FINAL Developing Industry Relevant Training For Cert IV...

Developing Industry Relevant Training for Certificate IV in

Allied Health Assistance:

A Framework

Mark Kelly Project Leader

October 2009

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This report is current as of 13th October 2009. Whilst the information provided is current on this date, changes within

the Training industry occur regularly.

The Health Training Package HLT07 is due for review in November 2009. Modifications to HLT07 can be expected.

Therefore it is recommended that links and references are

verified as current when using this framework.

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Table of Contents

Acronym & Abbreviation Guide …………….…………...….4 Introduction ……..…………….………….…………….…..5 Framework Diagram …………………………....………….…6 Framework …….……..……………….………….………... 7

1. Develop Knowledge

1.1 AHA Roles & Potential ……..……………..…....……9 1.2 AQF, VET, AHA Training ….………………………..11 1.3 Training Models .……………….……..…….………16

2. Determine Need 2.1 Current AHA Roles ….……………….……..…. ……21 2.2 Current AHA Learning & Experience …….……… 21 2.3 Health Service AHA Needs ….…………….…....…..21

3. Select Training

3.1 The Qualification ………………....………….....…….23 3.2 The Units …………………….….…………............. 24 3.3 The Training Model ………………………..………. 25 3.4 The RTO …………………….……………………… 25

4. Develop Training

4.1 Existing Staff …..………………….….…..…. ………27 4.2 Traineeship …….……………….…..……….. ……..28 4.3 External Students ……………………..…..…………. 29

Conclusion …………………………….…….….………….…. 31

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Acknowledgements ……………………….….……….……. 32 References ……………………………………….……….….. 33 Appendices

Appendix 1 Qualification Framework from HLT07 ….…….. 35 Appendix 2 Focus Group Questionnaire Example ……….. 40 Appendix 3 AHA Skills Matrix Example ………….…..….. 41

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Acronym & Abbreviation Guide AAC – Australian Apprenticeships Centre AH – Allied Health AHA – Allied Health Assistant AHP – Allied Health Professional AQF – Australian Qualifications Framework Cert IV AHA - HLT42507 Certificate IV in Allied Health Assistance Cert III AHA – HLT32407 Certificate III in Allied Health Assistance CS&H ISC – Community Services & Health Industry Skills Council CS&H ITB - Community Services & Health Industry Training Board DoH – Victorian Department of Health (The new Victorian Department of Health

was created on 12 August 2009) HLT07 – Health Training Package H&CS – Health and Community Services RPL – Recognition of Prior Learning or “Skills Recognition” in HLT07 RTO – Registered Training Organisation VET – Vocational Education Training

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Introduction Vocational Education and Training (VET) has been developed to be flexible to the needs of both industry and trainees. For example, qualifications can be completed full-time, part-time, via traineeships, and via Recognition of Prior Learninng (RPL) in part or whole. The design of the training can also vary depending on the Qualification, the students, the Registered Training Organisation and the industry providing the on-job training. Additionally, most qualifications consist of many elective units. This flexibility provides an organisation with the opportunity to tailor the training specifically to suit their industry needs, however it can seem daunting if there is not a clear path to follow. Whilst there are excellent resources available for assisting in the process of planning and initiating training, they are spread across various locations and governing bodies, and are not specific to developing industry-relevant Certificate IV in Allied Health Assistance (Cert IV AHA) training. In designing this Framework, the aim was to link the relevant resources and fill this gap. The Framework provides a clear pathway toward Industry driven (and therefore relevant) Cert IV AHA training. The Framework steps are summarised in the following Diagram: Cert IV AHA Training – A Framework for Health and Community Services. Each of these steps is detailed, and resources for further information are noted, in the Framework section of this document. Who is this Framework for? All Health & Community Services (H&CS) who are contemplating AHA training, or expanding their AHA workforce will benefit from utilising this Framework as a resource. Scope of the Framework The Framework outlines the steps toward the development of industry relevant AHA training. The steps detail how to plan the training to match the H&CS needs. The Framework provides a summary of how to plan and develop training according to different models, but stops at the point of actual implementation of the training. For more detail on the design of clinical placements and implementation of Cert IV AHA training, refer to the Melbourne Health resource manual “Certificate IV Allied Health Assistance Workplace Training – A Guide for Allied Health Clinicians 2009” which the Department of Health plans to make available on its website http://www.health.vic.gov.au/workforce/skills in early 2010.

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CERT IV AHA TRAINING – A FRAMEWORK FOR HEALTH & COM MUNITY SERVICES

2.1 CURRENT AHA ROLES 2.2 CURRENT AHA LEARNING & EXPERIENCE 2.3 H&CS AHA NEEDS

3. SELECT TRAINING

4.1 EXISTING STAFF 4.1.1 Clarify Roles 4.1.2 Contact Skills store 4.1.3 Enrol With RTO 4.1.4 Map Training

3.1 THE QUALIFICATION 3.2 THE UNITS 3.3 THE TRAINING MODEL 3.4 THE RTO

INDUSTRY - RELEVANT CERT IV AHA TRAINING

1.1 AHA ROLES & POTENTIAL 1.2 AHA TRAINING, AQF & VET 1.3 TRAINING MODELS

4. DEVELOP TRAINING

4.2 TRAINEESHIP 4.2.1 Clarify Roles 4.2.2 Recruitment 4.2.3 AAC Registration 4.2.4 Enrol With RTO 4.2.5 Map Training

4.3 EXTERNAL STUDENTS 4.3.1 Clarify Roles 4.3.2 Map Training 4.3.3 Clinical Placements 4.3.4 RTO Partnership

1. DEVELOP KNOWLEDGE

2. DETERMINE NEED

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Framework

Cert IV AHA Training – A Framework for Health & Community Services

1. Develop Knowledge 2. Determine Need 3. Select Training 4. Develop Training

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CERT IV AHA TRAINING – A FRAMEWORK FOR HEALTH & COMMUNITY SERVICES


3. SELECT TRAINING





4. DEVELOP TRAINING




2. DETERMINE NEED

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1. Develop Knowledge Step 1 of the Framework “Develop Knowledge” provides information about AHA roles, AHA training, and training stakeholders. This step provides the knowledge necessary to make informed choices when planning Cert IV AHA training. 1.1 AHA Roles & Potential Allied Health Assistants (AHA) work in a wide variety of health care settings assisting Allied Health Professionals (AHP) including Physiotherapists, Speech Pathologists, Occupational Therapists, Psychologists, Dieticians, Audiologists, Social Workers and Podiatrists in the treatment and management of healthcare clients. Depending on the level of skills, knowledge and training an AHA has, they are subject to different classifications (Grades 1-3), and subsequently different duties, responsibility, and levels of supervision in the workplace (ie. the more skilled an AHA is, the greater the potential of their role in the workplace). In correspondence from the Victorian Hospitals Industrial Association, (VHIA, Salary Circular No. 383, HSUA1 Certified Agreement 2006-2009, 27/08/2007), the AHA grades are defined as follows: Allied Health Assistant Grade 1 (Unqualified) Definition: Is an unqualified person who is required to perform work of a general nature under the direct supervision of an Allied Health Professional. The Assistant can work under supervision, either individually, or in a team performing a wide range of duties, for example; this may include collection and preparation of equipment, maintaining client contact details, monitoring clients to ensure that they follow their program. Allied Health Assistant Grade 2 (Qualified) Definition: Is a qualified person who is required to perform work of a general nature under the supervision of an Allied Health Professional. A mandatory requirement for this level is successful completion of at least the Certificate III (Allied Health Assistance) from a registered training organisation or its equivalent. A qualified Allied Health Assistant performs a wide range of duties to support the work of Allied Health Professionals. The Grade 2 is able to:

