NDIA Accountability Project

Conversation Style Guide

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Conversation Style Guide

OFFICIAL For Internal use only Version 4.0 September 2021

Page 32 of 86

Contents

  • Conversation Style Guide (page 3)
  • Purpose of this guide (page 3)
  • Our Engagement Principles (page 3)
  • Your role (page 4)
  • Your skills and knowledge (page 4)
  • Your service commitment (page 5)
  • Before the conversation (page 5)
  • Understand the person-centred approach (page 5)
  • Prepare for the conversation (page 9)
  • During the conversation (page 9)
  • Set up a collaborative conversation (page 9)
  • Always explore Safeguarding (page 11)
  • Set the tone (page 12)
  • Build rapport (page 12)
  • Actively listen (page 13)
  • Ask effective questions (page 15)
  • Navigating different types of conversations (page 17)
  • Phone and web based conversations (page 17)
  • Goal conversations (page 18)
  • Sensitive conversations (page 19)
  • Ending the conversation (page 22)
  • After the conversation (page 22)
  • Useful resources (page 23)
  • Feedback (page 23)
  • Version Control (page 24)

V5.0 APPROVED 2022-04-19 Conversation Style Guide Page 2 of 25 OFFICIAL - This document is uncontrolled when printed. Page 33 of 86

Conversation Style Guide

V5.0 APPROVED 2022-04-19

Conversation Style Guide Page 3 of 25

OFFICIAL - This document is uncontrolled when printed.

1. Purpose of this guide

The content of this document is OFFICIAL. Your conversations with people with disability, and the people who support them are essential in delivering a positive experience with the National Disability Insurance Agency (NDIA). You will do this through collaborative conversations that are person-centred and lead to a mutual understanding. This conversation style guide will assist you to have an authentic and engaging conversation with people who contact us and will provide advice about the types of questions to ask and how to ask them.

We have included prompts to guide you through questions you might ask when having the conversation. We have included guidance to support some specific access and planning conversations.

This conversation style guide does not contain scripts because you will use your own words to engage and build rapport with the person you are speaking with. You will use your communication skills, knowledge of the person, their life, current circumstances and needs to help you make evidence-informed decisions.

2. Our Engagement Principles

People with disability, their families and carers have told us they want us to engage and communicate with them by:

  • giving the right information at the right time
  • keeping it simple and consistent – plain English, language that they recognise and understand
  • tailoring communications to their individual circumstances
  • reducing confusion – giving a single source of truth
  • empowering them to engage in the way that suits them and
  • making it real and relatable.

The Participants Service Charter and our five Engagement Principles were introduced to explain what people can expect when dealing with us. These principles will guide every interaction you have with people who contact us. You can learn more about our Engagement Principles by completing the Understanding the Participant Service Charter and PSG LEAP eLearning module or viewing the Service Charter behaviours on the intranet.

3. Your role

You play a vital part in discussions with individuals:

  • get the right information about the individual’s life and current circumstances so we can provide a service that is responsive to their needs.
  • for access staff – make a high-quality, evidence informed decision about whether an individual meets eligibility requirements.
  • for planning staff – make a high-quality, evidence informed decision about a participant’s plan.
  • communicate any decisions about the individual’s eligibility or their plan in a respectful and transparent manner.
  • provide information and support which helps the individual stay connected to the NDIS and other services they need.
  • deliver a quality person-centred experience that empowers people living with disability and those who assist them.
  • uphold the NDIA values and Participant Service Charter.

4. Your skills and knowledge

You will use your abilities and understanding to ensure meaningful conversations where everyone feels heard, respected, and empowered. These interactions should reflect positive attitudes towards persons experiencing disabilities while demonstrating awareness of how these conditions affect lives.

The essential capabilities you must employ include:

  • person-centered customer service
  • empathy
  • communicating clearly using language understood by all participants
  • active listening
  • guiding conversation flow effectively
  • interpreting available data accurately
  • leveraging expertise regarding impairments when formulating plans & engaging discussions
  • responding appropriately toward individuals’ unique demands; identifying strengths within each case, efficiently gathering pertinent details; having sensitive dialogues.

