Level 2 Allied Health Reports to - Cerebral Palsy Alliance

cerebralpalsy.org.au

Level 2 Allied Health Reports to - Cerebral Palsy Alliance

ROLE DESCRIPTIONRole:Reports to:Level 2 Allied HealthTeam Leader/ManagerRole Family: Allied Health Level: AH2Organisational Context:Cerebral Palsy Alliance (CPA) is the largest non-government provider of disabilityservices in NSW and the ACT, providing a range of services to people with cerebralpalsy and other disabilities. These client services include accommodation, therapy,technology, supported employment, community access and support. Services aredelivered to around 5,000 clients annually and currently operate in a highlydecentralised model through 55 separate outlets.CPA’s research institute is based at the University of Notre Dame University inDarlinghurst. Its mission is to conduct high quality research to reduce the prevalenceand severity of cerebral palsy and enhance the health and wellbeing of people withcerebral palsy.CPA’s corporate support services include human resources management,organisational development, financial management and accounts, fundraising,marketing and events management and general administrative support and arebased at the Allambie Heights campus. Their primary function is to provide theorganisation with the necessary resources and support that will assist all clientservices areas to achieve CPA’s overall mission and strategic direction.CPA currently employs 1100 staff, 175 of whom are supported employees.Purpose, Nature and Scope of the Role:The role exists to provide clinical services within the allocated service team structureto support children/and or adults with disabilities to meet their identified need/s. Thescope of the role includes provision of a range of specialist clinical services within thecontext of team structure, which includes the family/carer.Organisational Relationships:This role reports to the Program Manager who in turn reports to the DivisionalManager. The organisation has the highest preference for employing allied healthstaff at Level 2 remuneration, where the staff member is competent to do so. TheLevel 2 role involves the provision of mentoring and supervision to staff within theirdiscipline, along with students on placement.Core Competencies of the Role:


Organisational knowledgeLeadership/TeamworkInterpersonal Skills/CommunicationProblem Solving/Decision MakingLegislation/Standards/PracticeService DeliveryProfessional Learning & Development:Cerebral Palsy Alliance has a strong commitment to providing our employees withevidence–based, responsive professional development which includes the delivery ofnationally accredited courses through its Registered Training Organisation.It is compulsory for all new employees to complete Cerebral Palsy Alliances,Orientation and Induction Program in accordance with the current action PACTLearning Calendar. For further information please visithttp://www.cerebralpalsy.org.au/our-services/education-and-consultancy/actionpactlearningEach employee must also ensure that learning and development, as outlined in theAnnual Performance Appraisal, including knowledge of current Cerebral PalsyAlliance policies and procedures, is maintained.Interpersonal Relationships:Internal:Divisional ManagerManagerAssistant Manager/Team LeaderClinical SupervisorTeam membersPackforceFamily Support ServiceStaff from other programs within regionOther Cerebral Palsy Alliance staffExternal: Community services Disability service providers Government departments and services e.g. Dept. of Aging Disability & Homecare, Dept. of Education & Training, Dept. Of Housing Private practitioners Families and carers Training agencies Tertiary institutions Peak agencies Health and medical services Other relevant agencies2


Role Dimensions:Staffing:Direct Reports:Indirect Reports:Budget:nilstudents on placements and volunteersnil3


Core Competencies Competency Descriptors Performance OutcomesOrganisational KnowledgeHas a sound understanding of themission and values of CP Alliance.Has a sound understanding of CPAlliance’s Key Goals and Strategies.Has a good understanding of otherstate and national issues andservices.Has working knowledge andapplication of, CP Alliance policiesand proceduresStage 1 Able to locate and describe the mission and values of CP Alliance Demonstrates core values in workplace and this is modelled consistently to staffand service partnersStage 2- Meets outcomes as above and in addition: With support of Level 3 / Manager, provides mentoring and supervision to staffaround application of core values in workplaceStage 1 Able to locate and describe the Strategic Plan Understands how own role contributes to achievement of the strategic plan Demonstrates an understanding of how local business plan relates to thestrategic plan Contributes to the monthly reportStage 2- Meets outcomes as above and in addition: Provides support to senior staff within own discipline or team in relation to thedevelopment / implementation of key initiatives within the local business plan Actively demonstrates through their work how they make a contribution to theorganisation’s strategic goalsStage 1 Demonstrates thorough understanding of state and national issues, services,and resources and is able to effectively collaborate with other key disabilityservice partners Participates in local interagency networksStage 2- Meets outcomes as above and in addition: May represent organisation at local/state levelStage 1 Documented evidence of participation in relevant orientation/induction programs Able to use and comply with relevant policies and procedures as required andsupport Level 1 staff to do so Operates from code of conduct in line with policies and procedures, and reportsdiscrepancies to senior staffStage 2- Meets outcomes as above and in addition: Supports senior staff with the orientation/induction of new staff when required4


