Human Rights Act makes it implicit that the socio-cultural beliefs of every individual are to be protected.

Practitioners should be familiar with any appropriate legislation, agreements, policies or documents that aim to enhance the rights of allculturalaffiliationsinNewZealand.

Furthermore, The Treaty of Waitangi (and associated legislative changes) is the basis for the principles of protection, participation and partnershipbetweenMāoriandnon-Māori.

Practitioners should be informed about the meaning and implementation of the principles within the Treaty of Waitangi, and seek advice and training in the appropriate way to show respect for the dignityandneedsofMāoriintheir practice.


AppendixE-WhānauinterviewsApplicantsmaychoosetobringasupportpersonorwhānaugrouptotheinterview.These groups may comprise of family members, previous work colleagues, friends or community representatives who attend to present and support the applicant. Ideally, theroleofthewhānauorsupportgroupisto:

• present the applicant formally

• answer the questions about the applicant’s personal qualities

• highlight the cultural or tribal background of the applicant and, therefore, the additional values and responsibilities of their culture

• lay the foundation for the interview to be conducted in a culturally appropriate manner.

As such, whānau interviews are particularly useful for people who find it difficult totalk to others about their personal qualities because this is considered to be a culturally inappropriate mode of behaviour. To whakahihi oneself, that is to boast about one’s qualities,isanundesirablebehaviourtomanyMāoripeople.Thisshouldnotbeseenasaweakness in the applicant but rather an indication of the esteem in which the applicant isheldbythoseaccompanyingthem.Aspartoftheirwhānauresponsibility,manywhānaumembers are prepared to be of ongoing assistance to their applicant, and consequently, thedepartmentorboard.Whānau interviewsshouldbeofferedwheneveranapplicantwishes to have one.

It is up to the employer to determine the accepted practice regarding the numbers involved in whānau interviews (normally one to three people). Chief executives and generalmanagers have the discretion to approve the payment of reasonable expenses incurred bywhānaumembers.Atalltimes,youshouldtrytoaccommodatetheapplicant’swishes.

Some human resource managers have expressed concern about applicants who want to bringawhānauorsupportgroup,becausetheydonotknowwhattoexpect.Thefollowingare a few practical points on what to do.

• Whenarrangingtheinterview,askwhethertheapplicantwishestobringawhānauorsupport group, so that you know in advance how many people to expect, what size interviewing room is needed, etc.

• Invitethewhānauorsupportgroup’sparticipationinopeningthemeetingiftheysodesire. A karakia (prayer) may be offered, preferably by a panel member or a member of the support group. Should there be a number of interviews for that day, the karakia can encompass the day’s proceedings. Reference to this fact should begin the following interviews. Discuss the form of the interview with the whole group at the outset to establishhowthewhānaugroupwillprovideinput.

• Thepanelshouldrecognisetheprotocolof thekaumātuaandkuia (Māorieldersofstatuswithiniwiorcommunities).Everyoneshouldstanduntilthekaumātuaorkuiaindicates to sit.

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• As the interview panel are essentially hosting the interview, the leader or Māorirepresentativeonthepanelshouldformallymihiorgreettheapplicantandwhānaumembers.Inmostcircumstance,thismihiwillbereturned.InthecaseofspecificMāoripositions,waiata(songs)mayberequiredafterthepanelspeaker.Whānaumembersmay support their speaker with waiata. The speaker may in the opening mihi give the reasonswhythewhānauistheretosupporttheapplicant.Itisimportanttoensurethat panel members are introduced. The applicant should be asked to introduce their whānau.

• Thewhānauorsupportgroupshouldbegivenanopportunitytobegintheinterviewby presenting the reasons why the applicant is suitable for the position. They may also wish to provide additional information on the professional capabilities of the applicant. However, questions of direct relevance to performance in the advertised position should be addressed directly to the applicant.

• Attheendoftheinterview,askthewhānauorsupportgroupiftheyhaveanycommentsto make to supplement the information given by the applicant.

• Advisethewhānauorsupportgroupwhentheinterviewiscompletedandaskiftheywish to formally close the meeting.

• Finally, thank the group for their attendance and participation.

• Applicants andwhānaumembers or support peoplemay speak in either English orMāori.


AppendixF-Qualificationsandrequirements for professional registrationBoards and councils• Medical Council of New Zealand.

