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Guide to

COLLABORATIVE RECRUITMENT of New Employees in the Community Services and Health Industry

Simple 5 Phasecollaborative

recruitment process

PLUS Supporting templates

and examples

Collaborative recruitment is a way for small and medium organisations to join forces to attract, select and onboard ‘right fit’ workers for community services and health industry jobs.

This Guide to Collaborative Recruitment of New Employees (the Guide) was developed in response to a significant increase in workforce demand across the health and community services sector and concerns from industry that the quality of education and training falls short of producing ‘right fit’ or ‘work ready’ graduates.

The Guide is grounded in evidence of good practice compiled from four projects implemented through the Aged Care Workforce Innovation Project (WIN)in 2014. The principles and practices were therefore generated within an aged care context but can apply across all health and community services settings.

Thanks to all participating WIN regions who have provided their materials and reflection on critical success factors for use in this document.

The Aged Care WIN project is funded by the Australian Government and managed by the Community Services and Health Industry Skills Council in consultation with industry.

For more information about WIN go to www.cshisc.com.au

WELCOME TO THE

GUIDE TO COLLABORATIVE RECRUITMENT OF NEW EMPLOYEES

Thanks to Jacq Hackett Consulting for their development work on this Guide.

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GUIDE TO COLLABORATIVE RECRUITMENT FOR NEW EMPLOYEES

TABLE OF CONTENTS

BACKGROUND TO THE GUIDE’S DEVELOPMENT 1

OVERVIEW OF THE GUIDE 3

COLLABORATIVE RECRUITMENT 4

HOW TO USE THIS GUIDE 5

PHASE 1: PLANNING AND PREPARATION 6Phase 1 Supporting Templates/Examples

Preparing for Working in Partnership Questions 10

Example TOR for Collaborative Recruitment Project 11

Employers Expression of Interest Form 12

PHASE 2: CONFIRM JOBSEEKER OPPORTUNITIES 13

PHASE 3: ATTRACT, FILTER AND SELECT JOBSEEKERS 16Phase 3 Supporting Templates/Examples

General Information Sheet for Jobseekers 21

Information Session Promotional Flyer 23

Jobseeker Registration Form 25

Guide to Conducting Speed Interviews 27

Speed interview tips for jobseekers 28

Letter of Offer to Successful Jobseekers 29

Letter to Unsuccessful Jobseekers 30

PHASE 4: EMPLOYMENT ON BOARDING 31Phase 4 Supporting Templates/ExamplesEffective on Boarding Process 37

Record of Feedback Meeting 38

Schedule of Feedback Meeting 39

PHASE 5: REFLECT AND IDENTIFY IMPROVEMENTS 40Phase 5 Supporting Templates/ExamplesSuggested Survey/Stakeholder Workshop Questions 43

ABOUT TRAINING 44

GLOSSARY OF TERMS AND ACRONYMS 46

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This collaborative recruitment guide assists employers to facilitate effective pathways for new staff into direct care roles in the health and community services sector, particularly targeting ‘new entrants’ such as:

• Staff who have not previously worked in the sector• Staff who have worked in the sector but not in

a direct care role• Those with and without relevant certificate

level qualifications.Information is provided on processes, key steps, considerations and success factors for collaborative recruitment to attract, select and employ candidates in critical, entry-level job roles.

The processes outlined here were developed specifically by the aged care sector across various settings, in a range of different businesses and they can be applied to all manner of community service and health organisations. They have been successfully implemented by regional ‘Workforce Innovation Networks’ (WIN) consisting of key industry stakeholders interested in sharing their resources, thinking and expertise, to ensure a flow of ‘right fit’ candidates for their workforce needs. This means the collaborative recruitment approaches described in the document have been tested and found to achieve positive outcomes in real workplaces. The guide synthesises learnings from this real world experience to highlight key elements of a framework to assist organisations in recruiting new employees with the right attitude, attributes and skills for their business.

OVERVIEW OF THE GUIDE

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OVERALL SUCCESS FACTORSEvidence from the field identifies the following overall success factors for effective collaborative recruitment and retention approaches:• An industry-led and interagency

collaborative process.• Initiatives based on locally identified

need, interest and priorities.• A designated Project Coordinator

position to lead and coordinate the process.

• Where traineeships are being offered, negotiation and close partnerships with training providers to ensure the quality and relevance of the training provided.

• Clarity about potential funding sources and eligibility requirements at the outset, matched to the intended cohort of jobseekers.

• Individual employer organisations taking responsibility for all aspects of employment through internal Human Resource (HR) processes.

THE KEY COMPONENTS The collaborative recruitment process has five phases:• Phase 1: Planning and Preparation• Phase 2: Confirm the specific

opportunities available to jobseekers

• Phase 3: Attract, filter and select jobseekers

• Phase 4: Employee onboarding • Phase 5: Reflect and

identify improvements

Key steps and more information about each phase are outlined in the sections that follow.

THE CRITICAL ROLE OF TRAININGTraining is an essential component of developing ‘right-fit’ employees, including pre-employment, during onboarding and as part of ongoing workforce development. When considering possible ways to train potential or new employees, there are a range of options. These will be impacted by the organisation’s preparedness to invest time and resources into finding and/or creating the people with the skills they need.

Training models must take account of the number of employers involved, suitable and accessible Registered Training Organisations (RTO), the location of the training, the availability of funding from various levels of government and the desire of individual employees to achieve particular skills or complete nationally recognised qualifications.

Commonwealth and State Governments often provide funding and subsidised training programs to support industry with workforce development which is usually dependant on national and state priorities aligned to an industry’s contribution to regional and economic development. Employers should consult the relevant local authority to discuss available funds at the outset of the program as this may assist with clarifying the type of training and the way a training program may be structured.

Additional information about possible training options is provided in the About Training section.

Phase 5Reflect and

Identify Improvements

Phase 4Employee

Onboarding

Phase 3Attract, Filter and Select Jobseekers

Phase 2Confirm Specific Opportunities Available to Jobseekers

Phase 1Planning and Preparation

FIVE PHASE COLLABORATIVE RECRUITMENT PROCESS

COLLABORATIVE RECRUITMENT

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Templates and examples This symbol indicates that a customisable template has been developed and is available for you to use in workforce

planning or human resource management within your organisation.

*SYMBOL USED IN THIS GUIDE

This Guide is not intended to be prescriptive, but rather to provide key principles and suggestions for good practice that can be adapted to the local context.

The information can be used for regional approaches in which a number of separate employer organisations collaborate on a recruitment project, as well as for a single employer recruiting across multiple sites.

While there is an obvious linear progression through the five phases, the real world rarely lends itself to a neatly packaged ‘one-size-fits-all’ approach. In practice it is more useful to view the components of the Guide as options along a continuum, to be considered in light of local conditions and priorities.

To support implementation of each phase, a number of templates and examples drawn from original materials that have been used are included.

These are indicated throughout the document with this symbol.* Click on the symbol to navigate to the example or template, or simply go to the page referenced. It is suggested that you print single sided.

