Course Title: Develop and implement service programs

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HWSS6112C

Course Title: Develop and implement service programs

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C5331 - Diploma of Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: 9925 4454

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Dianne Mackay

Nominal Hours: 100

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this course, you will gain skills and knowledge required to engage young people, analyse service needs of particular groups and develop programs and services to meet those needs.  

This unit is taught and assessed with 

CHCPRP001 Develop and maintain networks and collaborative partnerships

CHCCOM003 Develop workplace communication strategies

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS007 Develop and implement service programs


1. Engage consumers in the analysis of service needs

Performance Criteria:

1.1 Develop a plan for consumer participation and engagement in decisions about service provision

1.2 Investigate the needs of individuals as the basis for service provision in line with consumer participation and engagement plan

1.3 Recognise processes and communications that may be a barrier to consumer participation and develop mechanisms to overcome these

1.4 Interact and consult with people accessing the service to monitor changing needs so they can be addressed

1.5 Consult and collaborate with other services and networks to address multi-faceted needs of individuals and client groups

1.6 Evaluate broader organisation context and its impact on service delivery


2. Develop programs

Performance Criteria:

2.1 Facilitate input to program development from internal and external stakeholders

2.2 Engage people accessing programs in management processes and develop formal arrangements as required

2.3 Incorporate consideration of individual differences, rights, needs and preferences in the planning processes

2.4 Integrate both internal and external services as required

2.5 Determine financial, human and physical resource requirements

2.6 Develop supporting systems and procedures

2.7 Develop and integrate service evaluation methods, including mechanisms for feedback from people accessing service programs

2.8 Document program identifying priorities, timelines and responsibilities


3. Implement and monitor programs

Performance Criteria:

3.1 Communicate roles and responsibilities to relevant stakeholders

3.2 Facilitate provision of training to support implementation

3.3 Monitor service delivery against agreed objectives and budgetary frameworks

3.4 Make user interactions and feedback an integral part of ongoing monitoring

3.5 Identify and address problems in addressing the needs of service users in accordance with organisation procedures

3.6 Maintain relevant program and service delivery documentation



4. Evaluate programs

Performance Criteria:

4.1 Assess capacity of programs to meet objectives

4.2 Seek and evaluate feedback from those using the service and other stakeholders

4.3 Modify programs as needed to meet changing requirements within policy and budgetary frameworks

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.

Details of Learning Activities

Learning activities may include:

  • class exercises to review teacher presentations/videos
  • teacher presentations/lectures
  • analysis/critique of relevant reading material
  • seminars/workshops
  • projects
  • group projects
  • peer learning
  • guest presentations by youth workers employed in the industry
  • peer teaching and class presentations
  • group discussion
  • research
  • independent project based work
  • group activities/projects
  • ‘workshopping’ of student projects including peer/lecturer feedback
  • practical placement
  • simulated workplace role plays

Teaching Schedule




Session 1


·         Introduction to Unit

·         Learning Intentions – Overview of skills and knowledge required

·         Workplace and work role context

·         Assessment requirements

·         Work integrated learning

·         Legal and Ethical considerations

·         Collaboration and Ethical considerations







Session 2


·         Reflection on learning intentions and knowledge gained from previous session

·         Principles of networking and collaboration



·         Different types of networks

·         Benefits of networking












Session 3


·         Reflection on learning intentions and knowledge gained from previous session

·         Partnerships: What, how, why and when

·         How to develop and maintain effective partnerships

·         Values, limitations and dynamics of partnerships development







Session 4


·         Reflection on learning intentions and knowledge gained from previous session

·         Established Networks in relevant area of work (assessment planning)

·         Network and collaboration strategies across service delivery areas







Session 5


·         Understanding your role

·         Potential service users

·         Consumer Engagement Plan

·         Service user participation in all aspects of the process

·         How to develop a plan for consumer participation

·         Developing a needs analysis









Session 6


·         What comes out of the needs analysis?