• Nursing Council.

• New Zealand Psychologists Board.

• Professional organisations, for example, the Royal Australian and New Zealand College of Psychiatrists.

• Health and Disability Commission.

• Standards New Zealand.

• Drug and Alcohol Practitioners’ Association of Aotearoa New Zealand (DAPAANZ).

• Occupational Therapy Board of New Zealand.

• New Zealand Social Work Board.

Counsellors (as listed by the New Zealand Association of Counsellors)Counsellors must have:

• completed cohesive and comprehensive counselling training through a programme approved by the association

• a record of bicultural learning and experience (including marae experience), sensitivity to Te Tiriti o Waitangi issues and the ability to demonstrate an understanding of tikanga Māori

• completed a self-awareness and personal growth component of their training, including counsellor as service user and a group therapeutic process

• completed face-to-face practice as a counsellor (400 hours)

• submitted a recent satisfactory report from a supervisor acceptable to the New Zealand Association of Counsellors, who has been the candidate’s supervisor for at least six months

• hadtheirsuitabilityformembershipconfirmedinaninterviewbyapanelofmemberson behalf of the membership committee.

In addition, overseas applicants must:

• haveaminimumofaDiplomainCounsellingqualification

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• be a current or recent (within two years) full member of an overseas professional counselling body

• provide a statement from a professional body, that they have not received any concerns or complaints about unethical or unprofessional conduct

• provide evidence of ongoing practice and regular professional supervision, including a supervision report from the applicant’s current or last supervisor

• provide a current police report from the previous country of residence before arrival in New Zealand or evidence of immigration acceptance from the New Zealand Immigration Service.

Drug and alcohol workers (Drug and Alcohol Practitioners’ Association Aotearoa New Zealand) Source: www.dapaanz.org.nz

Registrationcriteriafordrugandalcoholworkersreflectexistingstandards,andalsosetabenchmark for competencies to be demonstrated by workers.

An initial source of information about registration criteria is the Practitioner Competencies for Alcohol and Drug Workers in Aotearoa – New Zealand (Alcohol Advisory Council, 2001). This document represents the most comprehensive consensus and guideline for competent alcohol and other drug practice in this country that is currently available.

Other documents that inform registration criteria are the:

• PractitionerCompetenciesforAlcoholandDrugWorkersWorkingwithPacificClientsin Aotearoa – New Zealand (Alcohol Advisory Council, 2002)

• PractitionerCompetenciesforAlcoholandDrugWorkersWorkingwithMāoriClientsinAotearoa – New Zealand(inthefinalstagesofdevelopmentasatJune2009).

In light of the increasing emphasis on registration requirements based on formal learning andqualifications,itisopportunetorefertotheassessmentlevels,asdefinedbytheNewZealandQualificationsAuthorityinthedocuments:

• TheNewZealandRegisterofQualityAssuredQualifications,availableat www.kiwiquals.govt.nz/about/levels/index.html

• NationalQualificationsFramework,www.nzqa.govt.nz/index.html.


Nurses (Nursing Council of New Zealand) The HPCA Act requires that health practitioners (including nurses) be registered in a scope of practice and that applicants for registration:

• havetheprescribedqualifications

• be competent to practise within their scopes of practice

• befitforregistration,whichincludestheabilitytocommunicateeffectivelyinEnglishfor the purpose of practising that profession.

All applicants must satisfy the council that they are fit to practise nursing. They arerequired to complete a statutory declaration on the application form as to whether or not they:

• are able to communicate in and comprehend English sufficiently to protect thehealth and safety of the public (overseas applicants are usually required to pass an acceptedEnglishlanguagetest,andwillbenotifiedwhetherthisisrequiredaftertheirapplication has been assessed)

• are unable to perform the functions of nursing practice because of some mental or physical condition

• have been convicted of an offence by any court in New Zealand or elsewhere

• are under investigation, or are the subject of professional disciplinary or criminal proceedings in New Zealand or another country

• have been declined registration with any other regulatory authority (nursing or other profession) in New Zealand or overseas

• are aware of any reason why their registration may endanger public health or safety.