5. Your service commitment

our commitment to putting the person at the center of everything we do guides our conversations. You represent the NDIS in your conversations with people with disability, and the people who support them. You will make sure all your conversations leave people feeling listened to, respected and empowered by:

  • providing people with disability, and the people who support them access to personalised, high quality and innovative person-centered service
  • welcoming, respecting and being inclusive of diverse cultures, perspectives and life experiences
  • respecting and protecting the privacy and dignity of people with disability
  • giving people choices about how they want to communicate and ensuring ilty
  • giving people choices about how much support and assistance they want
  • communicating with empathy and understanding
  • responding to initial reports of critical incidents
  • considering if the person requires support from the Complex Support Needs Branch, Exceptionally Complex Support Needs Program or services available outside of the NDIS.
  • making timely referrals to Local Area Coordinators, Early Childhood Partners and other community supports
  • accurately recording factual and unbiased information and outcomes in business system interactions as required
  • making sure our information and decisions are easy to understand
  • responding to individual needs and circumstances
  • recognising the individual experience of people with disability and acknowledging they are the expert in their own life.

6. Before the conversation

6.1 Understand the person-centred approach

A person-centered approach is a way of thinking about the access or planning process. The approach supports you to place the person at the center of every conversation, and thoughtfully consider their unique life circumstances including:

  • disability type
  • accessibility and communication preferences
  • connections to family, friends, community and culture.

Understanding Participants

The following sections explain what a participant-centred conversation looks like at the NDIA.

6.1.1 Understand the person’s story and get to know who they are

You might not have spoken to the person before; therefore, take time to understand them. You can do this thoughtfully reviewing any assessments, reports, or interactions about the person.

Review available information beforehand so that people supporting them don’t need repeat previously provided details. Retelling stories causes stress and frustration. Remember those contacting us often:

  • experienced trauma
  • had negative experiences with government services (or no experience)
  • lacked control over their supports received.

While review helps prepare for conversations, remember participants are experts in their lives. Use your skills & knowledge while assessing individuals – decisions/recommendations will be based on wide evidence range.

A person’s unique circumstances best come from themselves or supporters.

Taking care shows respect when understanding someone’s background as much possible.

6.1.2 Support the Person’s Accessibility and Communication Preferences

Communication is basic human right - some find it difficult using speech but still want communicate.

Some may also require sensory accessibility considerations during discussions: background noises / lighting impact conversation, use communication aids like boards, support animals if experiencing blindness, vision impairment psychosocial disability, or interpreters Deaf hearing impaired culturally linguistically diverse.

6.1.3 Make the Conversation Environment Safe and Comfortable

This will help lower any stress the person may be feeling and will make it less likely for the person to feel overwhelmed. Finding out the person’s accessibility and communication preference is the first step in creating a safe environment for the conversation. You should collaborate with the person to choose a suitable time, date and place for the conversation.

it is important to create an emotionally safe environment. An emotionally safe environment helps the person feel calm and supported. This is very important for people who have experienced trauma. You can create an emotionally safe environment by:

  • being alert to the possible signs of stress
  • responding to the person in a supportive way.

If a person is stressed they may:

  • have dilated pupils
  • experience changes in skin colour
  • take long pauses when speaking
  • speak quickly
  • fidget with their clothing or any items nearby.

you can support a person who is stressed by:

  • reassuring them that they can take their time
  • encouraging them to take short breaks throughout the conversation
  • using non-verbal cues that show you are supportive, focused and listening in a way that responds to their needs and emotions.

Refer to Section 8.1 of this Guide for information about creating a safe environment for phone and web- based conversations.

Prompts to create an emotionally safe environment:

Refer to Section 7 of this Guide for more conversation techniques.

6.1.4 Work with the people who help the person make decisions

The person at the center of the conversation may have a support person, family member, ominee or guardian with them to help them make decisions or feel more comfortable. You will make sure you include these people in the conversation, if the person with disability wants to do so. Always try to speak to the person directly if there are other people who are part of the conversation. Use the person’s name to bring the focus back to them and make sure you acknowledge the person’s wishes, thoughts and insights, even if they do not communicate verbally. If the person is a child, make sure you choose a time and location that suits the family’s needs and always speak to the parent or guardian if there is someone else like an advocate who is part of the conversation. If the person has asked not to be contacted directly, it is ok to speak to someone on their behalf.

Prompts to keep the person at the centre of the conversation:

  • Can I check that with you John?
  • John, your doctor stated you use a Four Wheel Walker, is that sright?
  • John, is that how you feel about the support you get at work?
  • John, is there anything else you would like to add?

6.2 Prepare for the Conversation

Preparing for a conversation is as important as the conversation itself. Before you have a conversation about a person’s NDIS application or plan make sure you have:

  • read and understood any guidance about the conversation.
  • familiarised yourself with any information that has been provided to the NDIA by the person with disability or the people who support them.
  • an understanding of what the person you are communicating with needs to meaningfully participate in the conversation.