• Perform the full range of duties of a Grade1. • Work directly with an Allied Health Professional; work alone or in teams under

supervision following a prescribed program of activity. • Use communication and interpersonal skills to assist in meeting the needs of clients. • Accurately document client progress and maintain documents as required. • Demonstrate a capacity to work flexibly across a broad range of therapeutic and program

related activities. • Identify client circumstances that need additional input from the Allied Health

Professional. • Prioritise work and accept responsibility for outcomes within the limit of their

accountabilities.

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Allied Health Assistant Grade 3 (Qualified) Definition: Is a qualified person who is required to perform work of a general nature under the supervision of an Allied Health Professional. An Allied Health Assistant Grade 3 is a person appointed as such. A mandatory requirement for this level is successful completion of at least the Certificate IV (Allied Health Assistance) from a registered training organisation or its equivalent. The Grade 3 is able to:

• Perform the full range of duties of a Grade1 and Grade2. • Understand the basic theoretical principles of the work undertaken by the Allied Health

Professional whom they are employed to support. • Work with minimum supervision to implement therapeutic and related activities, including

maintenance of appropriate documentation. • Identify client circumstances that need additional input from the Allied Health

Professional, including suggestions as to appropriate interventions. • Demonstrate very good communication and interpersonal skills. • Organise their own workload and to set work priorities within the program established by

the Allied Health Professional. • If required, to assist in the supervision the work being performed by Grade 1 and 2 Allied

Health Assistants and those in training. These definitions reference the VET qualifications available to AHAs which are:

• HLT32407 Certificate III in Allied Health Assistance (Cert III AHA) • HLT42507 Certificate IV in Allied Health Assistance (Cert IV AHA)

Cert III AHA and Cert IV AHA provide opportunities to skill new or existing staff and build upon their knowledge. Cert IV AHA recognises and teaches more advanced skills than Cert III AHA. Therefore, with Cert IV AHA trained staff, there is more scope for AHA workforce design. “Enabling the assistant workforce to expand their roles and take on new tasks will allow health professionals to focus on more complex service delivery tasks and develop extended scope of practice roles to further support health care demands” (Chief Health Professions Office (WA), Discussion Paper: Allied Health Assistants, Assistants in Allied Health and Health Science Workforce Project, 2008). This is consistent with the Victorian Department of Health’s (formerly Department of Human Services’) Better Skills Best Care strategy which explores issues such as how:

• Existing roles and scope of practice might be extended to provide greater workforce flexibility, and

• New roles can be developed to meet current and evolving patient needs (Department of Human Services, Better Skills Best Care: Stage 1 Final Report, 2007) Additionally, Smith, A (Return on Investment in Training: Research Readings, 2001) found that “Staff who receive formal training can be 230 per cent more productive than untrained colleagues who are working in the same role”. In summary, Cert IV AHA training provides the opportunity to:

• further the skills and knowledge development of AHA staff • develop more advanced roles for AHA staff • increase productivity • be flexible with workforce redesign.

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1.2 AQF, VET & AHA Training The Australian Qualifications Framework (AQF) The AQF is a quality assured national framework of qualifications in the school, vocational education and training (VET), and higher education sectors in Australia.

The Framework links together all the qualifications within a national system of educational recognition.

A summary of the qualifications is presented in Table 1.

Table 1: AQF Qualifications

Schools Sector VET Sector Higher Education Sec tor • Senior Secondary

Certificate of Education

• Certificate II (VETiS) • Certificate I (VETiS)

• Vocational Graduate

Diploma • Vocational Graduate

Certificate • Advanced Diploma • Diploma • Certificate IV • Certificate III • Certificate II • Certificate I

• Doctoral Degree • Masters Degree • Graduate Diploma • Graduate Certificate • Bachelor Degree • Associate degree • Advanced Diploma • Diploma

The AQF comprises:

• National guidelines for each of the current national qualifications issued in the senior secondary school, vocational education and training and higher education sector

• Policies and guidelines for articulation, credit transfer and recognition of prior learning • Register of authorities empowered by governments to accredit qualifications • Register of institutions authorised to issue qualifications • Protocols for issuing qualifications, and • A governance structure for monitoring the implementation of the AQF and for advising

Ministers, including recommendations for change.

(Australian Qualifications Framework, Implementation Handbook, 2007)

Vocational Education and Training (VET) Vocational Education and Training (VET) is one of the three major sectors of education and training in Australia, the other two being the school and higher education sectors. It is the training sector which provides Cert IV AHA training, assessment, and qualification. VET provides education and training designed to prepare people for work, or to recognise or improve the knowledge and skills of people already working. There are various incentives and funding schemes available for trainees, employers and training providers in the VET sector. The Commonwealth and state governments jointly support the VET sector with the Commonwealth contributing around one third of the government funding. (Chief Health Professions Office (WA), Discussion Paper: Allied Health Assistants, Assistants in Allied Health and Health Sciences Workforce Project, 2008)

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VET is flexible; workplace training can be on-the-job, off-the-job or a combination of these. VET training is provided by Registered Training Organisations (RTO) and may be delivered through individual study and work experience, at the training institution or in the workplace. VET is directed towards the needs of industry and the workplace. Registered Training Organisation (RTO) www.training.com.au defines an RTO as “an organisation, registered in accordance with the AQTF Standards for Registered Training Organisations, to provide specific vocational education and training and/or assessment services. RTOs may include TAFE institutes, private providers, community providers, schools, higher education institutions, industry organisations and enterprises”.

An RTO is the training, assessment and qualification provider for the VET sector, and thus for Cert IV AHA. There are fees payable for their services. The fee depend on whether the training is taken as a “Government funded place”, or whether it is “Fee for service” training. Eligibility for a Government funded place can be determined by the RTO.

In “Fee for service” the RTO sets the fees. In a “Government funded place” most of the cost of the course will be covered by the government, and any fees payable will be within limits set by the government. Whilst in some cases, most of the training within a Cert IV AHA may be done on-the-job, an RTO assessor is required to formally assess the competencies and determine if they have been fulfilled.