Core Competencies Competency Descriptors Performance OutcomesLeadership/ TeamworkWorks under the supervision of amanager/ senior staff with workreviewed regularly.Supports senior staff in decisionmaking.Actively participates as part of aninterdisciplinary team and contributesto team goals. May assist higherlevelstaff with projects or newinitiativesStage 1 Demonstrates respect, integrity and accountability Shows initiative and reliability in meeting responsibilities and deadlines asagreed with senior staff and team members Identifies the need for and seeks out support from senior staff Raises issues for appropriate action in local team meetingsStage 2- Meets outcomes as above and in addition: Begins to identify own needs for support from Senior Staff and othersStage 1 Feeds forward and disseminates information, resources, issues to senior staffStage 2- Meets outcomes as above and in addition: Demonstrates willingness and ability to support manager with operationaldecisions, activities and problem-solving local issuesStage 1 Actively seeks team work by establishing effective working relationships Operates from the understanding that teamwork enhances service outcomes Appropriately recognises and utilises other team members’ skills Actively contributes and supports manager to promote a culture of team work,respecting individual differences Recognises the impact of cultural diversity on teamwork and adjusts workpractices accordingly Leads staff with projects, following tertiary service processesStage 2- Meets outcomes as above and in addition: Demonstrates an ability to initiate and coordinate local projects Participates in cross regional working parties With support leads the implementation and evaluation of activities within localbusiness plans5


Core Competencies Competency Descriptors Performance OutcomesInterpersonal Skills/CommunicationTakes responsibility for the timelyprovision of advice and assistance.Builds long term effective workingrelationshipsDeals with sensitive and/or complexissues, maintaining confidentialityPrepares and delivers presentationsto internal and external groupsAssists others to resolve conflictEffective and appropriate verbal and written communicationStage 1 All communication is delivered according to CP Alliance Code of Conduct,policies and procedures Verbal and nonverbal communication is made in an approachable mannerwhich is appropriate to clients and others Email correspondence should reflect CP Alliance policy and expectations incontent response, tone and timelinessStage 2- Meets outcomes as above and in addition: Supports staff to identify and develop strategies to improve verbal and writtencommunicationStage 1 Steps are taken to develop rapport, empathy and non-judgemental acceptancewhich contributes to the maintenance of positive relationshipsStage 2- Meets outcomes as above and in addition: May support staff by providing strategies to achieve positive outcomesStage 1 Presentations are planned and prepared in line with CP Alliance style guide tomatch audience needs. Information conveyed in a format to match audience needs A range of delivery formats are utilised to meet audience needs Begins to support staff to presentStage 2- Meets outcomes as above and in addition: Supports staff to presentEstablishes effective relationships and works towards positive outcomesStage 1 Uses core values to resolve conflict and enhance teamwork Assumes responsibility for monitoring personal impact on team dynamics and isable to modulate Where communication barriers exist, special effort is made to modifycommunication to resolve or restore teamwork Anticipates potential communication barriers and seeks support wherenecessaryStage 2- Meets outcomes as above and in addition: In partnership with senior staff, as appropriate, supports other staff to establishrelationships, resolve conflict and modify their communication6


