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Hard BOCK Café

Barriers → What are some of the barriers you have experienced during your own training life?

Age which entered into qualification (very young or a bit older)

Fatigue

Questions poorly framed

Organisational requirements

Thrown in the deep end

What’s the reason for training

Wasting time – learn to use time more constructively

Practical vs theory – should it be interrelated?

Lack of resources

Fear

Wanting instant results / perfection

Over confident

Lack of counselling

Lack of knowledge regarding Career pathways

Money / resources / time

Teachers = trainees turned off by lecturers personality and learning styles

Age = insight / expectations and experience

Labels given by others “you’re a… so you shouldn’t”

Self-limitations “I can’t or No time”

Lack of support ie, group workshops

Too many workbooks given in folders at start

Environment = too many in class / time didn’t suit all trainees

Location of training

Lack of transport

Health issues

Lecturers disrespectful

Slow marking

Not enough assessors

Forced to attend / lack of commitment

Absenteeism

Lack of confidence

Family commitments

Money

Gave up fulltime work

Technology

Not having support from the powers that be

Stage of life

Wanting to do other things

Time

Environmental factors

Equal opportunity

Other responsibilities

Disability

Societal attitudes

Gender expectations

Opportunity “was there training?”

Literacy skills that you didn’t have

Travel

Apathy

Lack of opportunity

One bad experience

Gender expectations

Dictatorial educators

Being let down by the system

Over thinking/over analysing

Language – terminology

Pride – being afraid to ask and not wanting to appear “dumb”

Not being able to interpret or understand the question

Lack of confidence – new environment / not knowing anyone / time management / first time away from home

After hours contact support

Failure to define goals before starting

Lack of clear direction from senior staff

Understanding the relativity between qualification and what you do

Expected to perform above level of training

Unrealistic expectations

Multiple responsibilities

Rigid employers

Lack of support from families

Constant change of organisational structures resulting in

1. Poor organising of training group

2. Poor trainer skills 3. Change of delivery

methods 4. Lack of employer

support 5. Redundancy 6. Role changes 7. Poor consultation

Societal and cultural expectations

Pre-requisites

No reward or recognition on completion

The physical environment

Competition of getting a placement

Ill prepared tutors

Difficulty with content of the work involved

Feeling that parts weren’t relevant

Access to a computer

Things being done in a different way when you are new to the country

Lack of study time at work

Fear of failure

Lack of previous educational experience

Workplace environment not conducive to quiet training

Finding “trainees” to complete course requirements or examples

Living in nurses home with strict controls

Easily distracted with social relationships

No choices for females except: nursing/teaching/typing or becoming a nun.

Sexual/gender barriers i.e. Doctors were seen as “gods”

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No encouragement for girls to be educated.

Fear of failure

Style of tutoring or material

Poorly planned due dates for assignments

Out of learning environment too long.

Negative experiences in previous learning.

Tutor not having good boundaries with no partnership with learner.

Course delivery does not match your learning style

Bullying

Indifference more than one tutor taking course – inconsistency with questions.

IT issues

Isolation

Having to leave home & to another city

Working 6 day weeks & having to study as well

Not being able to continue training if you got pregnant

Lack of workshops & funding

Failure exposed

Lack of interaction

Lack of opportunities to put into practice new knowledge.

Family influence vs. personal choices.

Peer pressure

No support from teachers

Lack of time & finances

Fear of failure

Training wasn’t highest priority for students

Youth (life experiences)

Class sizes

Unwilling staff

Non acceptance in new role

Lack of consultation

Poor pre-assessment

Change of management

Education priorities

Did training that I didn’t want to do

Personal issues

Finances

Changing trainers

Personality of trainers

Cultural expectations

Stereotyping: Sexism/Racism

Lack of self-belief

Why do it?

Workloads

Knee jerk responses to training needs.

Transport

Teaching style didn’t meet your needs

Lack of IT knowledge & resources

Expectations

Too much alcohol & socialising

Personal family values

Wisdom/Life experience

The “sibling - line” within families regarding who could study next.

Bad experiences at school

Lack of family support

Lack of funding

Discrimination

Lack of maturity

Isolation

Quantitative skills

APA skills

Keeping up with social & family life

Fear of not getting it right

Dedicated study space

Negative influence or distracted by others

Low self esteem

Did not understand the value of studies & implications

No transport

Lack of orientation

Too many other jobs & responsibilities

Correspondence vs. class

Lack of support

Wanting to give more than was required

Career choices

Tutor matching subject matter with student

Isolation when training

Managers not releasing for study

Being required to complete wrong subject

Support in the workplace

Time vs interest

Poorly structured courses

Tutoring/teaching styles

Suitability of material

Size of group & venue

Overall cost of qualification including travel etc.

Full time vs part time?

Organisational support

Confidence

Clear administration processes

Lack of energy

Interruptions

Pressure to perform

Personal interpretation

Lack of choices

No secondary education

Punitive system

Attitudes of senior staff

Having to pay for enrolments

Lack of support from senior staff when needed

Fear of authority

Getting organised

Time & finance deficient

Disengaged learner

Mismatch of world views

Practical – theory (context)

Not relevant

Lack of motivation

Adult student & outside pressures

Different learning styles

Training methods different

Lack of funding

Incentives

Doubles ups (repetitive information)

→ What would you like to have known?

That learning is “forever”

Fully understanding what’s involved

How to say “NO”

Behavioural management

Keeping up with changing expectations

Cycle of life (your own needs)

Impact of technology

Knowing specific requirements such as hearing / vision / learning styles

What’s in it for me?

Opportunity to share knowledge

What avenues of support were

What is the expected time commitment?

Study skills

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Choices and directions

Lecturers sometimes wanting “to break you before they make you”!

Life skills and preparation required

Own weaknesses and limitations

Knowing own learning styles

What was the length of commitment required

To be NZQA recognised

What were the available future pathways?

What were the resources and aids available

What if any was available in funding and support

Purpose of training?

Better communication on information about the assessor / Careerforce / HED / Youth support worker

Resources and training materials

Expectations for training

Units are changed frequently?

Units are expiring

What are the benefits for training?

Am I on the right pathway?

Knowledge of work load

Pressure

More positive spin

Contraception

Time it would take from family life

Having enough money to attend graduation

Having a job at the end of it all

Recognition of qualification in other workplaces and countries

Having a crystal ball

Where you were heading

Plan of options before I started

Available funding

Where to study

Will training be transferable?

Will job security be enhanced?

Is this the right qualification to help me do my job better?

Relationship skills (teacher-student)

Survival and life skills – Basics!

Resources required and incidental costs

Are there “exit” points for the qualification?