Australian Apprenticeships Centre (AAC) Australian Apprenticeships Centres are funded by the Australian Government to provide free support services for Australian Apprenticeships. Assistance on all aspects of Australian Apprenticeships can be obtained from an Australian Apprenticeships Centre. The support services include:

• Information provision and assistance to employers, apprentices and other interested people about aspects of Australian Apprenticeships

• Marketing and promotion of Australian Apprenticeships

• Administration of Australian Government incentive payments to employers and allowances

for Australian Apprentices. To contact an Australian Apprenticeships Centre, call the Australian Apprenticeships referral line on 13 38 73. Training Packages Training Packages are nationally endorsed standards and qualifications used in the VET sector for planning, implementing and assessing training. Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained (HLT07 Volume 1, 2007). How people are trained is determined by employers, teachers and trainers depending on the learners' needs, abilities and circumstances. There are Training Packages for each Industry. The Training Package that includes the qualification Cert IV AHA is the Health Training Package (HLT07) which is designed by the

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Community Services and Health Industry Skills Council (CS&H ISC). The CS&H ISC is the recognised national advisory body on the skill and workforce development requirements of the Community Services and Health industries. HLT07 comprises essential detail for an understanding of Cert IV AHA training and assessment including: Training and Assessment guidelines

• Information about the application of HLT07 Qualification summaries

• Descriptions, relevant job titles, packaging rules, and example Units of Competency Units of competency (Units) summaries

• The building blocks of the qualifications - their descriptions, content and assessment guidelines

Employability Skills

• Summarises the generic skills that are important to the jobs covered by the qualification Skill set summaries

• Units grouped together to recognise a bundle of skills that are relevant to an industry role or need

The HLT07 content is summarised according to Volume in the next section. Health Training Package (HLT07) Content HLT07 is available for download in PDF form from www.NTIS.gov.au. It is divided into 7 volumes, with the following content: Volume 1

• List of Qualifications • List of Units of Competency • List of changes from HLT02 • Overview of Training Package • Assessment guidelines

Volume 2 • Introduction to the AQF • Characteristics of each level of Qualification in VET sector • Potential Qualification pathways charts (eg. Cert III AHA to Cert IV AHA) • List of job titles linked to Qualifications • List of Skill sets and their component units • Each Qualification’s descriptions and packaging rules (Qualification Framework)

Volume 3 • Employability skills Qualification summaries • Employability skills framework (Chart of general skills eg. Communication, Teamwork

Initiative etc. and their facets) • Detail of skills and their facets matched to each qualification

Volume 4

• Competency standards (explanation of requirements & outcomes for each Unit) • Units “HLTAD301Assist with Practice Administration” to “HLTARO607A Operate an

aromatic medicine dispensary”

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Volume 5 • Competency standards (explanation of requirements & outcomes for each Unit) • Units “HLTART401A Work effectively in the rehabilitation environment” to “HLTEN620A

Practise in first line emergency nursing”

Volume 6 • Competency standards (explanation of requirements & outcomes for each Unit) • Units “HLTFA201A Provide basic emergency life support” to “HLTOHS600A Improve OHS

processes”

Volume 7 • Competency standards (explanation of requirements & outcomes for each Unit) • Units “HLTOPD401A Work effectively in the ophthalmic industry” to “HLTTH406B Provide

intra-operative equipment and technical support”

Cert IV AHA HLT42507 Certificate IV in Allied Health Assistance: This qualification is part of the HLT07. It covers workers who provide therapeutic and program related support to Allied Health Professionals (AHP). The worker is required to conduct therapeutic and program related activities under the guidance of an AHP. This guidance may be direct, indirect or remote and must occur within organisation requirements. Cert IV AHA is new to HLT07. In the previous Training Package HLT02, Cert III AHA was the only specific AHA qualification. Cert IV AHA provides the opportunity to train and recognise more advanced skills & knowledge in an AHA.

The Qualification summary, structure, packaging rules and some of the Units of competency are included in Appendix 1.

Skill sets

Skill sets are two or more Units of Competency grouped together to recognise a bundle of skills that are relevant to an industry role or need.

For example, within Cert IV AHA the “Podiatry Skill set” includes four elective units that recognise skills specific to Allied Health Assistants working with Podiatrists. There is also a Physiotherapy, Occupational Therapy, Speech Pathology, and Nutrition & Dietetics skill set. These skill sets can be completed as part of a Qualification (Cert IV AHA) or can be completed separately as the training need arises. This allows the flexibility to complete the skill sets as a “top-up” for staff who may already have a Cert IV AHA but require skills, or recognition of skills in a different AH discipline. Upon completing a Skill set the trainee receives a “Statement of Attainment” from the RTO. Recognition of prior learning (RPL) The AQF, Implementation Handbook (2007), provides the following definition of RPL: “RPL involves the assessment of previously unrecognised skills and knowledge that an individual has achieved outside the formal education and training system. RPL assesses this unrecognised learning against the requirements of the qualification, in respect of both entry requirements and the outcomes to be achieved. By removing the need for duplication of learning, RPL encourages

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an individual to continue upgrading their skills and knowledge, through structured education and training, towards formal qualifications and improved employment outcomes.”

RPL means recognition of competencies currently held, regardless of how, when or where the learning occurred, so that they may be counted towards the achievement of a qualification. This recognition effectively means that students do not need to re-learn what they already know.

Skills Stores Skills Stores are Victorian Government funded to provide services which help potential trainees gain recognition for current skills and provide guidance on how to best update, improve or achieve a qualification. Skills Store locations can be found at the following link; http://www.skills.vic.gov.au/recognising_your_skills/locations At a Skills Store, the consultants:

• Are available by appointment • Provide information about the Victorian vocational education and training system • Help identify skills already possessed, and how they may be counted towards a

qualification • Provide referral to an RTO to have those skills formally assessed

Existing skills and experience may be recognised by a qualification or part of a qualification without having to repeat training unnecessarily. All Skills Stores services – including advice, obtaining an initial skills profile, and referral to an RTO are free-of-charge (Skills Stores, Skills Stores Brochure, 2009).

Community Services & Health Industry Training Board (CS&H ITB)

The Victorian Government funds 16 Industry Training Advisory Bodies (ITAB), which are experts on training needs and delivery in their particular industries.

The CS&H ITB is the ITAB for the Community Services and Health industry. They provide independent, authoritative information on all training within the Community Services and Health industry, including Cert IV AHA.

CS&H ITB can be contacted via their website: http://www.intraining.org.au/

The CS& ITB can provide free support to Health and Community Services to assist them to understand opportunities in VET and to negotiate with RTO’s to gain the optimal outcome for training.

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1.3 Training Models

VET provides flexibility of training delivery. Understanding the different Training models available, allows planning of Cert IV AHA to meet industry needs. Training can be provided via 3 models defined by the type of trainee:

• Existing Staff

• Traineeships (Apprenticeships)

o An apprenticeship/traineeship is a training contract between an employer and an employee, in which the employer provides training and the apprentice/trainee learns the occupation/trade. (Skills Victoria, Apprenticeships Traineeships in Victoria Handbook, 2009)

o Existing staff may also be eligible for apprenticeships/traineeships.