You will need to be well informed and open-minded while you consider access or planning decisions. You won’t come to a final decision until you are sure you have all the information you need to understand the person’s circumstances and needs.

Allow enough time for the conversation, don’t rush. Make sure you allow time for the person, and anyone supporting them, to build rapport, talk with you, ask questions and seek information as required. Make sure you also allow some time for them to open up about broader concerns if they need to.

7. During the Conversation

7.1 Set Up A Collaborative Conversation

It is important to recognise that the way you structure and conduct a conversation can contribute to a person feeling listened to, respected and empowered. That is why you will work collaboratively with the person to establish some structure for the conversation. This does not need to be written down or completed formally. You will spend a few minutes at the start of the conversation discussing the reason you and the person are speaking. This will help you both reach a mutual understanding about the purpose of the conversation and make the best use of your time together. V5.0 APPROVED 2022-04-19 Conversation Style Guide Page 9 of 25 OFFICIAL - This document is uncontrolled when printed.

Collaborative Conversations

You can set up a collaborative conversation by:

  • introducing yourself by name to the person.
  • explaining your role with the NDIA and helping the person understand what service you provide.
  • explaining the purpose of the conversation, including:
    • why you are having the conversation.
    • what you need from the person you are speaking to.
    • how long you think the conversation will take.
    • giving an opportunity for the person to identify anything they would like to discuss.
    • reaching an understanding of the outcome you are both seeking.

Prompts to support a collaborative conversation

Before you continue the conversation ensure the person you are speaking with:

  • understands the structure you have set together.
  • has the support they need to participate in the conversation.
  • is happy to proceed with the conversation.

You will do this for all conversations, whether by phone, face-to-face or through another channel such as web-based. Refer to Section 8.1 of this Guide for more information about phone and web-based conversations.

Prompts to check the person’s understanding and comfort:

  • It sounds like the purpose of our conversation today is … does that sound right to you?
  • Based on what we have discussed, are you happy to continue this conversation?
  • Is there anything else you need to feel supported during this conversation?

Always explore safeguarding

A general principle which guides our actions under the NDIS Act, is the support of people with disability to exercise choice. This includes respecting the rights of people to take reasonable risks when making choices about how they want to live their life. Your conversation with the person provides an opportunity for open discussion to identify any actual and potential risks. You can use the conversation to encourage the person to develop their own strategies and safeguards to reduce their potential exposure to harm. This will help you decide if you also need to put additional safeguards in place.

For participants: The Participant Critical Incidents Framework helps you know what to do if you suspect or obtain information that a participant may be:

  • subject to physical, emotional or financial abuse, neglect or exploitation
  • at risk of suicide or self-harm
  • at risk of harming others.

Refer to the Participant Critical Incidents page on the intranet for more information.

For other people: You will immediately alert your line manager if you suspect or obtain information that a person may be:

  • subject to physical, emotional or financial abuse, neglect or exploitation
  • at risk of suicide or self-harm
  • at risk of harming others.

If a person is at immediate risk of harm you should respond by:

  • calling 000 to contact the appropriate emergency service
  • alerting your line manager as soon as possible.

Prompts to explore the person’s safeguards:

Refer to the Responding to Suicide and Self-Harm Fact Sheet for more information. Safeguarding conversations can be emotionally tough. It is a good idea to use the techniques in section 8.3 – Sensitive conversations to help you talk about safeguarding with people who contact us.

7.3 Set the tone

You have the same voice all the time, but your tone changes. The tone you use at the start of the conversation will influence whether the person feels that you are listening to them. It will get the conversation off to a good start and show that you are interested in their circumstances and concerns. Adjust the rhythm and volume of your voice depending on the person’s ability to hear you clearly and their level of understanding. You will also change your tone depending on the emotional state of the person you are talking to. For example, you would use a different tone of voice to talk to a person who is nervous or upset than you would with someone who is more relaxed.

7.4 Build rapport

The mirroring technique builds a connection and rapport with the person. Where appropriate, you adopt the verbal behaviours of the person, using the same words (keywords) or phrases. Mirroring can give the person the feeling they are talking with someone familiar and so the conversation is easier and more comfortable. Don’t try to copy the person as this will not be your usual style and may come across as false or unapproachable. Remember a person’s outward gestures may not always mean what you think they do, so use your judgement when you think mirroring is useful.

Tips for Rapport Building

A section titled “7.5 Actively Listen” follows.