You are encouraged to make appropriate adjustments to each phase so that the processes meet the needs of jobseekers from particular populations (for example those who are school-based, older workers, Aboriginal and Torres Strait Islanders or culturally diverse people). You will also need to select and tailor the training aspects of the Guide as appropriate, aligned to the target cohort of jobseekers and the specific needs of employers in your area.

A glossary has been provided at the end of the document to clarify key terms.

HOW TO USE THIS GUIDE

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1PHASE 5432

TEMPLATES/EXAMPLESTo support implementation of each phase, a number of templates and examples drawn from original materials that have been used in different regions are included as appendices. These are indicated throughout the document.

PHASE 1

PLANNING AND PREPARATION

Further information about each of the steps in phase 1 is outlined below, along with additional considerations and success factors. Examples and templates are included.

Establish Timelines and Dates for Main Activities

Identify Available Funding and

Eligibility CriteriaConduct Risk Analysis

Secure a Coordinator Position

Establish a Governance StructureStakeholder Engagement

Phase 1 covers all the essential preparatory tasks considered necessary to ensure the collaborative recruitment initiative is viable and adequately supported.

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PHASE 1: SIX KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

1. STAKEHOLDER ENGAGEMENTIdentify the lead agency for the collaborative recruitment project.

Bring key stakeholders on board early, including:• Employers • Employment Services Providers• Providers of work readiness programs

and literacy and numeracy support programs• Other organisations relevant to

specifically targeted programs e.g. schools, Indigenous organisations.

Implement a targeted and tailored approach to ‘recruit’ stakeholders and encourage participation and buy-in.

Each stakeholder will have specific needs and motivation for becoming involved in a potential partnership. It is important that these are identified and discussed openly from the outset.

Consider how do stakeholders own contractual/funding requirements impact / influence their commitment and decision making in the involvement in the project?

2. ESTABLISH GOVERNANCE STRUCTUREEstablish a formal structure for planning and decision-making with the lead agency coordinating. For example an Advisory or Steering Reference Group with formal Terms of Reference (TOR).

Membership should include the ‘right’ people from each organisation, namely those who:• Have decision-making capacity• Have the ability to lead and influence the

implementation internally in their organisation.

Don’t include training providers or apprenticeship/traineeship organisations as part of the formal governance structure due to the potential for conflict of interest (arising from the formal selection and contraction process for their services).

Establish and document clear goals for the recruitment initiative at the outset.

Agree and document the roles and expectations of each party/stakeholder (e.g. via a Memorandum of Understanding).

3. SECURE A COORDINATOR POSITIONAppoint a designated coordinator to provide oversight and day-to-day management of the recruitment initiative

Coordinator must understand the funding environment in order to broker appropriate options for the local context.

Secure funding for the position for the duration of the recruitment initiative

Options for funding the coordinator position include through:• External funding sources/grants• Pooled funding from multiple employer

organisations involved• Funding from one employer in the event of

a single agency implementing the process across multiple sites.

PHASE 1

PLANNING AND PREPARATION

Preparing for Working in Partnership Questions (Page 10)

Example TOR (Page 11)

Employer Expression of Interest Form (Page 12)

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1PHASE 5432

PHASE 1: SIX KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

4. CONDUCT RISK ANALYSISIdentify potential pit falls and barriers up front and develop strategies to address them, including issues related to:• The feasibility of using a traineeship model

(see more below)• Placement of jobseekers• Funding availability to support the

recruitment initiative (see more below).

Employers weigh up the pros and cons of traineeship models for local circumstances – e.g:• Are the financial incentives sufficient?• What are the potential pitfalls?• What are the alternatives? • What are the contractual requirements to release

and pay staff during work hours to attend training?

Assess potential problems with placements – e.g:• Are there barriers for community-based placements?• Identify residential / facility based employers willing

to host student placements as stakeholders• Check training provider business arrangements

to ensure that intended placement options satisfy training package requirements.

5. IDENTIFY AVAILABLE FUNDING AND ELIGIBILITY CRITERIA

Clarify the current funding availability to support recruitment processes within the relevant State/Territory.

Consider options for:• Program based funding for training providers

and placement components• Funding applicable to individual jobseekers

(e.g. through Employment Services Providers, or Australian Government initiatives such as the Aged Care Education and Training Incentive Program).

Each State/Territory will have specific funding sources available at a given time as well as variations in eligibility.

Good working relationships with local State/Territory training authorities are essential.

6. ESTABLISH TIMELINES AND DATES FOR MAIN ACTIVITIES

Map out the major tasks, events, responsibilities and timeframes for the remainder of the recruitment initiative.

Document the role and responsibilities of all parties at each stage of the project.

Book venues and catering well in advance

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PHASE 1

SUPPORTING TEMPLATES/EXAMPLES• Preparing for Working in Partnership Questions • Example TOR for Collaborative Recruitment Project• Employers Expression of Interest Form

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54321PHASE

These questions could be answered, either in survey form, in one to one interview or as a group of partnership participants (individuals or agencies) who are considering forming a partnership.

The questions ask potential partners to examine their reasons for considering partnership along with the context in which they are operating and potential strengths and barriers. Depending on the context, the answers could be either kept confidential as part of each individual’s considerations about the partnership or collected and discussed in the early meetings of potential partners.

Questions include:• Is a partnership needed for this project/program?

• Should I/my agency be involved in this partnership? (am I the most appropriate person in the agency to be involved?)

• Is this involvement going to be supported by my agency? (who do I need to talk to about this? What time commitment is involved? What will happen if there are changes in staff?)

• Have we worked in partnership previously and what were the outcomes? (do we share the same values?, have a common goal/purpose?)

• What will my role be? (supporter?, facilitator?, initiator? major stakeholder?)

• What can I/my agency contribute? (time?, resources?, services?, contacts?)

• What can I/my agency gain?

• What potential enablers/barriers to partnership exist at this time?(time?, resources?, workloads? previous experiences?, relationships with other members?, competition for funding?)

• Does the partnership have access or potential access to the resources and expertise that it needs?

• What potential issues are there around the sustainability of services/programs resulting from the partnership?

PHASE 1 SUPPORTING TEMPLATES/EXAMPLES

Preparing for Working in Partnership Questions

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Example TOR for Collaborative Recruitment Project

Aged Care Regional Recruitment Network Terms of Reference

The Network will include regional stakeholders from within and outside the sector who have a shared interest and contribution to aged care recruitment and a shared commitment to a sustainable, quality aged care workforce in the region.

OBJECTIVES • Identifying opportunities for innovative approaches to workforce development

• Building relationships, collaboration and sharing of good practice between providers and with other regional stakeholders

• Facilitating communication with all regional stakeholders

• Identifying lessons learned from pilot activities and applying those learnings to future regional recruitment activities.