• External Students

o A student not employed by the H&CS

A summary of the characteristics of the training models is presented in Table 2. Notes about the funding and Incentive opportunities follow the table. For more details, the following resources/contacts are recommended: Existing Staff Contact nearest Skills Store http://www.skills.vic.gov.au/recognising_your_skills/locations Traineeships (Apprenticeships) Contact a local Australian Apprenticeships Centre (AAC) - call the Australian Apprenticeships referral line on 13 38 73 or visit their website at: http://www.australianapprenticeships.gov.au External Students Contact an RTO who offers Cert IV in AHA (search at www.skills.vic.gov.au, or http://www.tafe.vic.gov.au/TAFECourses) For RTOs outside Victoria visit local state training website.

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Table 2 : Summary Of Training Model Characteristi cs

Existing Staff Traineeships External Students

One or more Employees up skill or diversify One or more Formal Australian Apprenticeships Course run by RTO usually with 10-20 students for economic viability

May be employee or employer driven Usually employer driven Often RTO driven – which is driven by demand from applicants

Utilise Skill store for RPL guidance and to determine Gaps (No fee)

Employer determines need and trainee position Dependent upon suitable clinical training being available for students to achieve competencies

RTO contacted to enrol in training Employer recruits to traineeship Clinical placements planned with Health Service (Training partnership)

RTO Fee per unit for RPL Assessment Traineeship registered with an AAC to commence formal apprenticeship pathway & qualify for Government funding

Clinical placements can be flexible (eg. 1 day per week for a year, or blocks of 4 weeks, or as negotiated between RTO and clinical provider)

RTO Fee per unit for Gap training & Assessment

Employer may qualify for up to $4000 in government incentives, and may qualify for fully subsidised training (RTO) costs (Funding Note 2) [Existing staff may also be eligible for this funding]

Total clinical hours guided by the training units & their embedded “Evidence guide” & the HLT07 “Assessment guidelines” (RTO to map in negotiation with Clinical provider)

RTO Fees may be paid by employee or employer depending on negotiation. You may be eligible for subsidy from the Vic govt under the “skills for growth” program (Funding Note 1)

RTO chosen by employer to be the official VET trainer (authorised to assess and certify with qualification)

Classroom training run by RTO, but may use outside contractors for specialist education

Gap units trained via on-job, workbooks, projects, classroom (rarely RTO classes)

Training mostly on the job, with minimum 4 x year visits from RTO

Fees payable for training to RTO. Some individuals may qualify for government subsidised training. (Funding Note 3)

Gap units assessed by RTO Assessors Units assessed by RTO May result in most number of concurrent Qualified graduates of all these models

Qualification duration will vary depending on student (RPL, gaps, learning style will all influence duration – ie. It may take days, or may take years)

Traineeship duration usually 12-18 months (guided by VET Purchasing Guide)

Duration dependent on RTO planning, course/clinical structure & guided by Purchasing Guide (approx 6 – 18 months)

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Funding Note 1. Victorian training guarantee The Government now guarantees all eligible Victorians a government subsidised place in a diploma or higher vocational education training course of their choice through the Victorian Training Guarantee. The Victorian Training Guarantee, gives people the entitlement to access Government-subsided training at any time so long as they keep moving up the qualification scale for skills: http://www.skills.vic.gov.au/why_training/the-victorian-training-guarantee

This means that the government will cover most of the cost of a training place if eligible. This funding will be available whether enrolled independently or as part of an employer’s development program. The funds will go directly to the RTO. This entitlement can be accessed more than once, so long as the applicant is still eligible.

New eligibility requirements are being phased in from the 1st of July 2009, commencing with VET courses at Diploma level and above

Certificates I-IV : Funded places at these levels under Securing Jobs for Your Future - Skills for Victoria are not available until 2011, except through the special small business employee referral program, Skills for Growth (Refer to Funding Note 2). Existing capped funded training levels are being maintained until this time.

From 2011 Certs 1- IV will be eligible for the Victorian Training Guarantee

To be eligible the trainee must either be:

• Under the age of 20 years on the 1st of January in the year of commencement, OR • Seeking enrolment in a course accredited at a higher level than the highest qualification

already held.

Funding Note 2. Skills for growth

The Victorian Government’s Skills for Growth Program provides the choice of an independent specialist to review staff skills, plan for the future and identify training opportunities for staff.

The Program will:

• Identify strategic priorities and direction • Assess the current workforce skill and training needs of staff • Provide a clear and tailored training plan for staff • Facilitate the placement of staff in training (which may be subsidised by the Government)

For a business to be eligible, it must meet the following criteria:

• Employ between one and 199 employees • It will need to be Victorian-based • It needs to have been in operation for at least 12 months • It needs to be financially viable

Businesses can take part in the Program at no cost. The cost of the accredited training will be the responsibility of the business; however in some cases staff may be eligible for the Victorian

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Training Guarantee which entitles Victorians to a subsidised place in a recognised vocational training course.

Eligibility for the subsidised training is determined by factors such as age, prior educational history, citizenship and residency status. For more information on eligibility go to www.skills.vic.gov.au/get_training/who_is_eligible

Funding Note 3. Government Incentives to Employers Government Incentive funding is available for Traineeships/Apprenticeships that are completing Cert IV AHA. The Department of Education, Employment and Workplace Relations’, Summary of the Australian Government Australian Apprenticeships Incentives Program (2009), provides the following information regarding Federal Government Incentives:

• $1,500 incentive for an employer who commences an Australian Apprentice in Certificate III, IV or selected Diploma and Advanced Diploma qualifications

• Employers of Australian Apprentices who successfully complete a Certificate III, IV or

selected Diploma or Advanced Diploma qualification may be eligible to receive the $2,500 completion incentive.

Current advice from Australian Apprenticeship Centre’s (AAC) is that the Victorian State government will also provide funding for most of the training costs for a new worker commencing an apprenticeship (depending on eligibility). This funding is paid directly to the RTO, but does not include the enrolment fee (this is payable by the trainee or employer). Eligibility needs to be determined on an individual case basis, and can be done by an AAC. Existing employees may also be eligible for these incentives.