·         Focus groups

·         Components of the program plan:

1.   Purpose & Description of the program 

2.   Possible service users

3.   Cultural and ethical (disabilities, aged care etc.) considerations

4.   Considerations about how service user access the program-supports needed for accessibility

5.   Funding & resources

6.   Timelines

7.   Roles and responsibilities & training required 

8.   Identifying stakeholders

9.   Methods for inclusive Monitoring & Evaluation

·         Proposed outcomes










Session 7


·         Facilitation of Internal and external Stakeholders in the process

·         Meetings 

·         Involving individuals/groups accessing the program in aspects of program management












Session 8



·       Time, equipment, human resource,


·       Where can it come from

·       Levels of funding

·       Supporting systems and procedures

Supporting Systems & Procedures

·       What supports and systems need to be utilised?

·       What processes and procedures need to be understood?

Evaluation Methods

·       Ways to evaluate community service programs

·       Evaluation forms/surveys

·       Continuous Improvement








Session 9


Developing the Program Design

·         Revise last session

Development of Session Outline

·         Develop session template

·         Considering the structure

·         Making it engaging

Development of an evaluation form

·         Teacher to facilitate development of the evaluation form as a group task or students can work in pairs to develop









Session 10


·         Reviewing program objectives taking into consideration policy and budget guidelines

·         Why it’s so important to get feedback from service users







Session 11


·         Exploration of internal and external communication needs in a variety of Youth Work industry settings

·         Overview of collaborative interactions and competing or conflicting interests among various providers and the use of network meetings and community engagement projects

·         Development of communication strategies, plans and analysis of use of effective procedures to meet defined outcomes








Session 12


·         Identifying a board range of communication protocols and matching a variety of communication strategies to meet the needs of organisation and personnel, individual service, stakeholders and a range of clients

·         Developing communication processes and protocols to meet a range of needs and varying levels of organisation

·         Implementation of the above communication protocols including crisis protocols






Session 13


·         Respect and Valuing others and the requirements of appropriate provision of a range of communication strategies

·         Exploration of use of communication strategies in line with legal and ethical considerations, particularly relating to cultural diversity and social differences

·         What are some common barriers to effective communication? Strategies for overcoming barriers

·         What are common involuntary clients communication needs and protocols, e.g. Juvenile Justice or Child Protection clients







Session 14


·         Receiving constructive feedback

·         Identify opportunities for continuous improvement

·         How to apply mentoring and coaching principles and practices in the workplace





Session 15


Final Class

Review topics

Evaluation of content




Learning Resources

Prescribed Texts




Other Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.

Overview of Assessment


 Assessment type

 Assessment one

Two tasks involve group and individual work and written responses to:

1.     plan for consumer and stakeholder engagement

2.     develop the program plan

 Assessment two

 Written response and presentation on developing strategies for collaborative practice


If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:;ID=c15i3ciaq8ca

Assessment Tasks

Assessment one

This task requires you to work in small groups to develop communication strategies to enhance collaborative practice.

  • Present one (1) of your communication plans to the class (or another group)
  • Set your work up as a PowerPoint presentation to address strategy points.

Assessment two

The tasks involve group and individual work to:

  1. plan for consumer and stakeholder engagement
  2. develop the program plan.

 Parts A and B of this task:

  • are based on one scenario
  • involve group work
  • will be undertaken mainly during class time.


Assessment three

Written responses to questions to design an develop a program plan.

This task involves group and individual work to use the information you have from your consultation with young people and local service providers to develop programs to address the needs of the young people and their families

Read about the outcomes of the engagement process

The plan needs to include:

  1. An introduction to the plan.
  2. Program stakeholders
  3. A communication plan
  4. Two objectives for the program
  5. Use the program template provided and outline the program 
  6. Include relevant legislative requirements and program governance including the roles of the manger, team leaders and staff
  7. The Action plan table and address the ,Priority, Tasks, Resources required, Timing, Person responsible
  8. The training needed by staff and volunteers to work with culturally diverse communities
  9. The monitoring and evaluation methods 






This unit assessed with:

CHCPRP001 Develop and maintain networks and collaborative partnerships

CHCCOM003 Develop workplace communication strategies

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through Program Administration.

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.


It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Assessment Appeals

If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:

  1. a) You believe an error has occurred in the calculation of the grade; or,
  2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
  3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

Full details of the procedure (including appeals procedure) can be located at this RMIT site:

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:


Course Overview: Access Course Overview