PARTICIPANTS• Representation from a range of aged care providers operating in the local region

• Other regional stakeholders (e.g. Employment Services Agencies) who have a role to play

FREQUENCY• Quarterly minimum

• Additional meetings/workshops may be convened as required and agreed by members

• The Recruitment Network will meet at venues within the region and teleconference facilities will be available wherever possible (hosted by members on a rotational basis)

SECRETARIAT• Secretariat support will be provided by host member for each meeting

• Additional administrative support will be negotiated and funded by members (e.g., events coordination)

SIGNATORIES

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54321PHASE


Employers Expression of Interest Form

Expression of Interest from employers to be involved in a collaborative recruitment strategy

Enterprise name:

Registered business address:

Regions in which you operate (Ptick):

ab cd both

Contact personName:

Position Title:

Phone:

Email:

Potential number of traineeships/positions on offer:

Information session (venue):

1. Are you interested in exploring a shared traineeship arrangement with another employer in your region? (Ptick)

Yes No

2. Are you interested in a continued collaborative approach to recruitment in your region? (Ptick)

Yes No

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Further information about these steps in phase 2 is outlined below, along with additional considerations and success factors. Examples and templates are included.

Phase 2 confirms the specific employment and/or training opportunities to be offered to jobseekers and where training is a key component, selects training providers to meet industry requirements.

PHASE 2

CONFIRM JOBSEEKER OPPORTUNITIES

Confirm Jobs and/or Training Options on Offer

Establish Training Requirements

Selection of Training Providers

Formalise Arrangements for Employment and/or Training

TEMPLATES/EXAMPLESTo support implementation of each phase, a number of templates and examples drawn from original materials that have been used in different regions are included.

PHASE

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5431 2PHASE 2 5431

PHASE 2: FOUR KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

1. CONFIRM JOBS AND/OR TRAINING OPTIONS ON OFFER

Employers determine the specific opportunities that will be offered to successful candidates and the conditions that will apply. Options include:• Employment only• Full Traineeship• Pre-employment training combined

with work placement.

Ensure there is clarity at the outset about exactly what is being offered to potential jobseekers by way of employment and/or traineeships, including the specific conditions that apply. These may vary across employers and even for individual positions within one organisation.

Stakeholders may find it useful to complete a workforce planning process prior to the project to establish their supply and demand forecasts for the number of roles required and whether they will be casual, part-time or full-time.

2. ESTABLISH TRAINING REQUIREMENTS If traineeships or pre-employment training is being offered employers identify the requirements for training to: • Meet the needs of employers• Comply with industry standards; and• Provide an appropriate learning environment.

Clarify expectations of Recognition of Prior Learning (RPL) so this can be communicated to training providers.

Identify work readiness training requirements.

Employers collectively agree on training requirements. Important considerations include:• Requirements for current skills, knowledge

and competence• Standards required for the training provider’s

learning resources, program structure and delivery of practical components

• Decisions about exactly which elective units will be delivered

• If relevant, decisions regarding which core units will be completed prior to work placement/employment

• Identification of any particular requirements for delivery to meet the needs of the cohort group, e.g Indigenous participants, young people, or people from CALD backgrounds.

3. SELECTION OF TRAINING PROVIDERSSelect training providers for nationally recognised qualifications:• Develop selection criteria• Call for Expression of Interest (EOIs)• Convene selection panel and short list • Interview short listed training providers• Select training providers.

Select other relevant training providers, for example providers of training to support language and literacy development and/or other work readiness programs.

Service Providers must be involved in selection of training providers.

Interview questions should focus on identifying the training providers’:• Understanding of the sector and the specific

work environment and worker requirements; and• Interest and willingness to adapt its training

to meet the specific needs identified by employers• Level of support provided to students, including

frequency of contact• Approaches to vocational placement and

on-the-job assessment.

Once training providers are selected it can be helpful to bring them together to provide updated information about the sector and confirm expectations of how the training will be delivered.

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PHASE 2

CONFIRM JOBSEEKER OPPORTUNITIES

PHASE 2: FOUR KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

4. FORMALISE ARRANGEMENTS FOR EMPLOYMENT AND/OR TRAINING

If using the traineeship option, formalise arrangements with selected training providers

Document employers’ commitment to job offers and/or traineeships, including employment conditions.

For traineeships, key considerations/questions are:• Release dates and times for the group• Whether students attend a group training activity on a

regular basis (e.g: once per week) or is each traineeship approached individually with one-on-one training visits from the training provider (e.g. once per month)?

• What is the agreed duration of the traineeships? (Full-time are generally 12 months, but part-time traineeships can take up to four years in some states)

Document all the above factors in contractual agreements between the employer, the training provider and the student.

Identify the implications for all the above (and related) decisions on project coordination.

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PHASE 541 32


Phase 3 identifies a number of steps to successfully attract, filter and select right-fit jobseekers. Follow all or some of the steps below to suit the specific context.

Further information about these steps in phase 3 is outlined below, along with additional considerations and success factors. Examples and templates are included.

PHASE 3

ATTRACT, FILTER AND SELECT JOBSEEKERS

Select Successful Candidates and

Formalise Offers

Conduct Speed Interviews

Offer Jobseeker Work Readiness Programs

Conduct General Information SessionPromotion and Marketing

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PHASE 3: FIVE KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

1. PROMOTION AND MARKETING• Develop a targeted promotional strategy

(who/what/where?)• Prepare marketing material• Promote through employment services providers

(e.g. Job Services Australia and Disability Employment Services) and Centrelink partners.

Provide employment services providers with:• Information about the requirements for working

in the sector and the specific roles to facilitate referral of the right people to Information Sessions

• A registration form to be completed by interested jobseekers.

Request provision of:• Sufficient background information about referred

jobseekers. As a minimum this should include the requirements for a Federal Police Check (aged care) or Blue Card (children’s services/disability care) with no disclosable court outcomes. For Home Care it may also include a driver’s license (open or experienced provisional driver – more than 6 months)

• Information about jobseeker’s eligibility for any available funding (including funds that flow to the employer as well as to the jobseeker).

Identify up front the need to recruit specific or targeted population groups e.g.: Aboriginal or Torres Strait Islanders or people from a CALD background.

2. CONDUCT GENERAL INFORMATION SESSIONS The purpose of the general information session is to provide sufficient information to allow jobseekers to self-select into the next stage of recruitment.

Sessions to cover:• General introduction to the relevant sector

and the roles involved• What exactly is on offer – i.e. traineeships,

employment, work experience, timeframes, and level of commitment

• The selection process• The role of each agency involved and their

involvement throughout• Information from employers about the specific

traineeship and employment conditions that will be offered

• Discussion about optional pathways for people with special needs (e.g. people with a disability or from a CALD).

At the end of the session, interested participants complete a registration form indicating their interest in taking part in the next stage.

Sessions should:• Be visibly led by industry • Actively involve all parties that will be involved

in the program• Be held at appropriate locations with easy access.• Address issues related to diversity/ special needs

where appropriate• Allow formal and informal opportunities for

participant questions• Make it clear that jobseekers will be required

to have police clearance• Provide job seeker handout packs • Include presentations from people actually

working in the sector (e.g. direct care workers).