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3. SELECT TRAINING

4.1 EXISTING STAFF 4.1.1 Clarify Roles 4.1.2 Contact Skillstore 4.1.3 Enrol With RTO 4.1.4 Map Training




4. DEVELOP TRAINING




2. DETERMINE NEED

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2. Determine Need In order to develop Industry relevant AHA training, the needs of the Health or Community Service (H&CS) must initially be determined. Step 2 “Determine Need” outlines this process. 2.1 Current AHA Roles In determining the Health Service’s needs, it is valuable to first identify the current AHA roles within the service. Prepare a summary of the AHA EFT, their roles/duties, training and skills. Developing this list will enable further decision making as to whether future needs can be achieved via:

• The current AHA roles • The current AHA staff with modified roles and training • New AHA staff and roles

2.2 Current AHA Learning & Experience In some cases, AHA staff may already be independently involved in, or planning, VET training. Identifying this will allow the H&CS to learn from the process their staff are going through, and prevent repetition of training. An AHA staff member with recent training may be a valuable resource to enable learning from their experience. Also, identifying AHAs who already have completed Cert III AHA training will allow consideration as to whether up skilling them via Cert IV AHA would be beneficial. 2.3 Health & Community Services AHA Needs In order to plan and implement valuable AHA training, it is essential to have a clear idea of what the H&CS needs are of their AHA workforce. Determining these needs may be achieved via consultation with the services’ AH professionals, AH managers, the Service managers, or Focus groups consisting of relevant parties. It is highly recommended that a broad section of stakeholders are included in this step, in order to fully explore the services’ AHA needs and map roles to their maximum potential. These questions need to be answered:

1. What do AHAs currently do in the service? 2. What could they potentially do? 3. Would these roles be new or modified/upskilled existing roles? 4. What skills/competencies would the AHAs require in these proposed roles? 5. Will this change/improve how we provide services or change service capability?

An example questionnaire which could be used is provided in Appendix 2. An AHA skills matrix like the example in Appendix 3 could be used to assist in mapping the skills that the AHAs would require. The information obtained from this consultation process will be used directly in Step 3: Select Training.

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3. SELECT TRAINING

4.1 EXISTING STAFF 4.1.1 Clarify Roles 4.1.2 Contact Skill store 4.1.3 Enrol With RTO 4.1.4 Map Training




4. DEVELOP TRAINING




2. DETERMINE NEED

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3. Select Training Step 3 “Select Training” utilises the information gathered about the needs of the H&CS, and matches these needs to the appropriate AHA training.

3.1 The Qualification From the skills required, that was identified in Framework step 2, it should be first determined what is the most appropriate training. Depending on these skills, a Cert IV AHA may or may not be the solution to the workforce needs. In some cases the Cert III AHA may be sufficient, or another Certificate may be more suitable. Another alternative is only to train a particular Skill set, if this satisfies the needs of the H&CS. See Table 3 below for some examples. Table 3: Example of needs matched to training

Service Needs Suitable Training Choice Support worker for Physiotherapists and Occupational Therapists with capacity for unsupervised client contact, and specific knowledge concerning Rehabilitation.

Cert IV AHA

Support worker for Speech Pathologist who will have limited client contact (always closely supervised) and limited autonomy of decision making

Cert III AHA

Support worker for Mental Health case managers, assisting in client follow-up

CHC40508 Certificate IV in Mental Health

Existing AHA worker requiring advanced skills in assisting with, and screening of Podiatry clients

Podiatry Skill set (independently, or included within Cert IV AHA)

The correct training can be determined from cross referencing the needs identified in Framework step 2 with the following content from the HLT07:

• “Accessing qualifications by occupational titles” (HLT07 Volume 2) • “Qualifications Framework” (this summarises the Qualifications and Skill sets’

content and Packaging Rules) (HLT07 Volume 2) • “Employability Skills Qualification Summaries” (HLT07 Volume 3)

For the purpose of this Framework, the training choice of Cert IV AHA is assumed from this point onwards.

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3.2 The Units Using the HLT07 Health Training Package and the HLT42507 Certificate IV in Allied Health Assistance “Packaging Rules”, the necessary skills can then be matched with the Units of Competency (Units) to be included in the training. The choice of Units must fulfil the Packaging Rules as listed in the HLT42507 Qualification framework (HLT07 Volume 2):

Recognise the Pre-requisite and Compulsory Units It is likely that some of the skills and knowledge identified as needs, will be satisfied by the Pre-Requisite and Compulsory Units. Review these units (Listed in Appendix 1) and their content (Detailed summaries of the Units are in the “Competency Standards” Volumes 4-7 of HLT07). Short listing the Elective Units The required skills and knowledge not included in the Pre-Requisite and Compulsory Units should be matched with Elective Units so these can be chosen. The Elective Units available in HLT07, and those imported from other training packages (eg. the Community Service Training Package - CHC08) are listed within Volume 1 of HLT07. This list can be used as a resource for the initial short listing of potential Units to choose for training. Review the Short listed Units’ Detailed summaries of the Units are in the “Competency Standards” Section of the Training Packages (Volumes 4-7 in HLT07). These summaries provide descriptions, intended application, and information of the Skills, Knowledge, Performance Criteria and Range Statement of each of the Units. This breakdown of the Units content should be referred to in order to determine which of the short listed Units best achieves the training needs.

PACKAGING RULES 15 competency units are required for award of this qualification, including: • 4 compulsory units • 11 elective units A wide range of electives is available and can be packaged to provide either: • a generic qualification that covers a range of work functions, or • a qualification tailored to address specific workplace requirements Elective units are to be packaged as follows: • for award of this qualification (either generic or tailored) a minimum of 5

electives must be selected from the list of Allied Health electives • for award of a tailored qualification, for example, to address work requirements

in the area of physiotherapy, all electives must be selected from the mandatory elective skill set listed for that area of work

• additional competency units are available as listed below and at Certificate IV level or higher in the Health and/or Community Services Training Packages

• a maximum of 2 competency units may be selected from other relevant Training Package units available at Certificate IV (or higher)

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Finalising the Choice of Units Once the Units are selected, refer back to the Packaging Rules to ensure the list is compliant. If the number of Units selected does not add up to the total Electives required, extra Elective Units will need to be chosen. This would allow for some individual tailoring to suit a trainees’ interests, or to complete a Skill set if feasible.

3.3 The Training Model In order to select the most appropriate model for training, the model has to match the needs identified in Step 2. For instance, if a proposed need is a new AHA position in the Sub-Acute service, then a Traineeship model may suit. Contrastingly, if a current AHA position in Acute Physiotherapy is identified as having the scope for further duties (dependent on further training), then the Existing Staff model would be best suited. Close cross-referencing of the needs identified in Step 2 with the Training model characteristics outlined at Section 1.4 is essential to choose the most appropriate Training model. Consideration of the costs (NB - consult with a few RTOs to get quotes, as training costs can differ), and available funding/incentive opportunities should also be given for each of the Training models. For up-to date funding opportunities and eligibility requirements refer to www.Skills.vic.gov.au or an RTO.

3.4 The RTO

RTOs can be found via the “Search for a Training Provider” portal of the national website for training, www.training.com.au

There are around 5,000 RTOs in Australia. The products, services, and training courses provided vary between each RTO.

www.training.com.au makes the following recommendations:

“ When choosing an RTO consider whether it:

• has worked with similar businesses in your industry • is able to base its teaching on your polices and procedures or equipment • can provide services when and where you want them • offer training and services which are good value for money • can provide you and your staff with ongoing support”

To guarantee that the Cert IV AHA training meets quality standards and is nationally recognised, check whether the RTO is registered to deliver the training required.