If so how do I re-enter qualification

What happens if it goes wrong? Is there support structures / counselling?

Non-judgemental person

Our rights and responsibilities as a student

Where to find support

Benefits of the course and where it will lead to

Would have liked to know that there were a range of options

Have the ability to delegate

To be financially assisted

How to pass - what’s important?

Failure isn’t the end of the world

Get logistical details sorted earlier then you can concentrate on the study

The BIG picture – how it all fits together

Resources and where to find them

That you can do whatever you “want’ to do.

There were other training opportunities available and that you weren’t trapped!

How to manage technology.

Time frames for qualification & assignments.

View material prior to starting.

Wish I had learnt to type.

Would my working conditions improve?

Has time been set aside for study?

Support networks

What doors will this qualification open?

Knowing fundamentals about transference of learning to workplace from theory.

The hours of commitment

Career pathway was paid the same as other careers i.e. Police/teachers.

Better prep on male & female anatomy

Better prep for Death & Palliative care

The hidden costs

Who would be the assessors and how to access them?

Realistic volume & quality

What do I want to do?

Study skills

Time commitments

Pre-requisites

Where does it lead?

What are my options when I finish?

What recognition will I get once I’ve completed?

Can I pick up where I left off if I take a break from studies?

Expectations

Job descriptions

Personal commitment

Internal structures in place first

The outcome (what will it be)?

Correct advice & information

Career pathway

Who was my “buddy”

Study skills

Disability support

Length of training

Actual costs

Quality of teaching staff

Prerequisite knowledge

Value of the qualification

Accurate information

A good example of the finished product “exemplars”

What were the hours of training?

That some mandatory courses were not relevant to a degree

Expectations from tutor & students

Types of grouping – allowing for different learning styles & needs.

Financial assistance

Time commitment

Supports available

Degree of difficulty without peer support or direct tutor support

Impact on family

Knowing ‘what type of learner” you are

Tricks to information retention

To drink & socialise “after” exams

Course reading ARE important

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Not to judge people by their appearance

Don’t leave it till the 11th

hour

Set up a weekly study group

What the job was

What do we get when qualified

Self-knowledge

How much work is involved

How to ask for assistance & support

The set out of the assessments – what is it in etc.

Hours & cost of entire qualification

Paid for study time

Rationale behind study? What is the impact

What are the organisational benefits

Access to resources

Full disclosure around costs/time/benefits/is there a pay increase?

Expectations of learning institution

What support is available

Having good resources & material

Pathways & potentials for the studies

Knowing the processes e.g. website access & word number requirements.

What we could expect of ourselves i.e. Comprehend & analysis level.

The difference between practice & theory

Hours involved

That the trainers are human just like me

The relevance to my career

Critical thinking (learning to learn)

Time expectations

IT support (after hour phone support)

Is it worth it?

Am I going to able to use it?

Tiredness involved with study

Clear expectations & commitments

Timeframes & deadlines

What was the “carrot”

Continuation of learning – Pathway does it match?

→ Brainstorm key factors to overcome these barriers

Understanding philosophies and government changes

Standardise and simplify

Lobby government to support the educators so they can assist the learners

Reduce expectations

Being politically active

Provide the information needed

Access to educators

Understanding computer systems etc

Acceptance of different learning methods

Clear steps to show pathways to the outcome

Room to play ie, safe experimentation – foster creativity

Clear communications

Competent trainers

Recognition of learning – prior to commencement

Remembering not everyone is on same timeframe and learns as quickly

Celebrate success of completion “pat on back”

Better resources

Peer support

Make better use of Career advisors

Supervision / advice / planners / time management

The 3 “A”’s = Adapt / Adjust / Accept

Delegation

Crisis negotiating

How you learn = what you need

Know yourself

Better synergy

More information

Don’t be proud to ask the questions

Accept help

All aspects of supervision = peer / internal / external / cultural

Each facility has to have orientation / induction about the training

Trainees to be known to trainer and vice versa

Literacy support available

Individual / group work on understanding the trainee’s needs throughout training process

Flexibility for time management ie, paid training and half day only

Treating trainees with respect

Having enough assessors

Encouragement from management to complete training eg, pay rise or reimbursement of training fees

More training

Different styles of learning

Keeping good boundaries and knowing how far to go

Having good friends and relationships

Determination

Confidence to ask what the expectations are

Having clear pathways for training

Great communication

Balancing study and family life

Family support from husband and family

Assessing grants

Accepted changes

Altering shifts

Confidence

Self actualisation

Environmental ie, study at home / access study places

Support from training providers

Education to family

This is what we do and this is how we will take you there

Seek additional funding eg, Te Pou

Allaying people’s fears

Across organisation commitment

Wrap round support

Staying single

Choosing a different Careerforce

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Online / distance learning

More accessible computer courses

Easy reference guides

Incentives

Clear organisational policies

Go to person you can identify with

Collegial interaction

Job descriptions that is relevant and consultative

Approachable managers

Peer supports

Improve employer understanding which could include the advantages of training employees

Develop good relationships throughout the system

Remuneration on completion of course

Ensure tutors are supported in their facilitation

IT training

Facilitate group work

Pace work training requirements with extra study commitments ie, allowing trainees to settle into role before placing qualifications on them

Assessors meeting regularly with trainees to support and motivate

Presenting information in different ways

Complete assessment verbally with trainees

Open Polytech & being able to work/study on the job.

Supportive manager, staff & typist.

Keep a plan of extra mural studies available.

More parental support/guidance/direction.

Organisational input

Being comfortable to ask questions – remove the bullying.

Employer support

Celebration of success – party!

Knowledge of time frames & expectations

Access to support “where to go”

Have 1:1 support people available

Coaching

Commitment

Gaining organisational support

Time management skills

Have training closer to home

Take time to consider training & read ALL information first

Financial grants, rewards, incentives, study leave.

Skills to counteract “fear of failure”

Interaction (group activities)

Change head-set/allocate personal time to training

One on one with tutors – praise

Follow instinct – screen negative input – change focus

Having “engaging, well qualified, enthusiastic, supportive teachers & managers”.

Community based support (Philanthropic, government, family) – how do I access it?

Hearing from some-one who has recently qualified i.e. what’s it really like?

Peer group support/study buddy/telephone tree/online

Constructive feedback

Develop effective relationships.

Create safe learning environment.

Policy & procedures in place

Managers being aware of staff scope etc.

Government responsibilities

Understanding of qualifications

Attending Careerforce assessor workshops

Provide information which is easily assessed by all

Do your “own” homework

Listening skills & communication

Commitment from trainers

Hands on experience first = “can I do it”?