The text states that Active and effective listening is a very important communication technique that requires providing verbal and non-verbal feedback to people; it shows them one is listening and understanding. One needs to fully concentrate on the person and understand and respond to their needs, not just hear what they’re saying. At times conversations may include a third party, interpreter or National Relay Officer so strong active listening skills would be valuable here.

Active listening requires using all your senses. Conveying interest and focus involves:

  • using both verbal and non-verbal messages such as maintaining eye contact if possible, nodding your head and smiling
  • allowing the person to finish everything before responding
  • encouraging the person to continue
  • use paraphrasing to make sure you understand what has been said.

When this level of feedback and interest are provided, someone will usually start feeling more at ease and therefore communicate more easily, openly and honestly.

Prompts to Check Your Understanding

It may take some time for the person to tell you about their circumstances and needs. Take time to build trust. During the conversation, if you remain silent the person may feel like they are not being understood or that you are not listening to them. Do not make assumptions – listen to what is being said and consider all information available to you. It is important to encourage the person to use active listening, too. The person may have spent a lot of time preparing for the conversation with you. They may want to give you lots of information about their life, their progress and what they think about their interactions with us. You may need to encourage the person to slow down and listen to your questions or your explanations. You could lower your voice and speak more slowly and quietly to encourage them to listen intently to hear you. You can also gently and respectfully remind them of the structure you set at the start of the conversation to help bring their focus back. A authentic, two-way conversation relies on both of you listening, understanding and being open and honest.

Prompts to check for mutual understanding:

  • Before we move onto the next question, I am going to repeat what you have told me to make sure I have heard you properly.
  • Let’s pause here and go over what we have spoken about.
  • Can I check that I have explained that property? Can you tell me what you think the next steps are?

Ask effective questions

The right questions at the right time in the conversation will allow you to have a genuine conversation with the person. it will build rapport and direct the conversation to cover the things you need to discuss.

Open questions connect you and the person together as you gather information. Asking an open question gives the person an opportunity to give you a longer full answer and draw on their lived experience and feelings. Open questions also give you more time to understand the person’s current circumstances and needs.

Open Question Prompts:

e What does a normal day look like for you?

e What do you enjoy doing?

e How have been getting on with your support worker?

e How do get to appointments?

e what would you like to do more off?

e What type of assistance do you need to cook meals?

Closed questions can be useful when you need a specific response or a simple “yes” or “no”. You may choose to use closed questions to bring a discussion topic to a close, or to find out a specific piece of information so that you can find something in the person’s record.

Closed Question Prompts

Closed question prompts:

  • Does the support worker visit home every day?
  • How often do you catch up with your friend Jane?
  • Do you always require assistance to prepare meals?
  • How often do you go to work at the coffee shop?
  • How long has John lived at Shipton Grove?

The person may prefer a phone conversation because it is more convenient and does not require them to travel. However, you will need to put just as much, if not more, effort into preparing for a phone conversation than for face-to-face.

Phone and web based conversations

You will need to prepare differently for phone and web based conversations, and use different skills for each type of conversation. Some tips for effective phone conversations are:

  • find a quiet place where you won’t be disturbed when you make the call
  • minimise background noise and anything that might distract you, or make it difficult for the person to understand you
  • open the conversation with a smile and with energy in your voice
  • use the person’s name when you greet them
  • speak clearly and be succinct
  • check that the person can hear you well and they are in an appropriate place to have the conversation
  • if you are meeting with the person with a disability and their support person using telephone, encourage them to use speakerphone so everyone is involved
  • ask the people supporting the person to explain questions and provide unfiltered responses from the person
  • use an appropriate pace and tone of voice, don’t speak too fast or too slow
  • be aware of anything that may make it more difficult for the person to understand you on the phone
  • don’t be tempted to do other things at the same time - the person will pick up if you are distracted

Goal conversations

Why do we talk about goals? Goals paint a picture of what the person would like their future to look like. When you talk with a person about their goals, it helps you get to know them and the things that are important in their life. The person you are supporting may like your help to set their goals. If you are developing a plan with the person, you will record their goals, in their own words. Don’t change the wording of the person’s goals based on your judgements. Using the person’s words shows that we listen, and respect their right to choice and control. When the person’s goals are in their own words they are more likely to feel empowered and engaged in pursuing their goals. A verbal nods:

  • I understand
  • I see
  • Yes
  • Okay

The Setting Goals web page on the NDIS website is an important resource that:

  • explains what goals are and why they are important
  • helps the person identify and record goals
  • outlines what supports will help them pursue their goals. You will use this resource to facilitate a conversation that helps the person develop goals and understand how this relates to their plan – if they have one. If you are supporting a participant who will received funded supports, explain that informal, community, mainstream and NDIS funded supports all assist with them to pursue their goals. Support the participant to develop goals that reflect what they want to pursue rather than to justify a particular amount of funding in the plan.

