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TAFE QUEENSLAND

Solution-focused approaches to

tomorrow’s workforce

MEET OUR SPEAKERS

Ana Rodger

Lead, Sunshine Coast Health Institute

Beverley Charnley

Lead, Community Services

Debbie Blow

Lead, Health

WE WILL PRESENT:

Three case studies featuring

TAFE Queensland’s

approaches to the

challenges of building

tomorrow’s workforce

TAFE Queensland structure

relating to leadership of

curriculum:

• Six TAFE Queensland (TQ) regionso Brisbane

o East Coast

o Gold Coast

o North

o SkillsTech

o South West

• Each region is a TQ lead

(responsibility) for one or more

curriculum areas

• 24 areas in total in TQ

• Each curriculum area has one or

more Professional Learning

Communities (PLC) e.g. Health has

Nursing and Primary Health

• 65 PLCs in total in TQ

• Each PLC has one or more

educator representative from each

region

TAFE Queensland structure relating to

leadership of curriculum – cont..

PLCs CORE FUNCTIONS:

• provide advice to the Curriculum Leads on product

development strategies based on learner, industry

feedback and consultation

• collaborate with colleagues across TAFE Queensland to

reduce duplication of effort to deliver strong industry and

commercial outcomes (with state-wide efficiencies)

• prioritise the contribution, review and maintenance of

quality assessment, resources and supplementary

materials

Case study 1: Collaboration between educational

institutions and the health system

THE SUNSHINE COAST HEALTH INSTITUTE (SCHI)

Has a full simulation

suite/ward with high

tech equipment and an

exact replica of the

hospital operating

theatres

Purpose built facility of

10,000 sq m embedded

inside the Sunshine Coast

University Hospital –

opened April 2017 with a

738 bed capacity

A joint venture between

TAFE Queensland,

University of the Sunshine

Coast, Griffith University’s

medical school and the

Sunshine Coast Hospital

and Health Services

Fill growing number of jobs with

local people where possible

Build aspiration of school

leavers about the opportunities

in the health sector

Reduce duplication of expensive

and scarce physical resources

Create a Centre of Excellence

where a student can start

studying a TAFE/VET certificate

and graduate as a doctor

WHY SCHI?

Created common operating rules for all partners

Co-branded marketing, joint events and promotions

Annual negotiations, all partners at the table, to determine most

appropriate vocational placements in the health service

Methodical timetabling to maximise student opportunities to simulation

suites, anatomy labs, operating theatre

Joint Management Committee for decision making/strategic planning

Joint subcommittees include Operations, Research and Education,

Work Health and Safety and Library services

Shared reception and IT services

ACHIEVING SCHI’S VISION

OUTCOMES TO DATE

Knowledge transfer occurring - clinical practice experience shared between the organisations’

educators and between students - a major benefit

Student testimonials describe their experience as unique, of the highest educational

standard –the hospital setting is highly motivational

Inter-organisation/inter-professional learning program recently piloted to much acclaim

Barriers between professions broken down – greater understanding of the different

clinical roles in health

More opportunities for cross-sectoral professional development emerging

Health service (private and public) more confident in the students’ skills and knowledge for

vocational placement, graduates more work-ready

… introduce further health, allied health and

community services programs into SCHI

now that the partnership is well-established

AND THE NEXT STEP?

Case Study 2: An Emerging Workforce –

Mental Health Peer Work

(Certificate IV Mental Health Peer Work CHC43515)

Peer work roles supporting people with mental illness

ISSUE

Various supports are required including ‘seeking and promoting the perspectives of people with a lived

experience of mental illness, problematic alcohol and other drug use, as well as people affected by suicide

in our work’. (Qld Mental Health Commission) – reflects a marked change occurring over several decades.

Mental Health Peer Support has now developed along more formal lines and is considered an emerging

workforce & one that we see as an example of the heart of NDIS. At the core of peer support is the need for

the person to feel truly understood, to find that they are not alone in their experiences.