In addition, overseas nurses applying for registration as registered nurses must have registration with an overseas regulatory authority and:

• eitheranoverseasqualificationequivalenttoaNewZealandnursingqualification

• or have successfully completed a programme, approved by the council, for the purpose of assessing competencies for the registered nurse scope of practice.

Occupational therapists (Occupational Therapy Board of New Zealand)All applicants for registration must:

• hold a qualification comparable to the approved New Zealand qualifications forregistration as an occupational therapist in New Zealand

• have attained the entry level competence in each of the seven registration competencies as published in the board’s document Competencies for Registration as an Occupational Therapist, 2nd ed., November 2000.

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Psychiatrists (Medical Council of New Zealand)Psychiatristsmustmeetfitnessforregistrationrequirementsassetoutinsection16oftheHealth Practitioners Competence Assurance Act 2003 (HPCA Act), including:

• holdingoneormoreprescribedqualificationsassetbytheMedicalCouncilofNZunderSection 12 of the Act

• satisfying the competence requirements to practise within the specified scope ofpractice.

To ensure the doctor is competent to practise in New Zealand, the council will initially grant registration within a provisional scope of practice, with conditions as allowed in Section 22 of the HPCA Act. The exception to this is for graduates from New Zealand or Australian university medical schools who have completed their internships in New Zealand or Australia, who will be granted registration in the general scope, and a vocational scope if appropriate. Before registration is granted, the council requires all doctors to demonstrate that they intend to practise medicine in New Zealand.

No applicant for registration may be registered if, under Section 16 of the HPCA Act:

• he or she does not satisfy the council that he or she is able to communicate effectively within the scope of practice in which he or she is applying to be registered

• he or she does not satisfy the council that his or her ability to communicate in and comprehendEnglishissufficienttoprotectthehealthandsafetyofthepublic

• he or she has been convicted (by any court in New Zealand or elsewhere) of any offence punishable by imprisonment for a term of three months or longer, and he or shedoesnotsatisfythecouncilthattheoffencedoesnotreflectadverselyonhisorherfitnesstopractise

• the council considers that the applicant is unable to practise medicine in the scope applied for because of a mental or physical condition

• he or she is under investigation in respect of any matter that may be the subject of professional disciplinary proceedings in New Zealand or in another country, and thecouncilbelievesthatthoseproceedingsreflectadverselyonhisorherfitnesstopractise medicine

• he or she is subject to an order of a professional disciplinary tribunal (whether in New Zealand or in another country), or to an order of an educational institution accredited under Section 12(2)(a) of the HPCA Act, or to an order of an authority or of a similar body in another country, and does not satisfy the council that that order does not reflectadverselyonhisorherfitnesstopractisemedicine

• the council has reason to believe that the applicant may endanger the health or safety of members of the public.


Psychologists (as listed by the New Zealand Psychologists’ Board)Thefollowingqualificationsareprescribedforregistrationasapsychologist.

• A minimum of a Masters degree in Psychology from an accredited educational organisation,oranequivalentqualification.

• Eligibility for a general scope of practice requires a board-approved practicum or internship involving 1500 hours of supervised practice.

• The New Zealand Psychologists Board will assess each overseas application on an individual basis, assessing the equivalence of the applicant’s qualifications to NewZealandqualifications.

• The HPCA Act requires that the person is of good character and reputation and is a fitandproperpersontoberegistered.Referenceswillberequiredtoensurethisisthe case. At least one reference must be written by a psychologist registered by the New Zealand Psychologists Board. (For overseas applicants who do not know a New Zealand registered psychologist who could supply a reference, a reference from a senior psychologist who is registered, chartered or licensed with a professional body overseaswillbeanacceptablealternative.Acertifiedcopyofthereferee’sregistrationcertificateorlicencemustbeincludedwiththecharacterreferenceletter.)

• The board requires that every New Zealand applicant seek a record of criminal convictions from the Ministry of Justice, which lists only convictions and sentencing from court appearances, and does not include youth court charges. (For overseas applicants, the board requires that a record of criminal convictions is provided, for example a police clearance certificate (SouthAfrica), FBI criminal conviction information andfingerprint information (USA), NIS criminal record information certificate (UK), orequivalent, to inform the board about convictions existing in the country(ies) of the applicant’s residence.