Ask the hard questions

IT knowledge

Support person meets the need of the student

Am I completing what I want?

Available funding for training

Parental support

Full disclosure of costs – access to this information readily available.

To be able to experience the completion of the qualification

Ask the hard questions

Coaching/mentoring

Advocate letter to the dean

More information on career pathways

Put in a funding proposal

Learn to say “No”

Communicate your needs

Getting to “know you” – shared lunches with your colleagues & tutors

Create a safe environment

Clear guidelines = respect & individual needs

Careers counselling

Time management training

Set up support system easily accessible by learner

“nuts & bolts” discussions with learners around expectations/rewards/details

Study groups

Teaching other workers about what we do

Understanding the levels

How the qualification works

Right course to overcome any learning disability

Good tutor-learner match

Being flexible around delivery of learning but firm in approach

Did I need to know of any special requirements

Initial orientation

Clearer guidelines

Employer support

Pre-assessment time

Accessible courses

Encouragement & positive reinforcement.

Clear concise information packs

Resources are relevant

Visually pleasing

Receiving feedback

Having assessments back in a timely manner

Face to face feedback

Celebrating successes

Learning what questions to ask

Website/library/assignment assessment processes

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Opportunities for adult learners

A place to find where scholarships were available

Applied/self-learning/off campus student opportunities

Mapping the pathways of learning potentials

Staff committed to supporting trainees

Paid fees & paid time

Outline of the whole qualification & time involved

Group discussions

Timetabling skills & finding a balance.

Engage where the learner is at

Learn more about the students

Their views

Their different learning needs & ways of learning

Be open-minded

Understanding & approachable tutors

The time available (paid time on the job)

Clarity about the time it takes to qualify

Supports needed

Knowing its applicable

Personal statements – info from other workers.

Set a goal – rewards

What is the content? - research

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Obstacles → What are some of the obstacles that trainees experience during the course of their

studies? Personal pressures

Past learning experiences

Lack of value

Inflexible format

Boredom

Resistant learner

Lack of support internal/external

Cultural issues ie, not okay to have a qualification

No progression in Career pathway

Verification not being completed – lack of understanding

No peer support

Their attitude to training

External pressures

Procrastination

Pressure from organisation

Listening skills

Boundaries

Copying word for word

Pulled out of training to cover floor rosters

Feelings of inadequacy

Literacy / numeracy skills lacking

Lack of motivation

Social and environmental issues

Not having the right tools / resources / support

Lack of working space to study

Self-esteem issues

Lack of computer resources

Health and disability issues

Assessor availability

Hunger

Cultural issues and expectations

Rosters

Faith and spirituality obligations

Lack of study leave

Time on the job to do the course

Transport issues

Problems with workplace verifications

Time for trainees to write up their units

Trainees have to L2 Cert

Trainees not paid to attend

Tutor inadequacies

Management and systemic change is needed

Advantage when trainee assessment can be done in a day

Some trainees not receiving feedback soon enough

Roster issues and lack of communication

Time to access training in all aspects

Money to pay fees

Access to appropriate workplace products and tools needed

No hours for training

Change of employer

Change in personal circumstances

Rosters

Job tasks

Cultural / ethnic / religious issues and factors

No payment for training

Attitude of learner eg, “I don’t need this, I’ve been doing it for 20 years” etc

Above could be due to self doubt and fear of failure

Is learning values or is it threatening?

Resentment (why do I need to do this?)

Isolation

“wounds” from school ie, negative past learning experiences

Fear of being exposed to any literacy inadequacies

Lack of self esteem

Fearful of not completing

Language and cultural differences

Jargon of workplace

Professional communications

Rigidity in training programmes

No support from managers

Released time for study

Lack of clarity from organisation as to the role they need to take

Forced to train with no incentive

Language in assessments not user friendly

Inflexible trainer

Don’t want to do it – but have to!

Time poor

No study time provided by employer

English as a second language

Management not understanding the qualification process

Trainee does not get adequate time from assessor due to ratio of assessors to trainees

Being released from “floor duties”.

Costs to trainees

Not paid to attend.

WINZ = directed study through MSD. Restrictions placed on trainees e.g. completion time to complete is 13 weeks & is a requirement placed on the trainees by WINZ.

Self-management of learning due to majority of learning can be outside structured sessions.

Travel to training

Confidence & self-belief.

Resistant to change.

Literacy & understanding.

Previous education experiences.

Illness/pregnancy.

Lack of support.

Obstructiveness.

Social expectations – roles within learner’s family life.

“Tall poppy” syndrome.

Role conflict – multi role.

Language –foreign. Needing to place thoughts to paper

Phraseology of the questions often ambiguous or lack of comprehension.

Lack of buy in – don’t turn up for training.

Relationship run-ins in the workplace.

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DHB’s compared to aged care – standards/wages.

Access to computers

No public transport

Staff shortages

Family violence/sick children

Resistance – Have to rather than want to!

Rural = no petrol stations!

Access to trainer – trainers have a heavy workload

Health issues = age

Changes in management

Different values

Questionable commitment

Management who don’t believe in training.

Fixed learners

Finding an assessor

Lack of support within facility

Trainee not wanting to do qualification but it’s compulsory

Not just Careerforce training that they need to do

People with “old” qualification don’t see the need to do more

Balance between hands-on & training

Prioritising

Lack of faith in themselves.

Attitudes e.g. “I’ve been doing this for years, doesn’t that count?”

Low self-esteem & confidence

Lack of “distance learning” experience & skills

Emotional challenges from family & work pressures.

Lack of computers & internet access

Fear of the unknown – being the first.

Age = resistance to change.

Language difficulties ESOL students.

Lack of “boundaries” between personal & professional relationships.

Lack of family supports

Resistance could be cultural?

Jealousy & fear from other family members.

Time restrictions

Ill health

Childcare & elderly care issues

Confidence & self esteem

Lack of IT knowledge

Literacy issues

High expectations of assessors

Lack of orientation & preparation

Rosters

Limited input

Restructures

Previous bad learning experiences

ESL

Cultural issues

Financial problems

Staff shortages

Doing other training at same time

Fear of failure

Peer pressure

Culture of organisation

Not knowing the benefits of training

Incentives for training

Access to resources

Staff relocation

Not being valued

Expectations of workplace

Lack of assessor knowledge

Lack of timely feedback/ assessor motivation

Night shift

Lack of learning support

Rosters – shift work

Health & fitness

Knowledge level

Previous experience

Language barriers

Not used to training

Cultural differences

Lack of ability to express themselves

Negativity from trainee – mandatory requirements

Bad time management

Lack of management support & release time

ESOL & literacy

Negative past learning experiences

Losing face or the job

Fear of failure

Looking silly

Literacy issues – not keen to divulge these

Own view of intelligence

Don’t know how to learn

Scared they’re too old to learn

Worried they will have to pay for training

Lack of time to study & work

Difficulty attending training

Lack of time

Conflict of interests

Work/life balance

Being compelled to do something they don’t see as being of value

Lack of buy in from managers

Lack of link between training & work practice

Pressure to complete or letting people down if you don’t

No incentive to complete

Careerforce website & shop badly organised – “download for free” should be at top. Convoluted pathway to get to the right spot.