Jobseeker Registration Form (Page 25)

General Information Sheet for Jobseekers (Page 21)

Information Session Promotional Flyers (Page 23)

PHASE 3


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PHASE 541 32


3. OFFER JOBSEEKER WORK READINESS PROGRAMSOffer work readiness programs to: • Enable jobseekers to participate more effectively

in training or the workforce• Assist jobseekers to decide if this career choice

is appropriate for them.

Option 1: Basic work readiness program Jobseekers undertake a work readiness program through Skills for Education and Employment (SEE) or similar. These programs commonly provide:• Literacy and numeracy support• Relevant information about working in the

specific sector/roles/environment• Relevant cultural issues that may impact.

Option 2: Basic literacy and numeracy assessment Jobseekers undertake a basic literacy and numeracy ‘test’ at some point during the selection process.

Option 3: Preparation program for school based programs Conduct a 2-3 day preparation program to provide interested students with direct experience to assist in their decision making, including: • Site visit to the training providers• Site visit to employment site/s, including time

with residents/clients• Tour of relevant facilities (e.g. aged care facilities)• Student small group discussion around relevant

scenarios with observation.

Jobseekers registered with an employment service organisation should be offered the opportunity to attend a work readiness program. SEE programs funded by the Commonwealth Department of Industry are available in all states and territories and are free to eligible Centrelink and Job Services Australia clients.

These programs assist jobseekers to optimise their chances of success in being selected and increase their coping mechanisms for training/employment

Where participants are identified as unlikely to be successful in the selection process, it’s important to offer alternative pathways to allow them to get up to speed for potential later entry.

Option 2 is not as comprehensive as option 1 as it doesn’t involve consideration of work-ready issues beyond literacy and numeracy. If problems are identified at this point, consider channelling jobseekers into a SEE program.

For school based option:• Align timing with the school calendar; and• Ensure schools are on-board with the whole

concept/project.

Collation of jobseeker information/results feeds into selection processes.

4. CONDUCT SPEED INTERVIEWSConduct speed interview process:• Each job seeker undergoes 2 interviews• Each interview conducted by two people• Each interview is 10 minutes duration, with

5 minutes between interviews.

Provide jobseekers with information about next steps.

Involve employers in interviews.

Provide jobseekers with a tip sheet and guide to assist them to prepare.

Complete a simple recording sheet for each interview.

Guide to Conducting Speed Interviews (Page 27)

Speed Interview Tips for Jobseekers (Page 28)

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PHASE 3



5. SELECT SUCCESSFUL CANDIDATES AND FORMALISE OFFERS

Employers select jobseekers for the relevant situation, namely:1. Employment only 2. Full traineeship; or3. Limited training combined with work placement.

Steps in the selection process include:• Collate jobseeker information• Conduct round table feedback and discussion

on each jobseeker• Select successful jobseekers based on information

from all sources/processes to date• Make formal offers to jobseekers detailing specific

arrangements and conditions• Ensure Police checks are in progress• Inform jobseekers who accept an offer in writing

about the expected commitment and the program/training structure.

Jobseekers selected for option 3 may go through a further selection process at a later stage for casual, part-time or full-time employment, or for a full traineeship.

Prioritise the top applicants for the available number of places, but identify a reserve list as there are inevitably some people who don’t take up the offer.

Telephone all jobseekers to inform them of the outcome:• If successful – confirm they can take up the offer,

discuss any barriers, confirm that you are expecting police clearance information

• If unsuccessful – explain the decision and offer alternative pathways if appropriate, including continued support from Employment Services organisations, or pathways into work readiness programs.

Employers take over all the HR functions required to formally appoint successful jobseekers.

For selection into employment or traineeships for jobseekers who have completed option 3, apply additional selection processes to assess ‘right-fit’ based on experience to date.

Letter of Offer to Successful Jobseekers (Page 29)

Letter to Unsuccessful Jobseekers (Page 30)

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2PHASE 1 53 4

PHASE 3

SUPPORTING TEMPLATES/EXAMPLES• General Information Sheet for Jobseekers• Information Session Promotional Flyer • Jobseeker Registration Form• Guide to Conducting Speed Interviews• Speed Interview Tips for Jobseekers• Letter of Offer to Successful Jobseekers• Letter to Unsuccessful Jobseekers•

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General Information Sheet for Jobseekers

Important information for people who are interested in working as Care Assistants or Community Support Workers in the Aged Care Services Sector.

WHAT IS THE AGED CARE SERVICES SECTOR? People working in the Aged Care Services Sector provide a diverse range of services to the older person and their families including:

Residential CareMany older people find that living at home becomes more difficult for a variety of reasons such as illness, disability, reduced mobility, isolation or the problems of maintaining a large property.

As well as providing accommodation, residential care facilities provide:

• Meals

• Cleaning and laundry

• Assistance with showering and dressing

• Nursing care including medication management

• Social activities.

Facilities can vary in style, size and age. Some facilities provide a secure area and/or a special program for people living with dementia.

The Australian government accredits, regulates and funds residential aged care facilities.

Home & Community CareHome & Community Care Programs provide services that support older people to stay at home and be more independent in the community.

The services provided through Home & Community Care Programs include:

• Domestic assistance, including help with cleaning, washing and shopping

• Personal care, such as help with bathing, dressing, grooming and eating

• Social support

• Home maintenance

• Home modifications

• Assistance with food preparation in the home

• Delivery of meals

• Transport

• Assessment, client care coordination and case management

• Counseling, information and advocacy services

• Centre-based day care

• Support for carers including respite services

• Nursing care

• Allied health services like podiatry, physiotherapy and speech pathology.

WHAT IS AN AGED CARE WORKER?An aged care worker provides personal, physical and emotional support to older people who require assistance with daily living. They provide assistance with daily tasks such as showering, dressing, and eating, and dependent on the role, often assist with outings and social activities. The level of assistance provided will depend on the ability and health of the client.

Aged care workers provide care either in a client’s home, or in a residential care setting. They carry out their duties under direct or regular supervision within clearly defined care plans or organisational guidelines.

What are the working conditions?The Aged Care Services Sector provides services 24 hours a day, 7 days a week and 365 days of the year. As such aged care workers may be required to work evenings, weekends, rostered shifts, public and school holidays. Working in the Aged Care Services Sector is not a 9.00 to 5.00 job e.g you may need to be available for a morning shift commencing at 7.00am. Employment for Extended Care Assistants and Community Support Workers is predominately part-time.

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54PHASE 1 32

WHAT QUALITIES AND ATTRIBUTES DO YOU REQUIRE TO WORK IN THE AGED CARE SERVICES SECTOR?Personal Qualities/Requirements• Responsible, supportive and

caring attitude

• Respectful of the rights and beliefs of others

• Sensitive, patient and understanding

• Be adaptable and honest

• Good people skills with the ability to relate well to older people

• Able to work with the different personalities and abilities of the older people they will be supporting

• Comfortable in supporting people who display challenging behaviours

• Able to work effectively as part of a team

• Able to work autonomously (community)

• Must feel comfortable assisting clients with toileting, showering and meals. Making beds, housekeeping, cleaning and attending to dirty linen are all part of the job

• Be comfortable in working in an environment where you will be regularly faced with death, dying, grief and loss

• To work in the community you must have current driver’s license and a reliable vehicle.