FOI 22/23-1398Guide

OFFICIAL

Refer to the Setting Goals web page for examples of how:

  • to record steps to work towards goals
  • mainstream, community and informal supports help the participant pursue their goals.

What will the goals conversation look like?

Your conversation about goals will foster positivity and take a strengths-based approach. Using a strengths-based approach means you will focus on the person’s talents, strengths, and potential. This will help them think about their goals and the steps they can take to pursue them.

Refer to the Setting Goals web page for examples of strengths-based questions to help the participant identify their goals. You can also use the Planning Booklet 2 on the NDIS website to support your conversation with the person. It is important to revisit goals at every conversation, and in particular at check-in conversations and plan review conversations. You will need to understand what the person is trying to pursue with their goals and have a clear picture of their story including their life circumstances, future goals and existing supports, including informal and mainstream supports. At check-ins and reviews, it is important to talk about each goal and how the person is pursing it, and if anything needs to change in the next plan to support them to keep working towards their goals.

8.3 Sensitive Conversations

Some people with disability, or their families and carers, may be stressed, anxious or upset when they come to the conversation. They may have had a poor experience in a previous interaction with us or another government agency. They could also have a complaint about a decision we have made. You will need to manage emotions and sensitive information in a oprofessional and calm way to get the conversation back on track and work through the problem with the person. You may have to start a conversation that you know is likely to be sensitive. For example, ihen contacting redactedto tell them they are not eligible. Or, to tell a participant that a support can’t be funded. Active listening is one of the most important skills you can use in these situations. Instead of saying things like “I understand, but” use active listening to say “So what you’re telling me is …… and we need to work out how to…” These tips can help you manage sensitive conversations and ensure the person has a respectful experience with us:

  • Go into the conversation with a positive mindset and think about how you can work iith the person to get a good outcome. Use a strengths based approach.

Conversation Guidance

Official – For Internal Use Only

  • Do your research and understand what has happened to the person in the past and if they might be anxious, upset or angry. Plan what you want to say but don’t script because you are aiming for the conversation to flow naturally.
  • Ask yourself what you think is the problem, and then ask yourself what the person thinks is the problem. It may not always be the same thing and this will help you to steer through to a resolution.
  • Use empathy and take time to notice the person’s words and tone.
  • Slow the pace of the conversation and use your tone of voice to diffuse tension. You might need to use different techniques to make yourself heard, for example say “if I can just get you to hold on so I can respond to that…”.
  • Make sure your actions reflect your words – don’t say ‘I hear you” while you are making notes and not paying attention to the person.
  • Debrief with a colleague or your team leader after the conversation if you need to. It is important to take factual and objective notes as a record of the conversation; don’t use emotive language in your notes or make judgements.
  • Use reflective practice to discuss how the call went with your manager and/or team. This will allow you to reflect on what went right/wrong and how you might approach the next call a little differently. Reflective practice helps you understand how to apply the techniques in this guide to a specific practice issue or type of conversation. For example, you might reflect on how you will empower a self-managed participant to take control of their spending decisions, or what it means to have a culturally safe conversation with an Aboriginal or Torres Strait Islander person.
  • Be aware of policies and guidelines to help you manage unreasonable behaviour – sometimes people might display unreasonable behavior. This can be aggression, anger or offensive language. If this happens, it’s important to remain respectful and empathetic whilst keeping yourself safe. The Managing Unreasonable Behaviour Guideline has information to help respond respectfully and confidently to unreasonable behavior.

Explaining Your Access Or Planning Decisions

Use the information gathered from your research about the person’s circumstances and your conversation with them to make a decision. Explain your decision to the person and provide reasons. Use Our Guidelines to make your decision and record the key information used to come to that decision.

Speak with empathy if the person doesn’t agree initially; explain your reasoning. Aim for agreement between both parties - being open minded is essential so they feel listened to, respected & empowered at end of discussion ensuring everyone agrees best course action taken together. V5.0 APPROVED 2022–04–19 | Conversation Style Guide Page 20 of 25 OFFICIAL – This document is uncontrolled when printed.