1 in 5 Queenslanders experience

a mental illness in any one year 1:51 in 2 will experience a mental illness at

some point in their lives.1:2

“Shared experience….we may not have the same diagnosis but what we

share is the stigma, the impact on us, the impact on family, reintegration

back to community” (Elliot 2017)

Source / Acknowledgment: The Sunshine Coast Peer Alliance 2017

EMPATHY EDUCATION

& TRAINING

SHARED

KNOWLEDGE

A FORMAL FRAMEWORK

Applicants - people with a lived experience of mental illness

(consumer or carer) wishing to work in roles supporting consumer

peers or carer peers. (Specialisations: Consumer Peer Work

/Carer Peer Work);

Employment - Health and Hospital Services and Community

Services NGOs;

Job roles - Peer Support Worker, Lived Experience Practitioner,

Consumer / Carer Worker, Consumer Engagement Worker;

Legislation - The Mental Health Act 2016 references peer support;

2015 Pilot with stakeholders – now a standard offering.

STAKEHOLDERSCERTIFICATE IV MENTAL HEALTH PEER WORK CHC43515

DEVELOPING STAKEHOLDER BASE –

THE 2015 PILOT PROGRAM

A Backstory – ROCIV and ROMP (2008- 2013)

2014 - Industry liaison with TQ for training for volunteers/ paid workers in mental

health peer work

Teachers active in the mental health sector

TAFE Qld East Coast registered and collaborated with industry on delivery

Industry supported scholarships to assist with the payment of places (22 awarded)

A working party of stakeholders established – investment in the process and

engagement.

Q Health, NGOs, University, TAFE Queensland, Individuals

• Workforce development model approach adopted;

• Quick marking turn around to alleviate anxiety,

accessibility;

• Participant-established weekly study groups;

• The National Mental Health Commission resources

written from the Lived Experience;

• Reasonable adjustment employed;

• Keeping participants informed - foreshadowing what

was forthcoming;

• Ongoing evaluation and reflections between

facilitators;

• Facilitators – TQ teacher and lived experience

facilitator with a CIV TAE.

HIGHLIGHTS ANDCHALLENGES

• 20/22 participants completed the

qualification

• Employment outcomes – 15 students

• Several participants enrolled into

higher level VET qualifications

• Establishment of a Community of

Practice – still in place

• Formal evaluation (UQ PhD student)

soon to be released

• Training service managers to be

“exemplary employers”

• Continued requests from industry to

run the program annually

• Strengthened-collaborative

relationships between community

mental health services and TQ

• Qualification is now on the Qld Govt

subsidy list.

• Industry sector want to see the

qualification grown across TAFE

Queensland (based on the identified

model).

HIGHLIGHTS OUTCOMES OF THE PILOT

FUTURE IDEAS AND DEVELOPMENT

Continue the pre-enrolment interview process & referral pathways to other VET qualifications (e.g. CIV Youth

Work, Diploma level);

Continue face to face delivery – advocated by industry sector and learners

Consideration of campus location (e.g. near the partnering organisations, transport and support);

Continue the co-facilitation model and build on the skills of the lived-experience co-facilitator to take the lead on

the Peer Units (PWK Units) which also supports the authenticity of the delivery (nothing about me without me);

Narratives about the story and the progressions of individual lives;

Continue strong industry work & collaborative practices – electives, VPC;

Industry sector as delivery partners in a range of ways;

NDIS aligned opportunities (NGO brokers, ABN operators)

Case Study 3: Nursing Partnership Program

PARTNERSHIPOVERVIEW

• Ramsay unable to source Enrolled Nurses to fill staffing requirements nationally

• Significant training required for graduates

• Significant ongoing recruitment costs• Significant resource required to

orientate and support new staff

PARTNERSHIPOVERVIEW

• ‘Grow your own workforce’ strategy implemented in 2008

• This strategy has successfully met hospital staffing requirements for ten years

• Students integrated as team members

• Ramsay’s most successful recruitment model nationally

• Graduates able to ‘hit the ground running’

WHEN ENTERING INTO PARTNERSHIP

COLLABORATIVE PARTNERSHIPSTHE ‘PLANNING’ PHASE

WHEN ENTERING INTO PARTNERSHIP

TAILORED & HAND-PICKED WORKFORCE

REDUCTIONS IN TRAINING COSTS

INCREASE IN STAFF

OWNERSHIP

EMPLOYMENT READY

GRADUATES

TRAINING EXPANSION

OPPORTUNITIES

PARTNERINGADVANTAGES

COLLABORATIVE PARTNERSHIPS

THE ‘IMPLEMENTATION’ PHASE

Dedicated administration

and delivery team

established

INTEGRATED

TEAM

MODEL

PARTNERSHIPClient reference

group developed

Staff engagement and

education

Student management

WHEN ENTERING INTO PARTNERSHIP

COLLABORATIVE PARTNERSHIPS

THE ‘IMPLEMENTATION’ PHASE