Literacy and NumeracyTo effectively undertake the roles and responsibilities relevant to an Extended Care Assistant or Community Support Worker employees must have sound levels of literacy, numeracy, computer literacy and spoken English. For example employees must be able to:

• Read, interpret and action policies and procedures

• Read understand and action care plans

• Write comprehensive progress notes (which become legal documents)

• Provide clear and concise information in incident reports

• Adapt oral communication relevant to varying situations – including to clients who have a degree of confusion/cognitive impairment or a sensory impairment e.g. poor vision, poor hearing, poor speech

• Be able to accurately undertake calculation relevant to activities such as filling in time sheets, assisting in the administration of medication, using cleaning solutions, in the community calculating mileage/distance travelled etc.

• Be computer literate.

Physical and Medical FitnessAged care work can be emotionally and physically challenging and will be very hands on. You will require the level of medical and physical fitness needed to be on your feet for long periods of time, help transfer and position elderly clients and where relevant undertake other physical activities e.g cleaning, moving equipment, transporting clients in wheel chairs, helping clients in and out of vehicles etc.

Required QualificationsTo work as an extended care assistant or community support worker the required qualification you need to have, or be prepared to undertake, a Certificate III in Aged Care and/or Certificate III in Home and Community Care.

National Police CheckOperators of aged care services subsidised by the Australian Government are required to ensure staff and contractors who have, or are reasonably likely to have, access to care recipients undergo a national criminal history record check, which must be renewed every three years. Further information on Police Checks can be found at: http://www.health.gov.au/internet/main/publishing.nsf/


General Information Sheet for Jobseekers cont…

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Information Session Promotional Flyer

P Do you have recruitment needs this year?P Are you concerned about being able to

attract right-fi t new entrants into aged care?P Willing to try a new approach?

A group of aged care providers will pilot a diff erent approach to attract new entrants into aged care, combining the eff orts of Employment Services Agencies, Registered Training Organisations and Aged Care Service Providers.

2 Full Day Recruitment Events will be held:[Insert event#1 name] [Insert date] [Insert venue]

[Insert event#1 name] [Insert date] [Insert venue]

The events are aiming to raise the profi le of working in aged care and identify those with the right attribute for a traineeship.

If you have recruitment needs or personal care workers in residential care services or home care services and would like to participate in these recruitment events please contact a member of the project team:

[Insert Contact details]

For further information on this regional activity contact:[Insert contact details]

Promotional Flyer – Employers

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54PHASE 1 32

Promotional Flyer – Job Seekers

P Are you looking for a new career?P Do you think you have the right attitude

for a career in aged care?P Would you like to fi nd out more?

Employment Services Agencies, Registered Training Organisations and Aged Care Employers will provide you with information on working in aged care and the training requirements. You will have the opportunity to participate in an interview and traineeships will be off ered to successful applicants.



If you would like to participate in this full day program please send your completed registration form to: [insert contact details]

For further information on this regional activity contact:[Insert contact details]


Information Session Promotional Flyer cont…

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Jobseeker Registration Form

Registration of interest in working in the Aged Care Sector

First Name:

Family Name:

Gender: Male Female

Address:

Phone No:

Mobile No:

Email Address:

Do you identify as Aboriginal or Torres Strait Islander origin?

Yes No

Do you have a disability or learning difficulty?

Yes No

If yes, please give more detail:

Do you have a CRN?

Do you have a JSID No?

Do you have a Job Services Australia (JSA) Provider (details)?

Are you in receipt of Youth Allowance?

PLEASE ANSWER THE FOLLOWING QUESTIONS:

1. Write down two things you know about Aged Care in Australia?

2. What work do you think you will be required to do as an Aged Care Worker?

3. What qualities do you possess that may make you suitable to work in Aged Care?

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54PHASE 1 32

4. Are you available to attend training and work experience for 4 days per week for 3 consecutive weeks starting (insert date and times)?

Yes No

5. Do you currently have, or have you had any health related problems, disabilities or injuries that may affect your ability to work as an Aged Care Worker?

Yes No

If you answered Yes, please provide details below:

6. Working in aged care requires shiftwork over a 7-day roster. Does this present difficulty for you?

Yes No

7. Under legislation (Aged Care Act 1997) a Criminal History Record Check (Police Check) must be undertaken as part of the pre-employment process. Certain offences may exclude you from employment in aged care. Do you consent (or have you already consented) to having a Police Check performed?

Yes No

Signed:

Date:


Jobseeker Registration Form cont…

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NAME AND ORGANISATION OF INTERVIEWERS1.

2.

Date:

Location:

INTERVIEW QUESTIONS1. Why are you interested in applying for this program?

2. What attracts you to work in Aged Care?

3. What qualities do you bring to this position?

4. What are your personal values, and why are they important to you?

5. Tell me one of your weaknesses?

6. What do you think the job will entail if you are successful in obtaining a traineeship?

7. Would you prefer to work in residential or community care?

8. Do you have any questions?

GUIDELINES FOR INTERVIEWS• Each interview will last for 10 minutes.

• 2 Interviewers will interview 1 candidate. Please decide how you will be conducting the interview prior to starting. A suggestion from the employers meeting was whoever was not asking the question would record the response. The numbers on the day will influence how many candidates you will interview. You will know this on the day of the Speed Interviews.

• Please select a minimum of 4 questions from the list above. Ask participants to limit their answers to 2 minutes per question.

• Write down the number of the question you have asked on the Interview Record Sheet.

INTERVIEW RECORD

Name of Applicant:

QUESTION NUMBER

RESPONSES TO QUESTIONS/COMMENTS

RANKING 1=Outstanding, 2=Satisfactory, 3=Not

Satisfactory

Result Please comment on how the person presented, dress standards etc. Recommended for the pre-vocational training program?

Yes

Maybe

No


Guide to Conducting Speed Interviews

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54PHASE 1 32

When you prepare for a speed interview, you need to realise the importance of making an immediate positive impression.

The following are some suggestions for the interview. 1. Be prepared to explain your experience, goals, and prospective benefit to the organization.

2. Make a positive impression through grooming and appropriate dress.

3. Make eye contact and exercise good posture.

4. Act mature and professional yet positive and enthusiastic.

5. Pay close attention and listen carefully in order to respond appropriately in the time allotted.

6. Furnish complete answers but limit them to a maximum of two minutes each.

7. Be prepared to answer questions such as “What attracts you to work in Aged Care?”

8. Be prepared with a couple of your own questions to ask.


Speed Interview Tips for Jobseekers

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23 February 2015

Name Address Line 1 Suburb, State, PostCode

Dear (Insert name),

On behalf of the (insert relevant information), I would like to thank you for your interest in exploring a career in aged care and participating in our recruitment events at (insert relevant information).