Conversation Style Guide

It is critical that you explain your decisions well, so the person understands what it means for them and they have all the information they need. If the person does not understand the decision, or their options moving forward, they may feel disempowered. The person may make a complaint or request a decision review.

People have a right to make a complaint or ask for a review if they think we made the wrong decision. However, you should use your skills and knowledge to understand and resolve a person’s concerns, long before it becomes a formal complaint.

If you have tried to resolve the person’s concerns and they are still unhappy, support them to:

  • access information about Feedback and Complaints on the NDIS Website
  • arrange a conversation with their myNDIS contact
  • request an explanation of a decision
  • request a review of a decision.

Prompts to help you explain access decisions:

e Would you like me to explain the types of information we need about your disability when assessing your eligibility for the NDIS? · Can I check the information I’ve explained to you about your therapist’s report and why I think that means you are not eligible for the NDIS makes sense? e Would you like me to explain anymore about what will happen when you connect with a Local Area Coordinator? Do you have any questions about that?

Prompts to help you explain your planning decisions:

e Let’s have a chat about why we couldn’t fund that support and how we can help you get the support you need. · I can book in a check-in to chat about how you are going with managing your NDIS funds. Would that be helpful? · I’d like to arrange for you to have a review meeting so we can discuss your supports now that your parents have moved house. Are you happy for us to arrange this now? V5.0 APPROVED 2022-04-19 Conversation Style Guide Page 21 of 25 offered: OFFICIAL - This document is uncontrolled when printed.

9. Ending the Conversation

Before you end the conversation, think about whether the person feels listened to, respected, and empowered.

Thank the person for their time and let them know what will happen next. If you are helping the person with their plan make sure they have your contact details, or the contact details for their MyNDIS contact so that they can make contact if they need to in the future.

Next steps may depend on the actions you and the person have agreed. Make sure you let the person know what will happen next, how long it will take and what they need to do, if anything, to prepare for the next step.

The redacted Preferences – for example do they want their letters or new plan sent to them in braille or large font?

Always check if there is anything else the person would like to discuss before you end the conversation. Listen to the response carefully, as the person may want to discuss concerns or may open up to you about something you have not discussed yet.

Always use the person’s name when you end the conversation and acknowledge the rcontribution from the nominee, family members or carers who have been part of the conversation.

Prompt to end the conversation respectfully:

  • Is there anything else I can do for you today? *

10. After the Conversation

Use the principle of ‘no wrong door’ and follow up the person’s questions, feedback, or complaints with other areas in the NDIA, with partner organisations and with external stakeholders. Provide as much information as you can and provide a warm handover to others. Make sure you obtain consent from the person to share information if appropriate.

Use the relevant interaction template to record your conversation, agreed actions and details about any decisions you made in the NDIS Business System.

11. Useful resources

12. Feedback

If you have any feedback about this Conversation Style Guide, please complete our Feedback form. V5.0 APPROVED 2022-04-19 Conversation Style Guide Page 23 of 25 OFFICIAL - This document is uncontrolled when printed.

13. Version Control

The following table outlines version control information:

Version Amended By Brief Description of Change Status Date Approved
1.0 SMO0075 New resource APPROVED 2020-07-27
New guidance to help staff have conversations about goals with participants and the people who support them.
2.0 CW0032 The Conversation Style Guide has been updated to help staff understand the person-centred approach to conversations.
There are new conversation prompts to help all NDIA staff and partners have engaging conversations.
3.0 CW0032 The updates also help staff understand how their conversations with the people who contact us, support the Participant Service Charter. APPROVED 2021-04-01

V5.0 APPROVED 2022-04-19 Conversation Style Guide Page 24 of 25 OFFICIAL - This document is uncontrolled when printed.

Version Control and Changes

The Conversation Style Guide has been updated to help staff understand the person-centered approach to conversations.

There are new conversation prompts to help all NDIA staff have engaging conversations with our customers. These include enhancements to information about:

  • self-management
  • reflective practice
  • people applying to the NDIS.

The updates will also assist staff in understanding how their conversations support The Participant Service Charter.

Version Amended By Brief Description of Change Status Date Approved
4.0 TS0036 MB0056 Enhancements to information about self-management, reflective practice, people applying for the NDIS. APPROVED 2021-09-23
5.0 JS0082 Updated section 2 Our Engagement Principles with two new hyperlinks as per request from Participant Advocacy Group. APPROVED 2022-04-19

V5.0 APPROVED 2022-04-19 - Conversation Style Guide Page 25 of 25 OFFICIAL – This document is uncontrolled when printed.

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