Also check that the RTO is flexible and provides options for training:

• in the workplace • on RTO premises • at both the workplace and RTO premises

As mentioned in Step 3.3, costs can differ between RTOs depending on the way you intend to structure the training, so it is valuable to investigate your RTO options thoroughly, and compare these costs closely.

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3. SELECT TRAINING





4. DEVELOP TRAINING




2. DETERMINE NEED

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4. Develop Training Step 4 “Develop training” summarises the steps to take, in order to develop the Industry relevant training that has been selected. The resources and contacts required for more information are provided.

4.1 Existing Staff The following process is relevant for staff currently in the H&CS who are either working as an AHA, or considering an additional or alternative role as an AHA.

4.1.1 Clarify Roles Trainee: • Existing staff H&CS: • Continues as employer • Assists in providing the workplace training to achieve competencies RTO: • Provides the training and assessment plan, • May be responsible for some or all of the training (depending on the Units), • Is responsible for the Assessment and Certification of the Qualification 4.1.2 Contact Skills Store Skills Store locations can be found at http://www.skills.vic.gov.au/recognising_your_skills/locations The Skills Stores can: • Help existing staff gain recognition for their current skills • Provide guidance on how to best update, improve or achieve a qualification • Help identify how the skills they have may be counted towards a nationally recognised

qualification (via RPL) • Direct towards an RTO for formal assessment of RPL For more detail about Skills Stores see Step 1.2 4.1.3 Enrol With RTO Contact the RTO of choice for formal assessment of the RPL process that was identified by the Skills Store. Enrol staff in those Units not recognised by RPL and yet still required to fulfil the Cert IV AHA requirements.

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4.1.4 Map Training

Negotiate the training delivery with the RTO. The Units identified in Step 3 will form the basis of the training plan. The RTO can “unpack” these Units to determine: • The hours of training required • The clinical (on-the-job) component of training • The assessment requirements This process is guided by a resource known as a “Purchasing Guide” which lists recommendations for each of these criteria, for each Unit, and the Qualification overall. The RTO will have a copy of this guide. There is some flexibility in these recommendations, and this is where negotiation with the RTO is important to determine when and how the training takes place. For example:

• During work hours • After work hours • On the Internet • In group training sessions

The RTO can also be employed to coordinate all of the training or just a component of it. For example, the H&CS could handle all on-the-job training while the RTO conducts off-the-job training.

4.2 Traineeship The following process is relevant for a Cert IV AHA Traineeship (Apprenticeship)

4.2.1 Clarify Roles Trainee: • New or Existing staff (different funding implications for each, refer to AAC) H&CS: • Pays wages according to award or higher negotiated rate • Provides all of the on-job training RTO: • Provides the regular off-job training (as stipulated in the Purchasing guide) • Assessment of competencies • Award of qualification AAC: • Registers apprenticeship with the government • Registers for the government’s incentive funding • Provides guidance with planning the apprenticeship (eg. the apprenticeship duration as

recommended by the Purchasing guide)

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4.2.2 Recruitment Prior to recruitment a clear position description needs to be created via usual HR processes, using the H&CS needs identified in Step 2 as a guide. Recruitment can be facilitated through HR guidelines, or a recruitment agency may be enlisted to assist. Often recruitment agencies have a useful network for finding Apprenticeship recruits. 4.2.3 AAC Registration AAC – registers apprenticeship with the government. This is required to formalise the apprenticeship and qualify for the government’s incentive funding. The AAC will also have a copy of a “Purchasing Guide” which will provide recommendations on the length of the Apprenticeship. To contact an Australian Apprenticeships Centre, call the Australian Apprenticeships referral line on 13 38 73. 4.2.4 Enrol With RTO In an Apprenticeship, an RTO is required to: • Provide the regular off-job training (as stipulated in the Purchasing Guide) • Assess competencies • Award the qualification 4.2.5 Map Training

As per 4.1.4

4.3 External Students The following process is applicable to students who are not employed by the H&CS. This may be the case, if an RTO has a suitable number of people interested in completing the Cert IV AHA as training, independent of employment.

4.3.1 Clarify Roles Trainees/Students: • External students (not employed by the H&CS) H&CS: • Provides on-job training which may be in various forms (see 4.3.3) RTO: • Provides the regular off-job training (as stipulated in the Purchasing guide) • Assessment of competencies • Award of qualification 4.3.2 Map Training

As per 4.2.5

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4.3.3 Clinical Placements Much of the content of Cert IV AHA requires: • Clinical experience to achieve the skills and knowledge • Assessment in the workplace Clinical placements need to be provided to satisfy these requirements, and to ensure that students have had sufficient and suitable experience to make them work-ready upon completion of the Certificate. The H&CS can provide these Clinical Placements in various ways, including, but not limited to: • Clinical blocks (eg 4 weeks) • Individual day clinics (eg. one day per week or fortnight) • A combination of the above • May be shared with another Health Service • May be discipline specific or inter-disciplinary • May be site specific or across campuses An invaluable resource in designing these clinical placements has recently been developed by Melbourne Health, via a Better Skills Best Care funding grant from the Victorian Department of Health (formerly the Department of Human Services). “This resource outlines the general principles and processes required to deliver a typical four-week Cert IV AHA workplace training program at Melbourne Health”. (Melbourne Health, Certificate IV Allied Health Assistance Workplace Training – A Guide for Allied Health Clinicians (2009)). The resource is available on the Victorian Department of Health’s health workforce website at: http://www.health.vic.gov.au/workforce/skills. 4.3.4 RTO Partnership A formalised partnership contract may be beneficial, containing information about how the RTO and the Health Service will carry out their roles and responsibilities.

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Conclusion The Framework provides a clear pathway towards developing Industry driven (and therefore relevant) Certificate IV in Allied Health Assistance training. The Framework provides increased knowledge of the extensive information available for planning Certificate IV in Allied Health Assistance training and the steps necessary to achieve this training for maximum benefit of the Health or Community Service. Following the Framework outlined in this report enables a Health or Community Service to:

• Develop knowledge about Allied Health Assistant roles and training • Develop an understanding on the VET sector as it applies to Allied Health Assistance

training and education • Determine needs relating to their Allied Health Assistant workforce • Select training options that will satisfy these needs • Develop industry relevant training along one of three distinct training pathways

Health and Community Services should be able to use this report and outlined Framework to assist in developing Certificate IV in Allied Health Assistance training when the workforce needs further development.