Lack of motivation

Lip service given to training

Changes in shift cause disruptions

Conceal barriers in order to “please”

Resentment of indifferent treatment by management causes reluctance to train.

Lack of awareness of workplace issues.

Lack of time management skills

Lack of employer support

Lack of time

Not computer savvy

Lack of materials

Isolation geographically

Not compulsory

No reward

Embarrassment

Mature learner anxiety

Wanting instant feedback

No financial reward

Shift work

Changing of rosters

Too tired & no energy

Don’t understand the questions

Overwhelmed

Lack of self esteem

“over” training

That having to study is “below” them

Find it difficult to put pen to paper

Often not studied since school

Course is not their choice

Literacy challenges

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Lack of staff

Lack of commitment from managers to release for study

Delivery style of facilitator

The way the questions are written

Deciding what piece of work to be assessed

Time management

No day to day reference between workbooks & their field of practice

Lack of confidence & motivation

Personal life

Health

Rostered shifts

Preferred time of day to study

Comprehension & literacy

Lack of confidence

Lack of commitment or fear

Time to study

Workload family commitments

Learning language of professional terminology

NZQA required language e.g. “service user” never “client”

Lack of interest

High turnover of staff creates obstacle for organisation

→ Are some of these obstacles through systemic and organisational change?

Employers emphasis on training

Manager changes

DHB/ACC funders entry qualification requirements

Lack of understanding re: NZQA

Restructuring

Lack of change where and when needed

“Not in our budget”

Organisations don’t want to or can’t provide funding

Some qualifications get priority over others

Pressure from government

Organisations demand but don’t value qualifications

Higher awareness of literacy and numeracy

Organisations do not value continuous improvements

Yes – they are called back to work due to pressure ie, staff issues etc

Trainees are not paid to attend training days

Education and commitment (management doesn’t always make the time for trainees nor give value)

Yes – change of management

No support

Changes in policy

Governmental changes eg, funding

Changes of assessor s during study

Power and control issues

Outcome based not quality based

Lack of understanding of roles

Management not understanding the time it

takes for training and assessment

Lack of co-operation

Financial restraints

Training rooms available – often pulled out at last minute due to double booking

Lack of communication and fitting rosters to suit trainees

Organisations need to allow study time for trainees

Liaise with trainees to organise this

Organisations need to understand the trainee assessments and time involved

Assessors not paid to do some Careerforce work

Lack of desire to learn, this needs to be addressed by organisation

Change of ownership

Changes of policies

Change of managers

Changes of contracts

Work morale both in-house and systemic

Venues often inadequate

Organisation contract with funder requires minimum qualifications

Not enough funding for organisation to train

Foreign workers wanting jobs

Lack of communication within organisation and with staff

HCA role

Budget driven

Changes in model of Care

Balance in R/N roles – often given extra roles

Management changes lead onto inconsistency of training

Resentment

Lack of accountability

Piece meal not integrated approach

Lack of assessors

Lack of verifiers knowledge

Management often only interested in results and not trainee

Overload trainee with no consideration of existing workloads

Management move the “goal posts” all the time

No financial or acknowledgement rewards

Equal Employment Opportunity within organisation?

No monetary incentives

No Training environment

Change in structure of organisation

Large staff turnover

Workload or restricted time assessor has (too rigid)

Compulsory to do qualification

No paid study time or study leave

No consideration of shift work for trainees doing studies

Lack of management understanding qualification process

Not enough assessors or remoteness of assessors

Some systemic change within Careerforce

Timeframes need lengthening in some qualifications

Geographic location – isolation.

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Management not valuing trainees i.e. no reimbursement for time or travel.

Management’s double standards re: not following policy & procedures but expectation that trainees are using & referring to these as part of course.

Staff (assessor) shortages

WINZ requirements direct P.T.E

Accessibility to resources & lack of resources.

Flexibility of co-ordinator

Monetary lack of support from employers.

Compliance/audit requirements.

Rostering.

No contracts

Lack of verification

Schedules for training.

Lack of notice for training.

Organisation can’t afford training e.g. don’t pay time

Contractual obligations

Stagnant systems

Some organisations don’t value their workers “only cleaners”

Aged care = Less funding but more requirements!

Uncertainty of position – will I still have a job, what if the place closes, why am I doing this?

Can be influenced if assessor is not given time to do the job outside other roles.

People “falling” into the roles so may not have all the skills for new role.

Pressure to have “qualified” staff not just “skilled”

Workplace attitudes e.g. “we can’t afford it” – I don’t have the time” – “this doesn’t work for me” – I’ll have to find someone to cover” – “this is just for compliance” – “just go away & do it” – “you do it, it’s not my responsibility”

Fear to ask for help

Fear of saying you don’t understand.

Lack of praise & recognition

Restructures & mergers e.g. Changes in relationships –

changes in attitudes to training – unacknowledged impacts.

Culture – I’ve been doing this for years - why do I need to learn this? – I don’t want to participate -.

Undermining value of contribution

Lack of acknowledging cultural issues/barriers & obstacles.

Limited resources vs high expectations.

Ownership & management support

Budgets

Policy changes

Government funding & contracts

Governance issues

Community & public perception of the sector

Contract obligations

Funding issues

Standard/time constraints of service

Staff overworked

Organisational changes

Change of requirements

Change of job description

No tutors available

Contractual requirements

Change of hours

Noise – heating

Training venues not provided

Shift work not fitting in with trainees

Bullying by senior staff

Holding back of knowledge by senior staff

Lack of management support

Training not paid

Changes to standards

Changes at management level affect provision & support of training

Changes in management can affect funding available

Management changes impact confidence in training & holding their jobs

Expected to train in own time

Inability to be released for training

Insufficient verifiers / assessors / trainers

Limited time available for training/assessing

Lack of supportive environment

Higher qualifications expected.

Resistance from trainees to apply themselves

Changes to learning formats

Organisational need to invest in time for learning & support trainees.

“change fatigue”

Good workers don’t necessarily make good managers

Time allocation by company too restrictive

Not paying trainees for study time

Timing around training vs. length of time in job

Reactive rather than proactive.