• IfEnglishisnottheapplicant’sfirstlanguage,andqualificationswerenotcompletedinEnglish, a notarised copy of results on an approved English test must be provided. The board may also arrange for the applicant to meet a person appointed by it, in order that further evidence of English communication abilities can be obtained. The English tests currently approved by the board are the International Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL).

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Psychotherapists (as listed by the New Zealand Association of Psychotherapists) To become a provisional member a practitioner must achieve the following.

• Must practise psychotherapy or be beginning to practise psychotherapy.

• Will have formal training in psychotherapy, or have had equivalent training, which is to be approved by the regional interviewing panel. (Note that equivalent training may include culturally based knowledge and skills, or counselling training that is approved by the panel.)

• Will have (by the time of acceptance as a provisional member) already completed service user contact hours, which should total at least 200 supervised hours over at least two years.

• Will have a commitment to the ethics and clinical practice of psychotherapy. This will include some knowledge of, and familiarity with psychotherapy and psychotherapists, as well as a motivation to pursue this vocational choice and join with colleagues in the profession.

• Will have experience in supervision that enables the enquirer to make good use of an New Zealand Association of Psychotherapists’ supervisor.

• Will be expected to attend professional supervision regularly, and to have been a service user in psychotherapy. (Being continually open to the personal work in psychotherapy is an intrinsic aspect of being a member.)

• Will be engaged in peer professional support. Evidence of support from a supervisor must be supplied, along with evidence from an New Zealand Association of Psychotherapists branch, or national or overseas professional bodies. (The local or regional New Zealand Association of Psychotherapists branch or supervisors group can appoint a person to meet enquirers and offer support.)

• Will discuss with the panel information about current health and personal or family issues pertinent to the practice of psychotherapy.

• Will abide by the New Zealand Association of Psychotherapists Code of Ethics and discuss any criminal convictions or professional complaints with the panel.

http://www.nzap.org.nz/Pages/ethics.htm


Social workers (Social Workers Registration Board) Source: www.swrb.org.nz/policy.html

The Social Workers Registration Act 2003 requires the Social Workers Registration Board to establish clear criteria for the registration of social workers.

Section 13 of the act reads:

13 Board may recognise practical experience in certain cases

(1) The Board may decide that the applicant should be registered fully if—

(a) heorshehasneitherarecognisedNewZealandqualificationnoran overseasqualificationequivalenttoarecognisedNewZealandqualification; but

(b)theBoardissatisfiedthat—

(i) his or her practical experience in practising social work in New Zealandisenoughtocompensateforthelackofsuchaqualification; and

(ii) his or her competence to practise social work has been found satisfactory under Part 3; and

(iii)heorsheisafitandproperpersontopractisesocialwork;and

(iv) that (whether as a result of his or her satisfactory completion of a course or courses of training, or because his or her practical experience in practising social work in New Zealand is enough to compensate for not having completed such a course) he or she—

(A)iscompetenttopracticesocialworkwithMāori;

and

(B) is competent to practice social work with different ethnic and cultural groups in New Zealand.

It should be noted that registration under this section is discretionary. If the board considers that registration under Section 13 is not appropriate the board may consider registration under other sections of this Act.

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Appendix G - The Immigration Act 2009

The Immigration Act 2009 makes it an offence for an employer to knowingly employ a person who requires, but does not have, a work permit. An employer must therefore decline to employ anyone known to be an overstayer or without a work permit.

Under the Act, the following people can undertake employment in New Zealand:

• New Zealand citizens (including people born in the Cook Islands, Nuie and Tokelau)

• holders of New Zealand residence permits

• Australian citizens

• work permit holders

• visitor or student permit holders whose conditions have been varied to authorise work

A maximum fine of $50,000 applies for knowingly employing someone not entitled towork.Thereisamaximumfineof$10,000foremployingwithoutreasonableexcuse.Theemployer will only have reasonable excuse if they did not know that the person was not entitled to work, for instance because the employee produced a tax code declaration stating that they were entitled to work and the declaration was signed before or when the employment begins.

It would, however, be acceptable to have the following questions in all application forms.

If you are not a New Zealand citizen:

• do you have the right of permanent residency in New Zealand? or

• do you have a permit to work in New Zealand?

Employers should require successful applicants to provide evidence of their New Zealand citizenship, residency or work permit. This could be in the form of a passport, birth certificateorworkpermit.AnIRDnumberisnotevidenceofanemployee’srighttoworkin New Zealand.