Core Competencies Competency Descriptors Performance OutcomesHas a network of contacts with otherrelevant organisationsLiaises effectively with other services / programs / departments / networks andexternal organisationsStage 1 Seeks information and support from other colleagues, the family/carer andrelevant community resources Actively strengthens internal and external networks Demonstrates ability to share networks with others as appropriateStage 2- Meets outcomes as above and in addition: Supports staff to strengthen internal and external networksCore Competencies Competency Descriptors Performance OutcomesProblem Solving / DecisionMaking/ ResearchIdentifies operational and/or workrelated issues requiring innovative orcreative solutions.Assists with the timely developmentand implementation of solutionsaround more complex issues. Has anin depth understanding across 2 ormore areasAdopts an evidence-based practiceapproach to work and anunderstanding of the importance ofresearchStage 1 Adopts and models a solution-focused approach to practice and professionalbehaviourStage 2- Meets outcomes as above and in addition: Models and encourages a solution-focussed approach to practice andprofessional behaviour consistentlyStage 1 Is identified and utilised as a resource by students and peers within the team ona number of practice and/or professional issues Identifies the need for, and participates in the development of resources Empowers clients to generate their own solutionsStage 2- Meets outcomes as above and in addition: Actively participates in and drives quality improvement activities with senior staff Supports staff to develop skills to empower clientsStage 1 Undertaken EBP training Knowledge of where to find best available evidence Knowledge of own professions evidence to underpin core clinical practicesprovided Informs clients of internal or external research project opportunities and mayassist with recruitment to these projects Knows when to seek formal approval for new initiatives in practice Ability to critically appraise research literature, to contribute to own learning, todiscipline meetings: and to produce CAPs or internally publish a CAT incollaboration with senior staff7


Able to present CAT findings and clinical bottom line to staffProvides summaries of conference/course findings to colleagues and seniorstaff in line with CP Alliance policyStage 2- Meets outcomes as above and in addition: Identifies and develops implementation strategies in collaboration with seniorstaff for uptake of new evidence, based on knowledge from externalprofessional development Seeks support from Level 4 Consultants to conduct case study research orservice evaluation projects using outcome measures May be invited to collaborate on approved internal research projects May be invited to collaborate on external research projects, once these projectshave received prior approval via the Research Committee May submit an application to receive educational assistance to attain a researchdegree May submit an application to conduct a work-related intervention researchproject or work-related service evaluation project (using outcome measures) inwork time to the Research Committee Supports staff to complete a CAP and/or a CATCore Competencies Competency Descriptors Performance OutcomesLegislation / Standards/ PracticeMaintains a detailed workingknowledge of all standards andrelevant government legislation e.g.WHS, Disability Services Standards &Disability Services Act, childprotection legislation, Privacy ActUnderstands the importance ofsharing this information across theorganisation.Assists with the management andStage 1 Demonstrates working knowledge of DSS & DSA and provides services thatreflects these standards Understands mandatory responsibilities and actively seeks advice from theContact Team and makes notifications for at risk clientsStage 2- Meets outcomes as above and in addition: Identifies for other staff their mandatory responsibilities and supports them inseeking advice from the Contact Team and making notifications for at riskclients.Stage 1 Freely shares and disseminates information so as to contribute to culture oforganisational teamwork Demonstrates compliance with new legislation, standards or codes of conductand assists local team to implement relevant changes8


Qualifications/ Experiencealignment of changes in practice orstandards.Has a relevant degree or equivalent,together with relevant experience.Where required for practice,registration with professional bodymaintained. Eligible for membershipof relevant professional bodyStage 2- Meets outcomes as above and in addition: Supports and supervises Level 1 staff with the application of these standardsand legislation Knowledge of and conforms to own professions ethical code of conductPhysiotherapyESSENTIAL: Physiotherapy Board RegistrationDESIRABLE: Membership of relevant professional organisationsSpeech PathologyESSENTIAL: Eligible for Membership SPADESIRABLE: Membership of relevant professional organisationsOccupational TherapyESSENTIAL: Eligible for Membership AAOT-NSWDESIRABLE: Membership of relevant professional organisationsSocial WorkESSENTIAL: Eligible for Membership AASWDESIRABLE: Membership of relevant professional organisationsPsychologyESSENTIAL: Registration with NSW Psychologists Registration BoardDESIRABLE: Membership of relevant professional organisationsEarly EducatorsESSENTIAL: Degree in and experience working in Early Childhood EducationDESIRABLE: Membership of relevant professional organisations9