Management not valuing training but preferring to replace trainees without skills

Change of unit standards creates confusions

More guidance around use of assessor guides

Mismatch between trainee assessments & assessor guides.

Hard copies sent not emailed PDF’s

Timeframes for completion reduced.

Re-structuring issues

Shift work changes not minimised.

Lack of flexibility

Changes in line management too frequent.

Low morale in organisation impacts in loss of motivation

“why should I bother” mentality

Lack of encouraging feedback

Work practice training considered in isolation

Short staffing – no cover

Contract requirements

May not be any recognition both monetary & verbally

No support from workplace

Literacy assessments not set for ESOL students

Company restructuring

Change in leadership

Lack of knowledge by decision makers

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Gender perspective

Staff ratios & skill mix

Busy seasonal periods

Frequent staff turnover

Roster person needs to be aware of training schedules

No private rooms to meet

May loose pay as a result

Assessors not being kept up to date with new information

Yes the student/worker now has to keep up with organisational changes

Period of growth – demands on staff time

Availability of assessors across shift work

No paid time for study fees

Yes – qualifications now required

Less staffing – increased workloads

Transition to computers everything “online”

Contractual requirements i.e. After 10 years in the industry

they now need National Certificate

Lack of pay incentives

Workplaces do not allow enough time for assessors to support trainees

A qualification that may not lead anywhere

→ How do you navigate your trainee around these obstacles?

Keep trainees with Careerforce structures

Be consistent

Knowledge base of different workplaces

Make learning relevant, well timed and fun

Group training = interactive support

Good resources and networks

Making educator available

Outline the benefit of the qualification

Advocate for the trainee in management issues

Set up discussion groups

Have champions who can provide leadership

Identify learners strengths

Provide learning incentives

Set learning plans

Go back to original agreement with management

Reinforce this commitment that was agreed to

Be firm but flexible

Keep communication lines open

Develop incentives to complete qualifications (pay rise)

Have evening training as an option

Rewarding

Successes breathe success

Advocate with management

Taringa Maro (Listening)

Establish timeframes

No hidden agendas (transparency)

On-going support

Careerforce forums / blog

Regular meetings

Negotiate with managers

Keeping up to date with any changes

Having experienced assessor (right roles = right people)

Using CRC (feedback)

Individualise plans

Identify learning styles

Build connections and networks

Open communications with all parties and stakeholders

Look at level of training and the differing abilities of each trainee where possible

Understanding the Trainee assessment questions so that assessors can simplify where necessary

Use texting and phone calls to liaise with trainees

Use the assessment feedback forms

Work one-on-one and in the trainees time as much as possible

Workplace audit is used to observe the trainee go through their routine (however this is also being used for assessment purposes)

Flexible work environment and / or roster

Organisational change to reflect workers needs

Education / discussion

Provide opportunities that suit trainees

Good role modelling

Respecting person’s values

Achievable deadlines

Industry requiring training for all employees

Flexible assessment practice

Make it fun!

Engage / participation

Apply unconditional positive regard

Improve feedback to trainees

Preparing to learn

Sharing stories from own experience

Support to understand benefits of training

Holistic approach

Alternative types of gathering evidence

Visiting in clinical areas where appropriate

Standing by our own promises to trainees

Encourage trainees to approach onsite assessors

Form a good relationship with management to get the “buy-in”

Give trainees small rewards eg, morning tea

Trainees have clear expectations before they start

Advocate for better conditions for trainees with management

Build a good relationship valuing them/advocating for them and make yourself available

Put them in touch with services ie, literacy support

Inform them of EAP services

Taking issues to CEO that cannot be resolved at ground level

More flexible working hours for assessor

Give them incentives

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At recruitment stage question literacy and interest in study

Make trainees aware of study expectations

Set up study groups

Provide an incentive for training

Talk with management about any issues / resources required

Ensure they still get training i.e. visit where they are.

Buy in factor – Value the qualification!

Provide constant support over the 13 weeks that WINZ trainees are doing their qualification.

Walk the talk

Complimenting & rewarding

Building confidence & self-esteem.

Providing financial support i.e. petrol/study fees?

Providing literacy support & time to study.

Providing food as some learners come to training without eating due to lack of finances.

Providing incentive = rise in pay.

Outlined on employment expectations.

Career pathway = advancement.

Individualised learning plan.

Developing rapport with trainee.

Give notice prior to training commencement.

Provide more verifiers.

Individualise tuition.

Provide projects around work which encompasses learning.

Pay petrol vouchers

Use NZNO travel allowance scheme (IRD)

Offer quiet space for study

Use rostering as a compliance tool

New enthusiastic workers can help motivate others to achieve.

Verbally access & interact

Ongoing monitoring & mentoring.

Being flexible

Using Careerforce material for orientation & other training.

Organisation accesses outside tutor = next step is pathway to go is given to trainee.

Educating the organisation.

Allowing them to see the benefits of training

Encouraging team/group approach to care & support

Organisation valuing staff.

Formal acknowledgments on completions of training.

Focusing on bringing back personnel as people/caring people to the top/encouraging loyalty

Who needs 1:1 – helping them in a way that doesn’t single them out?

Adapting the supports to the trainee – learner centred & flexibility in training styles.

What will help the student to succeed?

Creating time & space for training i.e. giving enough notice/relevant training/make it fun/timing of training.

Encouragement

Sharing successes of other trainees/staff

Liaising with management

Unconditional positive regard for trainees

Building resilience

Positive feedback

Commitment & support from assessor

Encouragement to “speak up”

Knowing professional boundaries

Flexibility in delivery of training & of the workplace

Incentives

Stepping stone to advancement

Recognition

Graduations

Plan building

Provide suitable venues for training

Utilise verifiers in the workplace more

Change of delivery methods

In-service education

Use Literacy programmes

Skills training

Buddy up trainees

Support from management

Frequent feedback

Organisation of shifts

Know your trainee & capabilities

Paid study time for trainees

Staff supports e.g. time management/confidence skills/budgeting.

“Plan to study” in the trainees dairies.

Encouragement

Use literacy courses available

Plan forward – clear communication to all staff

Organise staff education – life skills/self-esteem etc.

Peer group learning

Provide 1:1 with learners as needed.

Organise meetings between all parties – communicate.

Clear expectations outlined.

Role definitions – make them clear.

Be as flexible as possible.

Have an L & D budget.

Tap into rebates & funding.

Provide workshops – fun & value for learning.

Print everything for trainees to avoid website issues.

Class environment so participation I maximised.

Face to face meetings to identify individual obstacles.

Offering accessibility to assessor.

Feedback to line manager

Communicate – make the link between learning & practice.