EmployersshouldnotethatundertheImmigrationAct2009animmigrationofficercan,atany reasonable time, enter the employer’s premises to inspect wage and time records, if they believe on reasonable grounds that there may be an entry relating to a person who is in New Zealand unlawfully, or who is not entitled to undertake employment.


Appendix H - Professional competencies and Let’s get real

Everypersonworkinginamentalhealthandaddictiontreatmentserviceactivelyreflectson their work and practice and works in ways that enhance the team to support the recovery of service users.

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Real Skills and registered nurses (generic)


Promotes environment that enables service user safety, independence, quality of life and health.

Provides planned nursing care to achieve identifiedoutcomes.

Ensures the service user has adequate explanations of effects, consequences and alternatives of proposed treatment options.

Undertakes comprehensive and accurate nursing assessment of service users in a variety of settings.

Evaluates service user progress toward expected outcomes in partnership with clients.

Provides health education appropriate to service user needs within nursing framework.

WorkingwithMāori Demonstrates ability to apply principles of Te Tiriti o Waitangi to practice.

Practises in a manner that the service user determines as being culturally safe.





Accepts responsibility for ensuring practice and conduct meet standards of professional, ethical and relevant legislated requirements.

Ensures documentation is accurate and maintainsconfidentialityofinformation.

Acts appropriately to protect self and others when faced with unexpected service user responses, confrontation, personal threat or other crisis situations.


Maintains professional development.

Reflectsupon,andevaluatestheeffectiveness of nursing care with peers and experienced nurses.

Accepts accountability for directing, monitoring and evaluating nursing care that is provided by nurses.


Real Skills and occupational therapists


Facilitate and enable occupations for people through engaging their needs, preferences and capacities in the context of their environment to optimise ability and functional independence.

WorkingwithMāori Culturally safe practice: provide a service that takes into account the socio-cultural values oftheserviceuser,theirfamilyorwhānau,andsignificantothers.Optimiseabilityandfunctional independence.


Communication: use a range of communication skills to establish and maintain effectual therapeutic and working relations.


Communication: use a range of communication skills to establish and maintain effectual therapeutic and working relations.

Management of environment and resource: manage the environment to contribute positively to the client’s experience and their ability to participate and ensure effective use of resources.



Safe ethical, legal practice: act and justify actions with ethical, legal, professional and safety requirements.


Continuing professional development: seek and use opportunities to continually develop professional knowledge and practice.

Management of self and people: manage performance and monitor personal resources to ensure performance is professional and supportive of service and team goals and colleagues.

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Real Skills and psychiatrists


Ability to conduct comprehensive clinical assessments, paying attention to biological, psychological and sociological factors, and integrating information gained by direct assessment as well as that provided by other informants/assessors.

Ability to conduct a comprehensive assessment of risk.

Ability to develop appropriate management plans, paying due cognisance to risks.

An understanding of interventions for treatment of mental disorders, including pharmacological treatment.

Ability to assess competence.

Ability to assess disability.

Ability to communicate assessments and management plans, and their legal implications to patients.

Ability to develop treatment plans for patients that encompass the biopsychosocial and cultural dimensions of care.

Ability to form and maintain treatment alliances with patients, their support network, and family/whanau.

Working with Māori

Knowledge of the cultural factors that may impinge on a person is understanding of life events and experiences.

Awareness of the principles of the Treaty of Waitangi, the implications of partnership, and sensitivity to cultural identity and personal beliefs.

Ability to practise with sensitivity to cultural factors that impact on health.


Demonstrated ability to effectively consult and communicate with patients, family/whanau, other staffandstatutoryofficials,inawidevarietyofcontexts.

Ability to work constructively with interpreters and cultural facilitators to improve communication where appropriate.

Ability to seek views of family/whanau in the process of assessment, and to incorporate these views into decisions.

Ability to consult with and involve and inform family/whanau in the process of assessment and treatment when making decisions about applying for, and continuing compulsory treatment orders.




An understanding of the locally available resources for the management of mental disorders.

Ability to explain matters to people in a variety of capacities (patients, caregivers, lawyers, Courts, District Inspectors, Review Tribunals and clinical colleagues) in terms relevant to their interest and involvement. This includes the ability to appropriately organise and transfer care to another responsible clinician.