Core Competencies Competency Descriptors Performance OutcomesDemonstrates personal commitment to ongoing professional developmentStage 1 Has a professional development plan documented and shared withsupervisor/Manager Has an up to date record of professional development activities undertaken Presents or disseminates professional development attendance findings atdiscipline, local and regional team meetings Proactively builds internal and external peer support networks Delivers internal presentation e.g. parent workshop, regional team day Presents internal professional development activities (e.g. Essential Orientationand Induction Activities) and actively supports Level 1, Stage 2 staff to copresent Presents at external seminars, workshops or professional development forumsStage 2- Meets outcomes as above and in addition: May seek approval to submit abstract/s to and present a research-based paperor case study at a state or national conference, following appropriate policyguidelines May be recognised internally as a field leader in a clinical speciality. This may beevidenced by external presentations and formal consultation requests Supports Level 3 staff to identify learning needs of discipline10


Core Competencies Competency Descriptors Performance OutcomesService Delivery ManagementSupports the philosophy offamily/client centred practiceDevelops and implements clientrelated service plansStage 1 Recognises and includes client/family/carer as integral team member Consistently establishes and demonstrates collaborative partnerships withclients/families/carers Engages in collaborative, holistic goal setting that reflects family/person lifeneeds and priorities Empowers client/family/carers to direct their own care Recognises the service collaborates with and seeks to include relevant othersin order to support the client/family/carers to achieve their goals Is flexible and models flexibility in offering appointments to meet clientroutines/preferences, while maintaining service effectiveness Uses teamwork to effectively minimise repetition for family/carers in informationsharing Accurately identifies expertise of other health professionals that would assistclients/families/carers reach their goals (linking with external agencies asneeded) Demonstrates respect for client/family/carer goals and preferences, and usessupportive communication to work towards an effective outcome when opinionsdiffer Actively accesses interpreter and translation services as requiredStage 2- Meets outcomes as above and in addition: Models and supports family centred behaviours within the team and is soughtout by Level 1 staff in trouble shooting complex casesStage 1 Develops holistic goal-oriented service plans in collaboration with theclient/family/carer and team (i.e.. IFSP, ISP, annual review ) informed by the LifeNeeds Planner and the Canadian Occupational Performance Measure (COPM). Develops Goal Attainment Scales (where appropriate) with clients/family/carer toevaluate outcomes and change Monitors and reviews plans with the client and family/carer, in agreed timeframes, including evaluation of GAS Acts as service coordinator for nominated clients/families/carers and completesall tasks relevant to this role Completes service, including required documentation, for an agreed number ofclients in line with organisational benchmarks, standards and policies11


Stage 2- Meets outcomes as above and in addition: Works with and supports others to complete service plans in agreed time frames Works and supports others to develop goal oriented service plans, reflect on theprocess and make changes as required.Core Competencies Competency Descriptors Performance OutcomesHas explicit knowledge of a number ofassessment, interventions, outcomemeasures and service deliverypractices. Handles complex casemanagement.Employs the principles of evidencebased practice to service deliveryStage 1 Demonstrates proficient assessment and measurement skills, includingcollection of client information and selection of appropriate assessment tools Interprets assessment results, understanding the strengths and limitations ofthe measurement tool Uses and interprets culturally and linguistically appropriate assessments Conducts assessments and interventions safely and in accordance with CPAlliance policies Effective communication (verbal and written) of the assessment results andoutcomes to clients/families/carers, delivering key diagnostic and prognosticinformation Selects appropriate interventions based on assessment and client goals Prioritises intervention plans in consultation with client, families, carers, teamand manager Evaluates effectiveness of interventions using appropriate outcome measures Integrates best available evidence, clinical experience and individual client /family factors in all aspects of service delivery. Actively utilises CP Alliance’s Knowledge Hub Wiki to remain current withknowledge of assessments, interventions, outcome measures, prognosticinformation and service delivery practices.Stage 2- Meets outcomes as above and in addition: Independently manages the assessment and intervention plans for complexclients, applying advanced clinical reasoning skills Supports level 1 staff in the development of assessment, intervention andservice delivery practices Supports level 1 staff to select assessment tools and evaluate effectiveness ofinterventions Proactively supports other staff to learn to synthesise and integrate bestavailable evidence, clinical experience and individual client / family factors in allaspects of service delivery Actively contributes to CP Alliance’s Knowledge Hub Wiki to further developstaff’s knowledge of assessments, interventions, outcome measures, prognosticinformation and service delivery practices.12