Based on the information you provided and your interview responses you have been identified as a suitable candidate for aged care in the role of (insert relevant information), and selected by one or more aged care providers for a job interview.

You will be contacted directly within 5 working days, by the aged care provider(s) who have expressed an interest in you. We have notified your job services agency (if nominated) who will also be in contact with you. We wish you every success in finding your future career path within the aged care industry.

Congratulations!

Kindest regards,

Name Role/Organisation


Letter of Offer to Successful Jobseekers

Letter of Offer to Successful Jobseekers

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54PHASE 1 32


Letter to Unsuccessful Jobseekers

23 February 2015

Name Address Line 1 Suburb, State, PostCode

Dear (Insert name),

On behalf of the (insert relevant information), I would like to thank you for your interest in exploring a career in aged care and participating in our recruitment events at (insert relevant information).

Unfortunately, on this occasion you have not been selected for any of the jobs or traineeships offered by our employer group.

We regret that we were unable to offer you a placement through this program and welcome your participation in any future recruitment events if this career path is still of interest.

Kindest regards,

Name Role/Organisation

Letter to Unsuccessful Jobseekers

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TEMPLATES/EXAMPLESTo support implementation of each phase, a number of templates and examples drawn from original materials that have been used in different regions are included as appendices. These are indicated throughout the document.

Phase 4 focuses on the important components of an effective onboarding process. Onboarding combines a range of strategies that include having effective human resource practices, skilled workplace mentors and a structured approach to workforce development. These combined strategies will occur over a period of time and include the following important milestones:

Once a new employee has been selected it is very important to have a good onboarding process. Onboarding, also known as organisational socialisation, refers to the mechanism through which new employees acquire the necessary knowledge, skills, and behaviours to become effective and productive members of the organisation.

Further information about these steps in phase 4 is outlined below, along with additional considerations and success factors. Examples and templates are included. Plus useful additional information can be found in the CS&HISC Workforce Planning Toolkit at www.cshisc.com.au.

PHASE 4

EMPLOYEE ONBOARDING

Training – First Year Committing – First 90 days

Integrating – First Week Connnecting – Before Commencement Introducing – First Day

PHASE 51 2 43

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Research has demonstrated that these socialisation techniques lead to positive outcomes for new employees such as higher job satisfaction, better job performance, greater organisational commitment, and reduction in occupational stress and intention to leave.

Adopting an effective onboarding program contributes to employee engagement and satisfaction.

Onboarding does not begin and end on the new employee’s first day, week or month. It should be conducted in developmental stages and be followed up with regular progress evaluations. The period over which onboarding is conducted will vary depending on the role, but it should not be considered complete until the employee has been successfully integrated into the workplace and is achieving an acceptable level of productivity.

Effective on Boarding Process (Page 37)

TEMPLATES/EXAMPLESTo support implementation of each phase, a number of templates and examples drawn from original materials that have been used in different regions are included as appendices.

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PHASE 4

EMPLOYEE ONBOARDING


1. CONNECTINGThe goal is to outline expectations for new employees and ignite enthusiasm for the organisation with:• Commencement paperwork• Communication with the new employee• Communication with the rest of the workplace• Allocation of resources to welcome and equip

the new employee.

The manager or supervisor is responsible for coordinating the behind the scenes activities that contribute to a good first impression of the organisation.

Key components include:• Ensuring the employment contract / letter of offer

and employment conditions have been provided promptly following selection and returned in time for the next pay period

• Ensure other workers / clients are aware of the new employees commencement date and job role (if new)

• Appoint a workplace buddy from the team to support the new employee for the first week, ensure the buddy understands the expectations and support to be provided to the new employee

• Have an employee pack ready for day one – this might include a uniform, stationery pack, name badge, etc.

2. INTRODUCINGThe goal is to introduce the new employee to the organisation’s vision and core values. Sharing how the organisation does business, as well as the benefits, services and resources provided to ensure success.• Create a checklist of the Induction components

to ensure everything is covered• Formal meeting with manager• Welcome ceremony e.g. morning tea• Obtain feedback from new employees on

“first day” process to continuously improve.

A senior staff member should be designated to coordinate the onboarding support.

The site manager should also be on board with the project as a whole, and actively support the onboarding process.

It is important to ensure that the employee’s initial impressions are positive by planning the process of introduction to the organisation and the clients.

Key components include:• Formal meeting with manager to discuss the job role,

expectations, probation requirements and other working conditions, this may include assignment of some immediate tasks to complete in the coming week

• Formal introduction to key staff, including colleagues and line managers

• Orientation to the physical environment• Orientation to the workstation and computer passwords

log-ins and other security requirements• Assign the new employee their workplace buddy/mentor

and facilitate formal introductions and a meeting to outline the roles and expectations

• Emergency procedures• A welcoming ceremony (morning tea or get together

before the close of business) can be a quick way to introduce people and inform the new employee of the role others play in the organisation.

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PHASE 51 2 43


3. INTEGRATINGThe goal for the first week is to involve new employees in their role within the organisation. Share details of the team members and team practices, along with meeting their “buddy” and completing mandatory induction training.

• Have a formal induction program that covers off on all high risk and critical information for the workplace

• Sign off on induction components as they are completed• Have a formal selection and training program for

buddies/mentors• Provide time for the buddy / mentor and new employee

to meet• Employers establish a mentoring/buddy system for new

employees over an extended period, with documented responsibilities of the mentor role

• Ensure formal induction training is booked in with third parties or provided

• Obtain feedback from new employees on the “induction and orientation” process to continuously improve.

Complete formal induction and orientation training programs including introduction to relevant policies and procedures.

Induction programs can be face to face, or combine on-line information with sessions from those with delegated responsibility in the organisation e.g. fire safety warden.

Establishing a buddy / mentor program is essential to integrate new employees and help them settle into the workplace.

Key components include:• Appoint a buddy/mentor who is competent, a positive

role model, a good communicator and a willing participant in the buddy arrangement

• Clearly document expectations of the buddy/mentor and communicate to both parties

• Buddies/mentors should be provided training and receive guidance on the expectations of their role

• Careful selection of workplace buddies/mentors is essential. They must be willing and able to educate, coach, counsel and encourage the new employee

• Pairing the right buddy/mentor with the new employee is essential in creating a positive mentoring program.

4. COMMITTINGThe goal for the first 90 days explores how the new employee’s talents and skills can create solutions that benefit the organisation and the employee. Feedback is sought at regular intervals to ensure the employee understands the expectations of their new role.• Have a documented process or guidelines on the

development of Probationary Objectives for managers and new employees

• Establish templates for capturing information on Probationary Objectives in the HR system

• Establish templates for recording minutes agreed outcomes from meetings.

Managers/Team Leaders actively support the new employee over an extended period, including through the facilitation of regular formal meetings for support and feedback.