Ability to schedule statutory reviews of patients (or oversee systems for this purpose).

Ability to arrange processes to co-ordinate review of multidisciplinary care.

Ability to ensure copies of documents are sent according to the requirements of the Act.

Ability to direct the manner in which patients mail is handled.

Knowledge of statutory requirements of the Act anditsprocesses,andofthedefinitionofmentaldisorder and criteria for compulsory processes.

Knowledge of how to conceptualise and apply this knowledge in the assessment and management of the individual patient, within their family and whanau, and societal context.

Knowledge of other legislation relevant to the provision of health and disability services; in particular, knowledge of the requirements under section 19 of the Land Transport Act 1998.

Ability to write succinct reports demonstrating the presence of mental disorder and the need for compulsory treatment where appropriate for presentation to Courts and Review Tribunals.

Ability to respond to complaints and appear before inquiries in a professional and dispassionate manner.

Knowledge, where relevant, to the treatment of the patient, of the psycho-pharmacology of major mental disorder, including knowledge of the indications for use, side effects and drug interactions.

Knowledge, where relevant for the treatment of the patient, of the indications and risks associated with the use of electro-convulsive therapy.

Knowledge, where relevant for the treatment of the patient, of the indications and risks of use ofspecificpsychotherapiesinpeoplewithmajormental disorders.

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The ability to work collaboratively with, and provide oversight and direction for the practice of other members of the multidisciplinary team caring for the responsible clinician’s patients.

An awareness of one’s own skills and limitations, to the extent that one is able to appropriately request, and use clinical second opinions from other suitable clinicians.

Ability to know when the knowledge and expertise of other members of the multidisciplinary team will be needed to progress treatment, and to be able to gather and synthesise this to augment treatment planning.

Real Skills and psychologists


Intervention and service implementation. Framing measuring and planning. Communication.

WorkingwithMāori Diversity, culture and Te Tiriti o Waitangi.

Standards of cultural competence.



Professional and community relations consultation, collaboration.


Law, policy and practice Professional, legal and ethical practice.


Discipline, knowledge, scholarship and research,reflectivepractice,supervision.


Real Skills and psychotherapists


Dynamic formulation and clinical appraisal.

Assess suitability and form of psychotherapy.

Knowledge of psychosocial development, theory and research.

Demonstrate psychotherapeutic techniques.

Therapeutic alliances.

Work with client’s needs and concerns flexibly.

Adequate knowledge of prescribed medications and other drugs.

WorkingwithMāori Knows and is sensitive to bicultural and multicultural New Zealand society.



Maintain relationships with colleagues and referral agencies.


Aware of socio-cultural conditioning on gender functioning.

Law, policy and practice Familiar with legislative provisions, their effects on the well-being and rights of clients, their families and on the practice of psychotherapy.


Recognise when to refer.

Maintainclientconfidentiality.

Manage a psychotherapy practice.

Evidence of self-awareness.

Use of supervision effectively.

Recognise limits of own expertise.

Exercise adequate self-care.

Trustworthy, reliable, respectful.

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Real Skills and social workers


Establishes appropriate and purposeful working relationships with clients.

Acts to secure clients’ participation in working relationships.

Assists clients to gain control over circumstances.

WorkingwithMāori Demonstrates commitment to practising social work in accordance with a bicultural code, and an understanding of Te Tiriti o Waitangi.


Constantly works to make the organisation and systems responsive to the needs of those who use them.


Constantly works to make organisation and systems responsive to the needs to those who use them.


Demonstrates commitment to practising social work in accordance with a bicultural code, and an understanding of Te Tiriti o Waitangi.


Adheres to the code of ethics and Aotearoa New Zealand Association of Social Workers objectives.

Knowledge of social work methods, social policy, social services, resources, etc.

Social worker is aware of, and uses, personal attributes appropriately.

Works where there are systems of accountability in place.


Uses membership of Aotearoa New Zealand AssociationofSocialWorkerstoinfluenceand reinforce competent practice.


Appendix I - Role plays and situational events Use the seven Real Skills as criteria to rate applicants’ responses to the following scenarios and questions.

Scenario oneSource: The New Zealand Herald, 6 November 2007

Mark, 28 at the time, describes his experience of being put into seclusion in an Auckland mental health unit for three days.