Provides supervision to students andmodels behaviours that supports afirm commitment to evidence basedpractice and CP Alliance core values.Stage 1 Independently supervises students in standard clinical settings routinely Attends university student supervision training (including refreshers 2 yearly)and clinical educators meeting Tertiary institutions report that students are receiving appropriate supervisionStage 2- Meets outcomes as above and in addition: Liaises with university in collaboration with Level 3/4s to coordinate studentplacements Is identified and utilised as a resource by students, Level 1 staff and peerswithin teamCore Competencies Competency Descriptors Performance OutcomesParticipates in formal supervisionActively participates and makesmeaningful contribution to staffappraisals, with respect to clinicalissues.Actively identifies own learning anddevelopment opportunities and seeksguidance and advice from senior staffas appropriateMeets assigned administrativedeadlines in relation to report writingand collection of statistical dataStage 1 Actively plans and engages in formal supervision and informal mentoring, thatreflects professional association frequency recommendations (whereappropriate) and CP Alliance guidelines Seeks support from senior staff with complex cases Has an established support plan documented, including learning & developmentgoals which are met within the agreed time frameStage 2- Meets outcomes as above and in addition: Provides formal supervision to an agreed number of level 1 staff as negotiatedby senior staff and models behaviour that supports a firm commitment toevidence based practice Seeks support from senior staff with formal supervision role appropriately andtimely. Participates actively in performance appraisals of staff they are supervisingStage 1 Attends all essential internal learning activities as recommended, and plansadditional education around agreed upon professional development goalsStage 2- Meets outcomes as above and in addition: Proactively participates in the delivery of staff development and trainingactivities e.g. essential learning activitiesStage 1 Meets assigned deadlines, and is able to articulate to manager in advance as towhy a deadline may be unachievable Recording of REX statistics within organisational time frames and capacitybenchmarks is met or exceeded13


Demonstrates ability to run a report from REX in relation to organisationalbenchmarks, competently demonstrating an ability to self audit and makenecessary adjustments where required Caseload is managed appropriately and within agreed timeframes and serviceprovision targets Registers clients on the CP RegisterStage 2- Meets outcomes as above and in addition: Discusses the importance of the CP Register and guides level 1 staff in how toregister clients Assist Level 1 staff to use their self audit information to be effective in theclinical aspects of service delivery (REX)14


Summary of Knowledge, Skills, Experience and Values:Essential:Tertiary qualification in relevant disciplineWhere required, current NSW registration with professional body / boardEligibility for membership with recognised professional associationDemonstrated advanced communication skillsIntermediate to advanced computer skillsCurrent NSW drivers licenceAble to fly on small planes to and from Sydney (rural staff only)Current Apply First Aid Certificate within three (3) months of commencement (ruralstaff only)Desired:Experience working with people with disabilities and their familiesDemonstrated understanding of cerebral palsy and allied neurological conditions andthe potential impact on those involvedKnowledge of Disability Services Act (NSW) and Disability Services Standards andimplications for service deliveryExperience working as part of a multidisciplinary teamAdditional relevant qualifications/accreditation/membership with professionalassociationsSTATEMENT OF DUTIESPeople and Culture does not require a Statement of Duties. However, where dutiesvary amongst employees with the same (or generic) role description, the manager maychoose to attach a detailed statement of duties to the role description.15