Ask if you can use a learner’s response as an exemplar.

Encourage, motivate & celebrate!

Good adult learning practice.

80% of effort into 20% of trainees. Sometimes “the hammer” Pull rank as last resort!

Promote transferrable certificates

Recognition of prior learning

Support groups

Change of rosters to suit

Acknowledgement in the work place

Letting them know it will look good on their C.V

Open door policy

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Education goal as focus

Get buy in from managers regarding rosters etc.

Celebrate incremental steps

Find a quiet place to talk 1:1

Develop a good rapport

Peer support

Good pre-assessment practices.

Training timeframes extended.

Flexibility of trainer

Good communication

Provide up to date & accurate information to trainees

Adapt the “oak tree & acorn” approach

Give trainees positive feedback

Giving trainees a lead role/ownership of project

Rostered discussion time

More available assessors

Life/work balance with rosters

Rosters that support best learning

On job training

1:1 support

Quality pre-assessment time

Some organisations pay for study leave

Pre-assessment

Reader writer

Paper based assessments

Offer support

Offer incentives (pay for achieving)

Prepare them

Communication

Working alongside

Make it interesting

“I put my head in the sand”

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Change → You have been offered a new role where one of your objectives is to be a catalyst

for change; what are some of the big questions around you now? Know the options and why

you need to have outcomes

What is the strategic plan for the organisation?

What is the change expected to achieve?

What has occurred to bring this change?

What are the opinions of other staff?

Have you been given a budget?

Are you working to a timeframe to achieve the changes?

Am I going to take the job?

Who will I be accountable to?

What is the spectre of area of change?

What if any are any other outcomes expected?

What knowledge do I have so I can move forward?

Do I have the support?

Do I have the energy?

How do I get staff buy in?

How do we attract good support staff?

How do we deliver the change?

Organise a Staff meeting to get feedback around what they see needs changing

Why change now?

Is it necessary – will it benefit organisation and clients?

What do you need to know in new role as manager?

Taking a risk becoming the manager

Where to from here?

Recognise what needs changing

Access needs gap

How do you measure and know change has been effective

How to utilise staff rotations in different wings

Do you understand the workload for each position/staff member and the quality of work delivered?

How to improve families experience so that it’s positive when visiting clients

Work out a conflict / resolution plan

Look at increasing sustainability through new opportunities / new image / new direction

Offer services to organisation to manage confidence and culture

Get in an independent consultant

Whose is affected by the change?

What services are provided and is there a need to change these?

Do we understand the “real” problems?

Is there work complacency?

What and who is our competition?

Do we need new technology?

What are the levels of on the job incident reports?

What is our financial situation?

Is management fully on board?

Get staff buy in – use incentives

Need to have a concrete plan before implementation process

Who are you and what are you there for?

What is in need of change?

Why do we have to change?

How are you going to implement the change?

How on board is management?

Is it going to be beneficial to me (work balance)?

What is staff morale like?

Can you utilise glide time?

Budget restrictions if any

What is the timeframe?

Are there incentives?

Who is your support?

Are you going to be micro managed

How to acknowledge the difficulties for the organisation

How to identify what other assessors think / need

How to reflect what others want / need

How to maintain enthusiasm

The need to understand multiple layers of goals and requirements eg, MoH/clients

How to change staff mind-set around care model

How to get people to buy in to change

What is the staff loyalty at present?

What is their skills knowledge and quality of work?

What’s the atmosphere like?

What’s the culture of the organisation?

What are the goals?

What is necessary to retain and what can be changed?

Know your new role

Understand the “why” when communicating

How do I allow input for change

Explore all avenues

Understand that some employees will “walk”

Could we pilot the ideas before implementing?

Work out the “language stuff” and how it will be written up or said?

Personal fear of failure

Government targets

Change for the sake of change? “if it’s not broke, don’t fix it”

What’s happening? Ie, why are we changing – is it legislation? Or internal/external pressures?

What supports do I need to do the job properly?

Turn organisational chart around – workers at the top and management at the bottom

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Are there clear position descriptions and remuneration packages?

What’s NOT working?

What are my role boundaries?

What are the current trends that have prompted change?

What is the receptivity of employees and trainees?

What is the culture of the place – is it healthy and ready for change?

What do some of the “experts” say?

Endorse a change of attitude to rid of entrenched thinking

Be proactive

Look and listen to staff’s new ideas

Develop a forum for effective communication

Involve all who will benefit from change (staff and residents)

Develop a strategic plan

Management support to trustee level if required

What is your value to the organisation?

What are our contractual requirements and obligations?

Do we meet legislation requirements?

Is there a change in funding options?

What are the ageing demographics?

Ensure there is a good clear communication link with all external contractors

What is the longevity of the role?

Is there supervision available?

Where do I turn to when staff resist any changes implemented?

Are the resources for change available or is this part of my role also?

How are goals going to be measured?

Is there a timeframe for the changes?

Why was I approached for the role?

Will there be possible job losses for the staff?

Are all policies & procedures & QMS in place and up to date?

What is the Job description for the role?

Who is the direct line of management?

Capability of role.

What’s working & what’s not.

Snap shot views from outsiders.

Staff satisfaction & attitude?

Need buy in from all staff

What is the history of organisation?

Carry out a GAPS analysis.

Are there resources available? Are you computer literate? Are you supported?

What is the pay?

Are there KPI’s

Is there diplomacy, people skills, communication, honesty, transparency, listening skills?

Is conflict resolution/resolution in place?

Understand what some of the barriers might be.

Don’t let the change rock the boat – keep stability

Need to be clear on what the change is – remove uncertainty

Look at subtle introduction to education/training

Do we need to review current processes?

Do we need pay rises?

Do we get in consultants?

How much do we fine tune?

Ensure that ALL roles have the same importance.

Offer incentives for outcomes.

Mandatory contracts vs. what the service is providing.

Am I in “damage control” – do I need to up skill?

Streamline staff

Am I ready for change?

Am I a good leader?

What are the alternatives?

Have a vision – a big picture view & inform staff of your vision.

How do I take the staff with me?

Why is the change required?

What is the purpose of the change (old world vs new world)

How is the change going to impact on staff across the organisation? E.g. take the staff off the floor until competent especially “safety”.

How do you feel about change and about your job?

How does the organisation operate?

Fund the sector!