PUNISHED FOR SOMETHING I HAD NO CONTROL OVER

Big guy Mark tells his side of the story.

“ I was diagnosed bipolar schizoaffective. At the time I wasn’t aware I had problems. I thought what I was going through was natural – that it was a spiritual awakening when you start hearing voices. I got hospitalised in February 2003. I had no clue about why I was there. I wanted to escape and one night I did. I took off out the door, jumped the fence and was away.

“Igotcaughtandputintotheacuteservice.InthewardIwaswrestledtothefloorand given an injection to calm me down. I was afraid for my life. I thought they were going to do something to me. I spent the next few days locked up in a daze – you don’t know what time it is. All I recall is waking up and going back to sleep again. Sometimes there would be food and water. It was a lock-up room. It felt like being chucked into prison without a conviction – without any reason for why I was there.

“I remember the smell of urine. The room wasn’t cleaned often. The walls were yellowishbrown.Mybedwasjustaflatpillowonthefloor.Theywouldcomeandgive me another injection. There was nothing to look at all day – except out of the window in the door, which had a view of the corridor. There was no other window. The lights were on 24/7. The only person I saw was the one who brought the tray in and took away the waste. It’s something you shelve – try to forget about. I felt helpless and kept thinking I had done something wrong to be locked up. It felt like I was being punished for something I had no control over.

“At the end of it, in the review, the staff told me the main problem was they thought I would be violent and psychotic and basically because I’m a big guy, they thought it was better to keep me monitored. I was in there for three days. My parents cried when they saw me – they thought going to hospital was the only and best choice for me. They didn’t realise anything like this would have occurred.”

• How would you have handled this differently?

• What do you think could have been done better?

• What recommendations would you make to prevent this happening in the future?

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Scenario twoSource: The New Zealand Herald, 6 November 2007

BEATING HABIT NEEDS BELIEF IN GOD, by Simon Collins

Addicted need a higher power than most can summon by themselves.

“Some believe that only a force as big as God is sufficient for recovery” – OtagoUniversity researchers

Scientists say the human brain is “hard-wired” in a way that makes belief in God help addicts to overcome their addictions.

Psychiatry Professor Doug Sellman and colleagues at Otago University’s National Addiction Centre have joined theologian Lloyd Geering to argue that breaking an addiction requires a “higher power” than most addicts can summon by themselves.

They said yesterday that belief in an ideal imbued with spiritual meaning was “a universal human trait found in every human society throughout recorded time”.

Dr Sellman said it was the same trait that allowed human beings, unlike other animals, to “imagine what is over the mountain”.

“So we are hardwired to have big thoughts.”

“It’s tapping into that, and helping people get a new vision of themselves as people, a new future for their lives, that is an important part of what is behind recovery.”

…They have recommended that addiction counsellors should be careful not to dismiss theirserviceusers’/tāngatawhaiora’sbeliefinGod.”

• If you do agree with the above statements, how would you incorporate these beliefs into your work?

• How would you deal with service users who disagreed with this viewpoint?

• If you do not agree with the above statements, how would you deal with a service user who expressed this view?


Scenario threeSource: The Weekend Herald, 27 October 2007

HEARING VOICES

Claire Harvey discovers a whole new approach to mental health care – the concept that patients might know what’s best for them.

The lunatics are running the asylum. “It’s always been our plan,” says Debra Lampshire, with a stage villain cackle. This energetic, blue eyed Auckland woman calls herself a lunatic. She also calls herself crackers, nuts, mad – a whole lexicon of shocking self-descriptions, used with the deliberate emphasis of the out-and-proud… For 18 years, Lampshire was trapped in her own home, a prisoner of voices in her head telling her to await a message from God that would free the world from unhappiness… She was diagnosed with a suite of mental disorders and prescribed all manner of medications. But nothing soothed the clamour – so one day, Lampshire decided she had to either get the voices under control, or kill herself…

Today, Lampshire is as far from that dark place as it is possible to be. Her experience has made her an expert. With Auckland University nursing senior lecturer Helen Hamer, Lampshire runs a series of world-leading programmes that are changing the way our mental health services deal with voice-hearers.