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Acknowledgements This Framework was made possible through Better Skills Best Care partnership grant funding provided to Barwon Health by the Victorian Department of Health (formerly the Department of Human Services). Many thanks to all those who contributed to the development and implementation of this project, including;

• Sarah Bird, Senior Policy Adviser, Workforce Innovation, Sector Workforce, Department of Health (formerly Service and Workforce Planning Branch, Department of Human Services)

• Barwon Health Steering Committee & Service Area focus group members o Dr Debbie Schulz, Director of Allied Health Barwon Health, Project Manager o Dr Lucy Cuddihy, Executive Director Nursing, Midwifery and Aged Care, Barwon

Health, Executive Sponsor o Dr Jane Redden-Hoare, Director Centre for Education and Practice Development,

Barwon Health o Mr Perry Muncaster, Executive Director, Human Resources and Organisational

Safety, Barwon Health o Mr Jeff Umbers, Operations Manager, Barwon Medical Imaging o Ms Fiona McKinnon, Director, Sub-Acute Care, Barwon Health o Ms Yvonne Hewitt, Director, Education & Training Business Unit, Barwon Health o Ms Melanie Taylor, Manager, Physiotherapy, Barwon Health o Ms Sue Rowan, Manager, Occupational Therapy, Barwon Health o Ms Robyn Van Ingen, Manager, Social Work, Barwon Health o Ms Natalie Anderson, Acting Manager, Speech Pathology, Barwon Health o Ms Carol Mioduchowski, Manager, Podiatry, Barwon Health o Ms Lisa Jane Moody, Manager, Audiology, Barwon Health o Ms Marjan Geertsema, Manager, Psychology, Barwon Health o Dr Roy Hoevenaars, Manager, Dietetics, Barwon Health o Mr Greg Kotz, Manager, Primary Health Care Teams, Barwon Health o Ms Maree Townsend, Lifestyle Co-ordinator, Barwon Health o Sharon Lee Pellas, Centre Manager, Centre for Community Services and Health,

Gordon Institute of TAFE o Peter Franchina, Community Services Co-ordinator, Diversitat

• Carol Jewell, Leader Allied Health Clinical Education, Melbourne Health • Gary Reyment, Senior Consultant, G-Force AAC • The staff of the Centre for Education Practice & Development, Barwon Health

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References

Chief Health Professions Office (WA) (2008). Discussion Paper: Allied Health Assistants, Assistants in Allied Health and Health Science Workforce Project. Department of Health : Perth.

Australian Qualifications Framework Advisory Board (2007), Australian Qualifications Framework Implementation Handbook, 4th Edition : Australia.

Commonwealth Government Australia, Department of Education Science and Training, Health Training Package HLT07 (2007).: Australia.

Department of Education, Employment and Workplace Relations, Summary of the Australian Government Australian Apprenticeships Incentives Program (1st May 2009) : Australia.

Department of Human Services (2007). Better Skills Best Care: Stage 1 Final Report. Victorian Government Department of Human Services : Melbourne.

Melbourne Health (2009) Certificate IV Allied Health Assistance Workplace Training – A Guide for Allied Health Clinicians.: Melbourne.

Skills Stores (2009). Skills Stores [Brochure]. Victorian Government.

Skills Victoria (2009). Apprenticeships Traineeships in Victoria [Handbook]. Skills Victoria.

Smith A. (2001) Return on Investment in Training: Research Readings. National Council for Vocational Education Research (NCVER) : South Australia.

Victorian Hospitals’ Industrial Association (VHIA), Salary Circular No.383, 24/08/07, HSUA1 Certified Agreement 2006-2009. : Australia.

Websites: The Australian Qualifications Framework (AQF) – accessed September 2008: http://www.aqf.edu.au/index.htm Victorian Department of Human Services: Better Skills, Best Care - Workforce Design Strategy - accessed October 2008: http://www.health.vic.gov.au/workforce/skills.htm National Training and Information Service (NTIS) – accessed September 2008: http://www.ntis.gov.au/Default.aspx

Community Services & Health Industry Training Board (CS&H ITB) - accessed October 2009: http://www.intraining.org.au/

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www.training.com.au (Australian VET information website) - accessed October 2009: http://www.training.com.au/portal/site/public/menuitem.bbbb3c927ca80aab9eb1f81017a62dbc/

http://www.training.com.au/portal/site/public/menuitem.61dea3cd2b6b3588a392e51017a62dbc/

Skills Victoria (Victorian Training website) – accessed October 2009: http://www.skills.vic.gov.au/recognising_your_skills/locations

www.skills.vic.gov.au

www.skills.vic.gov.au/get_training/who_is_eligible

http://www.skills.vic.gov.au/why_training/the-victorian-training-guarantee

TAFE courses directory of Victoria – accessed October 2009: http://www.tafe.vic.gov.au/TAFECourses

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Appendix 1: Qualification Framework from HLT07 The Health Training Package HLT07, Volume 2 provides the following qualification summary for Cert IV AHA:

HLT42507 Certificate IV in Allied Health Assistance This qualification covers workers who provide therapeutic and program related support to allied health professionals. The worker is required to conduct therapeutic and program related activities under the guidance of an allied health professional. Supervision may be direct, indirect or remote and must occur within organisation requirements. The worker is required to identify client circumstances that need additional input from the allied health professional. This qualification is suited to Australian Apprenticeship pathways. Occupational titles for these workers may include: · Therapy assistant · Podiatry assistant · Physiotherapy assistant · Speech pathology assistant · Occupational therapy assistant · Allied health assistant · Nutrition assistant · Dietetic assistant Pre-/co-requisite requirements The following competency units should be either achieved before this qualification or must be undertaken as part of the qualification: HLTHIR301A Communicate and work effectively in health HLTAH301A Assist with an allied health program HLTIN301A Comply with infection control policies and procedures in health work HLTCSD201B Maintain high standard of client service HLTCSD305B Assist with client movement HLTAP301A Recognise healthy body systems in a health care context BSBMED201A Use basic medical terminology

PACKAGING RULES 15 competency units are required for award of this qualification, including: • 4 compulsory units • 11 elective units A wide range of electives is available and can be packaged to provide either: • a generic qualification that covers a range of work functions, or • a qualification tailored to address specific workplace requirements Elective units are to be packaged as follows: • for award of this qualification (either generic or tailored) a minimum of 5

electives must be selected from the list of Allied Health electives • for award of a tailored qualification, for example, to address work

requirements in the area of physiotherapy, all electives must be selected from the mandatory elective skill set listed for that area of work

• additional competency units are available as listed below and at Certificate IV level or higher in the Health and/or Community Services Training Packages

• a maximum of 2 competency units may be selected from other relevant Training Package units available at Certificate IV (or higher)

