How to Stand Out During Your Individual Support Work Placement

Reliability is one of the simplest ways to build trust.

Arrive early enough to be ready when your shift begins, follow the agreed roster and complete your placement records accurately.

If illness or an emergency prevents you from attending, follow the correct notification process as soon as possible. Do not simply send a message to another student or fail to attend.

Consistent attendance demonstrates that you understand other people rely on you. It also gives you more opportunities to learn and demonstrate your skills.

Person-centred support begins with recognising that the person receiving support is an individual and not a task, diagnosis or room number.

Use the person’s preferred name, listen to their choices and communicate directly with them wherever possible. Respect their routines, culture, privacy, abilities and personal goals.

The NDIS Code of Conduct and the Aged Care Code of Conduct both emphasise rights, dignity, respect, safety and personal choice. These principles should be visible in your everyday behaviour, not only in your written assessments.

You may be eager to help, but placement is not the time to invent your own methods or work outside your level of responsibility.

Follow the participant’s support plan or the resident’s care plan, the host organisation’s policies and the directions of your authorised supervisor. Use equipment only when you have received the required instruction and approval.

If a request or situation is outside your training, role or confidence, pause and ask the appropriate person.

Seeking guidance is safer and more professional than guessing.

Quality support depends on good communication.

Pay attention to how each participant or resident prefers to communicate and allow them enough time to respond. Do not interrupt, use dismissive language or speak about someone as though they are not present.

With supervisors and colleagues:

• Listen carefully to instructions.
• Ask for clarification when necessary.
• Report relevant information through the approved process.
• Use respectful and professional language.
• Pay attention to your tone and body language.

People may remember how you made them feel before they remember how quickly you completed a task.

Students are expected to ask questions. The key is to ask at an appropriate time and demonstrate that you learn from the answer.

Before asking, consider whether the information was already covered during induction, included in a procedure or written in your placement notes.

Carry a small notebook if the workplace permits it, but never record identifying or confidential information about a participant or resident in personal notes.

Useful questions may include:

• “Could you please show me the approved procedure before I attempt this?”
• “Is there a communication preference I should be aware of?”
• “Who should I report this change or concern to?”
• “Could you give me feedback on how I handled that interaction?”
• “Is there anything I could do differently next time?”

Appropriate initiative means noticing what needs attention and asking how you can help. It does not mean performing tasks without authorisation.

You might offer to:

• Prepare approved materials
• Assist with a planned activity
• Update your placement records
• Observe a procedure relevant to your learning
• Help with an appropriate workplace task
• Ask your supervisor what you should do next

Avoid becoming distracted by your phone when you finish a task.

The strongest students balance enthusiasm with safety, humility and respect for workplace boundaries.

During placement, you may see or hear sensitive information about a participant or resident’s health, disability, family or personal circumstances.

This information must be handled according to privacy requirements and workplace policies.

Do not:

• Discuss participants or residents with friends or family
• Share identifying details with other students who are not involved
• Take photographs or videos in the workplace without authorisation
• Post workplace stories on social media
• Access records you are not authorised to view
• Take confidential documents away from the workplace

Even if you remove the person’s name, other details may still identify them.

Only share information through approved workplace channels with people who need it for their role.

Support work can involve warm and trusting relationships, but the relationship must remain professional.

Follow workplace rules regarding:

• Gifts and money
• Personal contact details
• Social media connections
• Contact outside rostered support
• Transporting participants or residents
• Personal favours
• Relationships with participants, residents and family members

Do not make promises on behalf of the organisation or agree to arrangements that have not been authorised.

If you are unsure whether something crosses a professional boundary, speak with your supervisor before acting.

Placement is a learning environment, so feedback is expected. You may be corrected even when you were trying your best.

Listen without becoming defensive, ask for clarification and apply the feedback during your next opportunity.

You could respond by saying:

“Thank you. Could you please show me the correct approach so I can improve next time?”

Supervisors are unlikely to expect perfection from a student. However, they will notice whether you accept responsibility and learn from your mistakes.

After each shift, take a few minutes to consider:

• What did I do well?
• What did I learn?
• What feedback did I receive?
• What do I need to practise?
• Is there anything I need to ask my supervisor?
• Did I remain within my role?
• Did I follow workplace procedures?

Use your approved placement documentation to record the required evidence. Do not include unnecessary identifying information about participants or residents in personal reflections or assessment notes.

Reflection helps turn workplace experience into professional development. It may also give you useful examples to discuss in future job interviews.

Students completing CHC33021 Certificate III in Individual Support must undertake at least 120 hours of approved work placement.

Placements must be approved by the Auctus Placement Coordinator before they begin.

Auctus advises that individual support work placements are unpaid. Students should confirm the arrangements for their approved placement before it starts.

Follow the host organisation’s dress and footwear requirements.

Clothing should generally be clean, practical and suitable for safe support work. Confirm the requirements before your first shift rather than making assumptions.

Follow the workplace’s phone policy. Personal phone use should not interfere with support, safety or privacy.

Never use your phone to photograph participants, residents, workplace records or confidential information.

Do not guess.

Tell your authorised supervisor that you need guidance and ask them to explain or demonstrate the approved procedure. Do not complete a task outside your training or permission.

Report the mistake or concern promptly to the appropriate supervisor and follow the workplace reporting process.

Being honest and responding correctly is more professional than attempting to hide what happened.

A host may invite a student to apply when a suitable vacancy exists, but this is not guaranteed.

The student must still meet the employer’s recruitment, screening, experience and role requirements.