The Auckland District Health Board is embracing the wisdom of personal experience – the idea that people with symptoms of psychosis might be able to participate in, even lead, their own treatment. “This is about bringing some humanity to the way voice-hearers are treated,” Hamer says…

The core of it all is a dramatic inversion of the usual clinician–patient relationship. Instead of passively taking her medication and waiting for a diagnosis, Lampshire is the expert, unravelling the mysteries of her own disorder, to help others.

• What advantages (if any) can you see with this approach?

• What disadvantages (if any) are you able to identify?

• How would you deal with a service user who insists on leading their treatment, when quite unwell?

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Role playOne of the selection panel will play the role of Debra Lampshire. The applicant will play the role of the clinician or treatment provider. In your roles, discuss Debra’s decision to stop taking medication.

Short case studies• You are dealing with a service user who suffers from schizophrenia and who is unwell

at present. The service user, in a meeting with you, says that their medication has not been working for him and he has decided to stop taking prescribed medication in favour of alternative substances available from friends. Further questioning reveals that the alternative substances includes heroin.

- What would your response be? How would you deal with this situation?

• Your organisation likes to encourage people with mental health issues to keep clean and tidy. A service user turns up for a meeting looking very unkempt and it is obvious that personal hygiene has not been a priority for a lengthy period.

- What would your response be? How would you deal with the situation?

• A service user with substance abuse issues, who has been going through a programme at an alcohol and other drug unit, becomes very defensive about “social drinking” and occasional use of dope, saying that this does not affect his or her commitment to the programme.


• You are dealing with a 15 year old rangatahi who has told you he wants to leave home right now and wants you to organise support systems for him. He wants you to tell his parents that he is leaving and that he does not want them to visit him.


• You are working with a service user through an interpreter. The service user’s partner is in the interview. The service user is reticent during the meeting, but does respond brieflytoquestionsviatheinterpreter.Afterthemeetingtheinterpretersaystoyouin passing, that some nuances in the meeting suggest that this is a domestic violence situation.


• You become aware that a service user is manufacturing and supplying methamphetamine, or ‘P’, to some of the other service users in your service. You live in a rural area and are aware that if the person is reported to the police they will end up locked in the cells. The service user is quite unwell and you are concerned this could have a detrimental effect on them.


• One of the service users has complained to you about the behaviour of a colleague of yoursandwantsyourassistanceinfillingoutawrittencomplaint.



References

Alcohol Advisory Council. (2002). Practitioner Competencies for Alcohol and Drug Workers WorkingwithPacificClientsinAotearoa–NewZealand.

Australian Public Service Commission. (2007) Better Faster Recruitment. Available at: www.apsc.gov.au/publications07/betterfaster.pdf.

Fournies, F. F. (1999). Why Employees Don’t Do What they Are Supposed to Do and What to Do About It. New York: McGraw-Hill.

Hart, L. B. and Weidman, C. S. (2005). The Leadership Training Activity Book. AMACOM: American Management Association.

Medical Council of New Zealand. (2006). BestHealthOutcomes forMāori. Wellington: Medical Council of New Zealand.

Merlevede, P.E. and Bridoux, D.C. (2004). Mastering Mentoring and Coaching with Emotional Intelligence : Increase Your Job EQ. UK: Crown House Publishing.

Ministry of Health. (2008). Let’s get real: Real Skills for people working in mental health and addiction. Wellington: Ministry of Health.

NationalQualificationsFramework. Available at: www.nzqa.govt.nz/index.html.

NewZealandRegisterofQualityAssuredQualifications. Available at www.kiwiquals.govt.nz/about/levels/index.html

Nursing Council of New Zealand. (2007). Competencies for the Registered Nurse Scope Practice. Wellington: Nursing Council of New Zealand.

Te Pou. (2008). National Guidelines for the Professional Supervision of Mental Health and Addiction Nurses. Auckland: Te Pou.

http://www.apsc.gov.au/publications07/betterfastera.htm

http://search.barnesandnoble.com/Mastering-Mentoring-and-Coaching-with-Emotional-Intelligence/Patrick-E-Merlevede/e/9781904424086/?itm=2

http://search.barnesandnoble.com/Mastering-Mentoring-and-Coaching-with-Emotional-Intelligence/Patrick-E-Merlevede/e/9781904424086/?itm=2

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Notes


Notes

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