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Compulsory units HLTHIR402B Contribute to organisational effectiveness in the health industry HLTHIR506B Implement and monitor compliance with legal and ethical requirements HLTOHS300A Contribute to OHS processes HLTIN403B Implement and monitor infection control policy and procedures Elective units Electives are to be selected in line with the specified Packaging Rules. Workplaces may package electives to reflect the functions of workers. Relevant competency units have been identified and grouped to facilitate selection. Electives must be selected as follows: · For award of a qualification with mandatory electives (as outlined below): - mandatory elective skill sets must be selected in line with requirements outlined below - additional electives to a total of 5 competency units must be selected across all electives listed below as Allied Health electives · For award of the qualification without mandatory electives, 5 competency units must be selected from all electives listed below as Allied Health electives · A further 6 electives are to be selected in line with the Packaging Rules. Mandatory elective skill sets Some industry sectors have identified specific mandatory elective skill sets of competency units required to meet identified workplace requirements. Where a specified mandatory elective skill set of competency units is achieved, this is to be clearly articulated on the transcript (certification) as per the following example: “This qualification includes the mandatory elective skill set in Physiotherapy” · The mandatory elective skill set in Physiotherapy requires all 3 electives from the Physiotherapy group · The mandatory elective skill set in Podiatry requires all 4 electives from the Podiatry group · The mandatory elective skill set in Occupational Therapy requires all 4 electives from the Occupational Therapy group · The mandatory elective skill set in Speech Pathology requires all 3 electives from the Speech Pathology group · The mandatory elective skill set in Nutrition and Dietetics requires 2 electives (as identified below) from the Nutrition and Dietetics group

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ALLIED HEALTH ELECTIVES Physiotherapy HLTAH401A Deliver and monitor a client-specific exercise program HLTAH402A Assist with physiotherapy treatments and interventions HLTAH403A Deliver and monitor exercise program for mobility Podiatry HLTAH404A Assist with basic foot hygiene HLTAH405A Assist with podiatric procedures HLTAH406A Assist with podiatry assessment and exercise HLTIN302A Process reusable instruments and equipment in health work Occupational therapy HLTAH407A Assist with the rehabilitation of clients HLTAH408A Assist with the development and maintenance of client functional status HLTAH409A Conduct group sessions for individual client outcomes HLTAH414A Support the fitting of assistive devices

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Speech pathology HLTAH410A Support the development of speech and communication skills HLTAH411A Provide support in dysphagia management HLTAH412A Assist and support the use of augmentative and alternative communication systems Nutrition and Dietetics Pre-requisite requirements for Nutrition and Dietet ics: Please note The following competency units (from the Certificate III in Nutrition and Dietetic Support) are pre-requisites for this elective skill set: HLTNA301B Provide assistance to nutrition and dietetic services HLTNA302B Plan and evaluate meals and menus to meet recommended dietary guidelines HLTNA303B Plan and modify meals and menus according to nutrition care plans HLTNA304B Plan meals and menus to meet cultural and religious needs HLTNA305B Support food services in menu and meal order processing HLTFS207B Follow basic food safety practices Mandatory Nutrition and Dietetics electives: Two electives must be selected from the following three to address requirements for the Nutrition and Dietetics mandatory elective skill set. HLTAH415A Assist with the screening of dietary requirements and special diets HLTAH409A Conduct group sessions for individual client outcomes HLTAH420A Support the provision of basic nutrition advice/education Other Nutrition and Dietetics elective: HLTAH416A Support special diet requirements Additional allied health functions HLTAH413A Deliver and monitor a hydrotherapy program HLTAH414A Support the fitting of assistive devices HLTIN302A Process reusable instruments and equipment in health work HLTAH302B Assist with the application and removal of a plaster cast Other relevant electives Below is a small sample of additional competency units that may be selected as electives, grouped to facilitate selection. Electives may be selected from one or more groups. Client support HLTHIR404B Work effectively with Aboriginal and Torres Strait Islander people HLTHIR403B Work effectively with culturally diverse clients and co-workers HLTCOM301B Provide specific information to clients CHCCS401A Facilitate cooperative behaviour HLTCSD306B Respond effectively to difficult or challenging behaviour HLTRAH301B Undertake visits to remote communities HLTAH302B Assist with the application and removal of a plaster cast CHCCM1C Undertake case management First aid HLTCPR201A Perform CPR HLTFA201A Provide basic emergency life support

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HLTFA301B Apply first aid HLTFA402B Apply advanced first aid Client care CHCCN5C Care for babies CHCIC1C Interact effectively with children CHCRF1C Work effectively with families to care for the child CHCAC1C Provide support to an older person CHCAC15A Provide care support which is responsive to the specific nature of dementia CHCHC301B Work effectively in a home and community care environment HLTRAH302A Undertake home visits CHCDIS1C Orientation to disability work CHCMH1B Orientation to mental health work TAADEL401A Plan and organise group-based delivery TAADEL402A Facilitate group-based learning SRFFIT004B Develop basic fitness programs SRFFIT005B Apply basic exercise science to exercise instruction SRFFIT007B Undertake relevant exercise planning and programming SRCAQU007B Respond to an aquatic emergency using advanced water rescue techniques SRCAQU008B Apply the principles of movement in water to aquatic activities SRCAQU009B Instruct water familiarisation, buoyancy and mobility skills SRCAQU012B Foster the motor, cognitive and personal development of infants and toddlers in an aquatic environment SRCAQU014B Assist participants with a disability during aquatic activities SRCCRO009B Conduct a recreation program for older persons SRCCRO010B Conduct a recreational program for people with a disability CHCCS6B Assess and deliver services to clients with complex needs Performance BSBFLM403B Implement effective workplace relationships BSBFLM409B Implement continuous improvement HLTAMBPD401B Manage personal stressors in the work environment BSBCMN412A Promote innovation and change CHCPOL3A Undertake research activities BSBAUD401A Prepare for a quality audit BSBAUD402A Participate in a quality audit BSBFLM512A Ensure team effectiveness Administration BSBMED401A Manage patient record-keeping system HLTCOM405B Administer a practice HLTCOM407A Provide reception services for a practice HLTCOM503B Manage a practice BSBCMN305A Organise workplace information

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Appendix 2: Focus Group Questionnaire Example

AHA Focus Group: Health Service Area …………………………….. 1. What do current the AHAs do in the area? 2. Do we need more/new roles in this area? 3. What future role could AHAs perform in the area? Describe: 4. Discipline specific? Multi-Disciplinary? Disease specific? 5. Core competencies & Skills Required? 6. Reporting/Governance 7. Grade? 8. New or Developed from the current role?

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Appendix 3: AHA Skills Matrix Example

AHA Skills Matrix Required ?

Key duties

Manual Handling - equipment

Manual Handling - clinical

Portering

Toiletting, Dressing (assisting)

Mobility / Transfers

Knowledge of medical conditions and terminology

Individual intervention

Group Programs

Documentation in the Notes / Ensuring Accurate Record

Identification of Patient Clinical Risk

Service resource development/ maintenance

Care planning

Interpersonal Skills

Confidentiality

Written and Verbal Communication

Recognition of limitations and asks for assistance

Obtain relevant information prior to client interaction

Feedback Regularly on Client's Status

Work in a clinical team

Organisational Skills

Supervision / Management

Supervision & Training of AHAs

Supervision & Training of AHA students

Supervision and Training of professional and other staff

Orientation of new staff

Administration

Keep record of activity (Statistics)

Ordering / Purchasing Requests and Equipment audit

Reporting of building and engineering issues

Computer Skills

Quality

Participate in development and implementation of Service Quality Plan

Equipment, Supplies and Resources

Maintenance of stocks and supplies

Maintenance of resources

Emergency Procedures

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