What do I know

What do I need to learn

Who has brought into the change

Do we have common purpose/vision/culture/value

Do I know the timeframes

Do I know the people

How do I use my experience to look at decisions & what is needed = dollars/time/flexibility in work practice

How to look at new relationships – build new ones

Where are we at – where do we want to go

Do I know what’s expected of me

Observe/gathering evidence/understanding

How will I consult

Am I empowered & supported to be a catalyst for the change

Do I understand my competitors & the government changes

Will this effect the change

What’s it like now – how big are the gaps

What’s the purpose of change

Is the change supported through finances – is it empowered & committed to

Is there urgency

Are we ready for change

Who is involved in the wider organisation

How will service user influence change

What resources are available

What is my target group

How will I engage learners

Who can I delegate to help

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What needs to change – what do we know

What can we afford

What skills do we need & are they available

How are people going to cope with change

What is change going to create – better outcomes?

Are we going to manage the interventions

Staff retention

What do we want to achieve

Why & how are we doing this

What are the risks/barriers & obstacles

Do we have organisational commitment to the change

How do we keep people motivated to continue studies

Carry out assessments in a timely manner

Accessibility of assessors for certain assessments

Have I got the skills to do the job

What is in it for me

Can I emotionally cope

Will it affect my relationship with other staff

Do I agree with the philosophy for change

Do other people I work have the same view & belief for change

Do I want the job

Is it time limited

What funding is available

What are the requirements of our funders & providers

Budget limitations

What are the qualification levels of the staff

Are there some staff that I will need to “manage out”

Why is the change necessary

What’s the goal

What do we hope to achieve

Whose going to benefit

Who is going to adversely affected.

“we are not fools” who offered us this job

Who wants change

Is this research or analysis based

Is it realistic / funding / strategies

Is it financially viable

Project plan – vision. Do I have to write it?

What does ‘change” look like

Is it damage control or a positive move

What’s expected of me

Pay raise & training attached in my new role

What relevance does this have to assessor training

What experience & qualifications do I need

Who do I answer to

What authorities do I have

How to relate to front line managers

Does this sit well with my philosophy, values, ethics

What is working & what’s not successful

What are the rewards & pay-offs

Is it systemic or individual

Historical information

Funding restrictions & opportunities

Contracts – who’s delivering what?

Is there a culture of L & D

What are the expectations

What are the potential barriers to achieve the goals

Who are the champions

Who needs to be engaged

What are the resources

What has worked before

Staff satisfaction vs dissatisfaction

Structures of education programmes

Is there training remunerations

What training adds value

Analysis of current levels of qualification

Careerforce or internal education?

What work is going on – does it fit with organisational objectives.

Are audit requirements being met

Are resources being used effectively

Is learning being applied in the workplace

What training can add value

Rationale for change & its validity

Am I the right person to do this

Does the change have meaning

How will I measure the outcome

Change induction paperwork to reflect the changes in the work role

Have I got the right staff in the right roles?

What training does the staff need to meet their roles better?

Have I assessed amount of new staff i.e. greater orientation/greater numbers/sufficient staff numbers?

Have we rostered staff across all shifts

What are differing skill levels across each service

Implications of diversifying service

Have the staff preferences of type of work/shifts been considered.

What is NZ policy requiring now

How does this relate to international policies

What is the future direction of the organisation

What are the latest workforce development trends for area of service delivery

What are the contracts requiring

What are the service specifications (budget/staffing etc.?)

Current staffing issues

Do we have Union representative support

Understanding of the role/change

My current position &Where they want me to go

Do my skills match what’s needed for the role

The buy in from employer

Do I work alongside?

How much time is needed for change process

Does it really need to be changed – is it broken?

Keep calm & carry on

Take into account your experiences to enable change

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Do I have the power to override other’s ideas

Is there government buy in

Are there clear career pathways?

Is everyone on board for change?

→ What would you do first?

Build trust and respect

Provide access to EAP

Inform staff of developments

Call a stop work meeting

Some staff may require retraining?

Which staff have collective agreements and can it be changed without consultation?

Brainstorm/communicate/acknowledge with staff and trainees

Find out current issues – what already has been done

Accept and move through peoples own versions and ideas around what the change might mean

Keep people involved

Observe and get comfortable in your role

Monitor the current situation and culture of organisation

Talk with staff and trainees to get a good understanding and feel of how they see it

Trainees and staff are appropriately rewarded

Recognise staff strengths

Arrange casual staff to cover for sick leave and A/L

Compulsory in-service

Ensure half shifts

Improve services in Dementia wings

Shared activities between services ie, DT Hospital residence and rest home

More communal and not segregated In all aspects (client / client – clients / staff)

Pay staff L2 training and not come in for a night shift when workshops taking place

Explain reasons why change is beneficial

Get mentors/champions to drive the changes

Have the right people in the right roles

Identify where the resistance is

Arrange training time for trainees to attend

After trial arrange for feedback and review

Promote open door policy

Be certain all stakeholders are aware of changes

Sell the change

Offer early retirements options

Have HR involved (recruitments)

Offer career pathways

Increase positive communications ie, meetings with all staff to outline delivery style and objectives

Visual presentation to catch staff attention

Set up a suggestion box

Carry out evaluations

Promote open door policy

Interpretation of what’s being said

The administration component of assessing is captured and paid

Introduce paid education time especially for unregulated staff

Look at the culture and environment

Trial period and provide feedback (modify if necessary)

Hold assessors meeting

Be prepared

Listen

Remain positive

Place resources upfront

Alter roster to allow staff to complete tasks in day

Acknowledge our trainee co-ordinators and their role and limitations in that role

Take correct approach

Discuss problems with manager

Report progress to trainees and staff

Ask for their input to achieve new goals

SMART goals

Assess what’s working well?

Question both internal and external people

Understand organisation’s past history and different levels of management

Understand budget restraints

Can you direct change or only influence it?

Do we know what “good” looks like?

Emphasis the value of learning and relate to interest as well as requirements

Encourage expertise in specialist topic areas ie, mentoring/coaching roles

Remember that some will leave due to new atmosphere but others will thrive)

Journey towards continuous improvement (not just a one off change)

Journey towards professionalism of all staff

Ensure there’s clarity of organisational goals

Offer staff and residents opportunity to “buy into” and help shape new goals

Lead by example

Remember that change takes time – it has to be implemented at multiple levels and percolate down and up

Ensure there are two way conversations within organisation during change

Provide practical examples of what differences new ideas can make

Ask trainees where they think the gaps are and where training might need to be targeted?

Encourage thinking and visioning of what the future might look like

Notice of intention

Delegate responsibilities

Measure degree of acceptance

Consider cultural connections and partnerships

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Engage bench marking and agreed standards

SWOT analysis

Make transparent to all stakeholders

Accommodate any resistance to change

Implement gradual changes

Carry out a needs analysis

Attend conferences where “change” is the main topic

Carry out audits / surveys with clients and families

Provide trainee in-service study days

Look-listen-watch and gather respect from staff and trainees

Keep supplying information to frequently asked questions

Be prepared to “walk the talk” – roll your sleeves up and work alongside staff etc

Incorporate an “undercover” boss approach?