STATEMENT OF DUTIESEARLY EDUCATOR, LifePoints1. Provision of services to people with disabilities and their teams1.1.1 Work with clients and families to assist in identifying , priorities and areas of need. Support clientsand/ or families to identify and formulate realistic goals for themselves.1.1.2 Participate in the development of an Individual Family Service Plan (IFSP) & Individual EducationPlan (IEP) with client/family and team.1.1.3 Liaise with other team members, other agencies, other service providers and family membersregarding assessment, intervention and service coordination1.1.4 Carry out individual assessments of children across a range of settings (e.g. home, school) usingevidence based practice frameworks, standardised and non‐standardised assessments in areasincluding, but not limited to: All aspects of a child’s development Participate in collection of measures for the CPUP program1.1.5 Provide early education interventions, individual and/or group, using evidence based practiceframeworks, related to an identified need /goal, including, but not limited to: All aspects of a child’s development Using play as a tool for learning with emphasis on thinking, attending, problem solving andsocial skills. Providing information about appropriate toys, books and play ideas Helping to prepare children for school and to be as independent as possible Assisting the child and family in the preparation for childcare/preschool.1.1.6 Liaise with other health providers across the not for profit, government and health sectors e.g.daycare, teachers, aides etc1.1.7 Adopts the use of evidence based practice and outcome measurement tools, such as COPM & GAS.1.1.8 Demonstrates an understanding of disability across the lifespan and recognises significant life stagesand transitions. Utilises appropriate tools such as the LifePlanner to capture and identify these.2. Provision of information and advisory services2.1.1 Provide consultations and or programs to individuals, families, carers, relevant staff or others,including:• Providing information to childcare centre staff on assisting a child with cerebral palsy• Working with childcare centres to provide a program that shows understanding of the child’sspecific needs and strengths Supporting childcare centres in applications for extra assistance and equipment, if needed. Providing assistance in investigating appropriate schools, can be information and/or onsitesupport for viewing options. Supporting families in the transition to school process Assisting families to find a suitable playgroup, preschool or childcare for your child, can beinformation and/or onsite support viewing options Liaising with school staff about ways to include your child in class Providing information and assistance to carers around toilet training their child Providing Information and assistance to carers to develop behaviour modification programsfor their children2.1.2 Provide information about and assistance with referral to appropriate other services withinCerebral Palsy Alliance, other agencies, clinics and specialist services related to an identified need/goal which may be of benefit to children and families.2.1.3 Provision of services that demonstrates awareness of and sensitivity towards cultural and socialissues.Statement of Duties‐ Early Educator, June 2013


3. Community and professional education3.1.1 Work with the service in planning, developing and implementing educational activities for clients,carers, professional and students – including workshops, seminars, conference presentations andtraining in use of specific items.3.1.2 Participate in and contribute to Cerebral Palsy Alliance professional development program asrequired including supervision / mentoring, ActionPACT training activities, critical appraisal ofresearch evidence3.1.3 Identification of own learning and professional development needs together with clinicalsupervisor and manager.3.1.4 Provide supervision and/or peer support to students and staff within the team as appropriate torole level.3.1.5 Contribute to the development of resources to support the adoption of evidence‐based practiceand keeping abreast of latest developments in the field.3.1.6 Involvement in research projects through data collection or participant recruitment either internalor external as requested.4. Administration4.1.1 Record accurate statistical data for client and tertiary services within the timeframes set by theorganisation.4.1.2 Participate in staff and clients team/intake meetings.4.1.3 Document and complete all paperwork relating to service delivery in a timely and efficient mannerusing organisational templates and guidelines.4.1.4 Complete client progress notes within the appropriate time frame after each intervention4.1.5 Perform other relevant administration duties as requested by Manager.4.1.6 Provide reports, letters and correspondence in line with protocols and procedures of the serviceand The Cerebral Palsy Alliance4.1.7 Meet the administration/accountability requirements as described by funding bodies and asdirected by Manager5. Occupational Health and Safety5.1.1 Take responsibility for safe practices for self and client within CPA at all times including offsitevisits, consistent with the Workplace Health and Safety Act.5.1.2 Comply with, report on and actively participate in the Cerebral Palsy Alliance Workplace Healthand Safety procedures.6. Policy and Planning6.1.1 Participate in: The development of CPA & program policies and procedures as requested Planning and implementation of special projects as required Ongoing review of and development of operational planning in conjunction with management6.1.2 To engage in ongoing development of methodology for client assessment, training and reportwriting in consultation with clinical supervisor and Consultants TeamStatement of Duties‐ Early Educator, June 2013

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