Schedule regular meetings and provide a format that will be followed each time that includes opportunity to discuss key issues from both employee and employer perspective.

Key components include:• Set clear probationary objectives that allow the new

employee to understand what is expected of them• Meet at least monthly to review probationary

objectives and formalise achievement and issues• Document employee attendance and follow up any

non-attendance• Document the discussion and outcomes of each

meeting and provide a copy to the employee• Check in on the job role requirements and employee

expectations, has anything changed since the appointment? Does the role need to be reviewed.

Record of Feedback Meeting (Page 38)

Schedule of Feedback Meetings (Page 39)

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5. TRAININGThe goal within the first year is to engage the talents and skills of new employees that create positive results. Feedback is sought at regular intervals to ensure the employee is being supported in their role.• Have a documented process for conducting

Annual Review and Performance Meetings• Ensure all employees receive an Annual Review

and Performance Meeting• Collate training priorities and skills gaps into

individual and team training plans• Use the collated training information to inform

workforce planning.

To have a skilled workforce you need to determine what training employees need, particularly new employees, to ensure that they are able to complete the work you need them to do.

The Annual Review and Performance Meeting allows the manager/supervisor to establish goals and activities aligned with the employee’s role and identify strategies for training. It is an opportunity to formally review and measure how each party is meeting these agreed goals.

The Annual Review and Performance Plan should be developed at the meeting and be linked to other business processes such as work standards, benchmarks and business goals.

Key components include:• Reach agreement with each employee on what you

expect them to contribute and document this agreement• Inform employees what the business goals are and how

they will contribute to them• Decide what you want to measure and how to measure it• Set employees goals for the coming year and work out

if they will need extra training or support• Develop SMART (Specific, measurable, attainable,

realistic, and time based) goals that are realistic and valid

• Ask if their work is satisfying and rewarding, what aspects they like or dislike and seek suggestions for improvements or requests for professional development. Record this information so progress can be measured at the next appraisal

• Set up regular performance appraisal appointments to discuss each employee’s progress and compare this against their job description and goals (twice per year)

• Repeat this process regularly, modifying the goals as your business changes.

Regularly measure the business progress against the business goals and let everyone know how things are going at workplace meetings or professional development days.

PHASE 4

EMPLOYEE ONBOARDING

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32PHASE 1 4 5

PHASE 4

SUPPORTING TEMPLATES/EXAMPLES• Effective on Boarding Process• Record of Feedback Meeting• insert title

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Effective on Boarding Process


Effective on Boarding Process

Before CommencementConnecting

First Day Introducing

First Week Integrating

First 90 Days Committing

First Year Training

The goal at this time is to outline expectations for new employees and ignite enthusiasm for the organisation and the work that you do.

The goal today is to introduce the new employee to your mission and core values. Sharing how the organisation does business, as well as the benefits, services and resources provided to ensure success.

The goal for this week is to involve new employees in their role within the organisation. Share details of and practices for the team, along with meeting their “buddy” and completing mandatory induction training.

The goal for this time explores how the new employees talents and skills can create solutions that benefit the organisation and the employee. Feedback is sought at regular intervals to ensure the employee understands the expectations of their new role.

The goal within the first year is to engage the talents and skills of new employees that gerate positive results. Feedback is sought at regular intervals to ensure the employee is being supported in their role.

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5PHASE 1 2 43


Record of Feedback Meeting

Name:

Meeting number:

Date:

ATTENDEES

GENERAL PROGRESS

Goals achieved site/organisation specific & training

Goals for next month site/organisation specific & training

FEEDBACK ON PROGRESS IN THE WORKPLACE

Strengths

Opportunities for Improvement

PROVIDE FEEDBACK ON:

Knowledge

Attitude

Qualification (progress)

General comments (both parties)

Next meeting scheduled for

SIGNATURES

Name: Name:

Participant in training:

Mentor:

Date: Date:

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Please schedule dates for feedback meetings for the whole period of the program. We understand that in some instances, due to workplace demands, dates may need to be altered.

MEETING DATEMEETING ATTENDED (Participant Signature)

MEETING ATTENDED (Mentor Signature) COMMENTS

Orientation

Month 2

Month 3

Month 4

Month 5

Month 6

Month 7

Month 8

Month 9

Month 10

Month 11


Schedule of Feedback Meetings

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PHASE 1 2 3 54


Phase 5 identifies learnings and flags improvements for the future. There are many ways in which this could occur, and generally there is no right or wrong method. In this phase the steps are suggestions only.

PHASE 5

REFLECT AND IDENTIFY IMPROVEMENTS

Further information about these steps in phase 5 is outlined below, along with additional considerations and success factors.

Canvass feedback from all parties involvedStakeholder Workshop

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PHASE 5: TWO KEY STEPS CONSIDERATIONS/SUCCESS FACTORS

1. STAKEHOLDER WORKSHOP Organise a meeting with the specific agenda of generating feedback from stakeholders involved in the initiative to identify:• Strengths and benefits• Things that didn’t work as well as anticipated• Suggested amendments for any future

collaborative recruitment initiatives.Document and circulate outcomes for use in future initiatives.

Allow for some in-depth discussion and debate about potential improvements.

Ideally involve a facilitator from outside the process to allow the coordinator to contribute as a participant (rather than have to lead the process).

2. CANVASS FEEDBACK FROM ALL PARTIES INVOLVED

Administer a simple survey (e.g. via Survey Monkey) to get the perspective of the different parties involved on both benefits and suggested improvements.

Coordinator collates and analyses feedback and provides a brief report to the Steering Group (or similar).

This process will enable feedback more broadly than the steering group.

The survey should be basic and have only a small number of questions, designed to take no more than a few minutes to complete.

Suggested Stakeholder Survey/Workshop Questions (Page 43)

PHASE 5

REFLECT AND IDENTIFY IMPROVEMENTS

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432PHASE 51

PHASE 5

SUPPORTING TEMPLATES/EXAMPLES• Suggested Stakeholder Survey/Workshop Questions

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General Survey QuestionsThese questions evaluate the general satisfaction of stakeholders in the process and key outcomes. They could be used as part of a simple online survey (for example using Survey Monkey) or be shaped into focus group questions for a stakeholder workshop.

1. EFFECTIVENESS OF THE COLLABORATION• What were the key benefits of utilising a collaborative recruitment approach?

• What factors assisted the collaborative process?

• Do you have any suggestions about how collaboration efforts could have been improved?

2. EFFECTIVENESS OF THE PROCESS• What elements of the process were different from your previous experiences of recruitment? How useful do you think these

were and why?

• How effective would you say the recruitment process was in screening for right-fit employees?

Highly effective Moderately Effective Not very effective Please explain your response.

3. LESSONS LEARNT• What were the key learnings for your organisation arising from the recruitment process?

• What would you say were the key success factors?

• Are there any aspects of the process you would do differently in the future? If so why?

4. OVERALL SUCCESS• Compared to previous recruitment processes to what extent do you think the collaborative approach was better?

Definitely superior Moderately better Somewhat better No better Please explain your response

• How likely are you to use the same or similar recruitment approach in the future?

Definitely Maybe Unsure Definitely not Please explain your response.

Partnership Impact and Outcomes QuestionsThese questions evaluate the impact and outcomes of the partnership/s and would likely be asked at the endpoint of the partnership or before proceeding to a new stage. These could be asked by an external evaluator in a one to one interview, as part of a group interview or as a written survey. Responses could be shared as part of a group exercise or reported as a summary without identifying individual respondents.

QUESTIONS• What impact did my/our involvement have for the outcomes of the partnership?

• What would have happened if I/we had not been involved?

• Have there been changes in practice or service provision as a result of the partnership?

• What if any were the benefits for my agency?

• What happened or changed as a result of the partnership

• Was what happened aligned with the goals set?

• If something different happened, was this positive or negative?

• Were there any unintended effects of the partnership?

• What are the tangible impacts or outcomes of the partnership?

• Are people outside the partnership, including the community, aware of what’s been achieved?

• Is the partnership going to continue in some form?


Suggested Stakeholder Survey/Workshop Questions

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ABOUTTRAINING

The following examples are presented to demonstrate the various ways training for new employee recruitment may occur.

HOSTING STUDENTS FOR VOCATIONAL PLACEMENTBeing a host employer for students who are completing studies in a nationally recognised qualification relevant to the job roles in your organisation provides an opportunity to meet potential new employees.

A host employer generally provides work experience in the job role over a period of time for one or more students at a time. Each qualification and RTO will have different timeframes for placement and this may be for one day a week over several months or a block of one to several weeks duration. Placement is generally negotiable.

A host employer will be required to provide a workplace orientation, buddy the student with an experienced worker for the duration of the placement, and provide feedback on the students’ performance.

Registered Training Organisations should ensure that a trainer visits or maintains contact with the workplace regularly throughout the placement period and has relevant insurances and formal agreements in place before placement commences.

Benefits• Provides an opportunity for the

potential employee and host employer to get to know one another and ensure values alignment for both parties

• Potential employee performance can be observed by colleagues and employers prior to an employment offer (attendance, completion of work, standard of work, personal presentation, feedback from clients)

• The organisation can contribute to the quality of the RTOs training and ensure students (graduates) receive excellent on-the-job experiences prior to employment

• Building a relationship with an RTO that may lead to further opportunities for workforce development and training across the organisation e.g.: employment pathways for direct care workforce into higher level or managerial positions.

PRE-EMPLOYMENT TRAINING (INCLUDING ON-THE-JOB PLACEMENT)A pre-employment training program can be used to provide training in certain skills or a full qualification required by the industry prior to them employing a candidate. A pre-employment program could be subsidised with Government funding and delivered by an RTO or delivered by the employer as part of their recruitment and human resource management strategies.

Benefits• Can be either a short (1 – 6 weeks)

or longer term (6 months) program where certain competencies / skills are taught to ensure a basic understanding of the industry, the organisation/s and the ability to work safely and competently in the job role

• Provides an opportunity for the potential employee and employer to get to know one another and ensure values alignment for both parties

• Potential employee performance can be observed across the program by trainers and employers prior to an employment offer (attendance, completion of work, standard of work, personal presentation, feedback from co-workers or clients)

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ABOUT TRAINING

• Students can self-select not to pursue employment if they do not like the job role or employer

• Fast-tracks further studies for the new employee if competencies have been completed during the program

• Could be non-accredited and focus on the employers own induction / mandatory training components

• Could be used if a new employee already has a qualification, but the employer may want to be sure they have the skills and attitude to work within the organisation

TRAINEESHIPA Traineeship combines employment and training in order to gain a nationally recognised qualification. New employees are paid to learn the skills required for the job role within their employment contract.

A Traineeship requires a written contract between parties (employer, employee and RTO) which is registered with the relevant state training authority.

Training will occur on-the-job (from the employer and colleagues) and will also include scheduled training sessions with the RTO. Scheduled training with the RTO may occur at the employers business or at the RTOs own facilities.

Traineeships are usually full time but can also be part time or school based, guaranteed minimum hours of employment are generally required.

Benefits• Participation in training forms a

requirement of the job role for the new employee and can be used as part of the organisations on-boarding strategy for the first year of employment

• The training component is funded by the relevant state training authority and the employer is eligible to receive some incentive payments as the employee progresses with their training

• School based traineeships can be used as a deliberate strategy to attract a younger workforce demographic and promote career pathways for students wishing to pursue medical qualifications at university (can earn income following graduation of year twelve whilst attending University)

• Employers can select the elective units for the qualification that are most relevant to the workplace and job role

COMBINING PRE-EMPLOYMENT TRAINING WITH A TRAINEESHIPThe organisation may wish to conduct a short pre-employment training program as a means to assess and recruit the best candidates for a limited number of traineeships.

Following successful completion of the pre-employment program, the best candidates can be employed as trainees and continue their studies whilst working.

A group of employers may conduct the pre-employment program to find many potential new employees, the organisation can then select the most suitable candidates to transition to a traineeship, specific electives and on-the-job training can be used to assimilate them to the workplace and job role.

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GLOSSARY OF TERMS AND ACRONYMS

TERM/ACRONYM DESCRIPTION

Community based care The provision of care in a person’s home.

CS&HISC Community Services and Health Industry Skills Council.

Direct Care Worker A direct care worker provides personal, emotional and physical support to people who require assistance with daily living either in their home or in a residential setting.

Employment Services Provider An agency that provides support for people looking for work.

Induction A process to welcome a new employee into the organisation and orient them to the requirements of their role.

Lead Agency The organisation nominated to provide overall coordination and day-to-day management of a project or program.

Onboarding The mechanism through which new employees acquire the necessary knowledge, skills and behaviours to become effective organisational members and insiders.

Recognition of Prior Learning (RPL) A process of formal assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit. It includes formal acknowledgement of a person’s skills and knowledge acquired through work or life experience.

Residential based care The provision of care in a facility in which clients reside full time.

SEE Skills for Education and Employment – a Commonwealth Government initiative operating in all States and Territories designed to help develop speaking, reading, writing or basic maths skills to improve a person’s chances of getting and keeping a job.

Speed Interviews A method of interviewing that enables screening of large numbers of candidates quickly.

Survey Monkey Free software for developing and administering online surveys.

Traineeship A Traineeship combines employment and training in order to gain a nationally recognised qualification.

Training Provider An organisation that provides education or training services.

Work readiness programs Programs designed to assist entry level jobseekers to become equipped for the work environment, commonly including basic literacy and numeracy, communication in the workplace and forming effective habits for employment.

Level 13,1 Castlereagh Street,Sydney NSW 2000

PO Box H61,Australia Square NSW 1215

P: 02 8226 6600F: 02 8226 6601E: [email protected]

guide to collaborative recruitment - acs.asn.au website/resources... · community services &...

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