Remove all previous misconceptions

Affirm all ideas/suggestions as valuable

Empower staff to talk freely with ideas and concerns

Swot analysis

Identify training needs for team leaders & managers.

Meet with team leaders/managers to discuss proposed changes.

Place responsibility onto team leaders/managers to discuss & implement the changes.

Maintain effective communication throughout change process & ensure support measures are in place for staff & trainees.

The affect would be determined by “how” change is implemented & managed.

Schedule at least two weekly meeting with team leaders & managers in the beginning & make necessary adjustments.

Get to know & understand staff and their concerns.

Making certain any change is structured so that staff & trainees see progress and development.

Get everyone on the same page.

Provide support where required & supervision

Show how the end result hopes to look like with Pay pack & rewards where possible.

Communication lines open. Up/down & sideways!

Have a positive attitude yourself.

Form focus groups.

Get rid of the “old wood”

Restructure & modify where required around costs/processes

Provide a tool to measure outcomes & tool for audits.

Build capacity – equipment/resources.

Who/what/why/when

Remember the 5 “P”s

Staged & supported = slowly, slowly

Chunking work down into manageable pieces.

Assess/plan/implement/evaluate

Timeframe for goals

Remain in line with health targets/policies & procedures.

Promote positive outcomes.

Ensure all staff has compulsory Level 3 Core competencies.

Praise success

Explain rational behind change

Analyse company culture

Work on the paradigm shift i.e. identify the “resistors to change” and use them to own a part of the change process, to get their buy-in.

Small changes = little by little

Take a “shape up or ship out” approach for the staff who will NOT change.

Role evaluations for all points in the role/consumer

Look at qualifications in the sector – pathways to develop?

Opportunities to progress to a more senior role & levels within organisation.

Be well equipped – “ready for war” = Mirroring who you are and how staff look at you.

Develop relationships with key people

Identify natural leaders & place them into “Emerging leaders training”

Support all training

STOP! Look at what’s working?

Include staff in the review process

Recognise your staff’s knowledge & skills

Look for solutions – what will work/what’s important/feedback.

Celebrate success

Value workers & trainees

What resources are needed to support change?

Support staff through change

Get to know the people, the environment/influencers at all levels

Position the organisation in terms of the wider setting

Determine external influences on the organisation

Build trust

Consult

Collaborate

Manage risk well

Know that you are making a difference

Be open & honest about the changes

Set achievable goals – short & long term Work to SMART

Focus on what matters

Measure as you go along

Be open to alternative thinking

Know what drives us

Respect

Address the fears

Develop good consultation

Sell change by selling the benefits

“change champions” around the organisation

Communicate “why” we can’t control everything but this is why it’s good.

Build in the right rewards

Make sure everyone understands their roles

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Consultation with staff

Assess the needs of the learners of staff

Transparent communication & feedback to everyone involved.

Consultation again!

Prioritise what needs to change first

Communicate to staff the reasons for change

Include staff in decision making where possible – this may empower staff & boost morale.

Seek relevant consultation & agreements.

This will promote staff buy in & engagement

Increase achievements & staff morale

Gap analysis

Seek feedback

Audit

Provide incentives

Personalise change & promoting career pathways

Identify clear process for assessment & return

Include specialist areas

Provide ongoing incentive schemes

Go to the people/staff so they talk with you – see ‘you” as a person.

Get a snap shot of where everyone is at

What are the students training needs

What we do first – affects the rest of the project

Share experiences & engage people

Have a meeting to find out what type of training is required & what level & what topics most suitable.

Look at the current situation i.e. how do trainees feel about their training?

Do we have enough suitable qualified trainers/assessors to meet trainee’s needs?

One on one interview with staff to explain what’s going on.

Communicate with all parties – field questions

List negotiable & non-negotiables

Trainees & staff know that they have input

Have individual meetings where needed.

Be transparent

Identify & organise training needs

Multi-disciplinary team organised.

Make journey better for trainees.

Meeting with all staff & trainees

Put together a proposal showing diversity of what I want to do so I have the authority & resources to carry it out.

Get trainees & staff on same page – hearts & hands working together?

Data gathering

Consultation process

Identify gaps & strengths including culture / norm’s / expectations

Consider organisational structure

Alignment between policy & expectations

Funding parameters

What’s compulsory & voluntary

Might drop courses & add others

Could go on a whole new tangent

Look at percentage of training/achievement/levels of completions

Consider contractual requirements

Have no hidden agendas

Consider minimal disruption

Awareness of reaction to change

Change management plan developed by all

Measure effects of change

Review as you go & fine tune & tweak

Consult – consult – consult

Mitigate staff anxiety & fear of change within staff

Convey reasons for change

Identify key people

Remember some people will move on

Validate change & sell it showing benefits & identify opportunities

Plan a pilot to explore reaction – small steps

Identify barriers

Give the staff the chance to work to their strength area

Help the staff identify their strength area

Ensure that staff would feel listened to & not threatened

Ensure there is assessor availability across all 3 shifts

Have a meeting to analyse new & latest demands & the needs of service users/whānau etc.

Viability & sustainability

Policy & pricing

Communicate the changes

Gather feedback from S.W’s/staff before during and after

Prepare people for change

Easy language

Involve people with the expertise &knowledge

Plan the implementation for change

Follow up after this

Be open to suggestions

Be focused on the issue/ reason for the change

Find out what has been tried before – has it worked or not worked?

Does the workforce have the skills to handle change?

What resources/education will they need to handle the change

What’s the budget

Get the feedback

Encourage staff – thank them for their support & feedback

Listen to positive & negatives

Observe the current situation/role/process before jumping into change

Listen to the people who are currently doing that role

Plan to implement change step by step

Try something new that has not been done before

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Kinaesthetic → What types of new learning would you promote?

Move away from written work assessment Use casework/scenarios/demonstration

Repetition Show it – do it

Encouraging new approaches from trainee – keep it fresh

Support the 70:20:10 approach

Integrated packages

E-learning

Working at the level the workplace requires

Group training

Learning in “mother tongue”

Learning appropriate to trainees culture

Using “real / actual” examples from workplace

A range of resources / tools meeting different learning styles eg, simulated / real / group activity etc

Management to encourage learning

Care plan training

Electronics as a tool ie, podcast / YouTube / TED

Can be used to create portfolio to capture evidence

Study groups

Buddy system on the job

Exemplars

Supervision either in groups or individual

Group learning (tried and tested classroom setting)

Have assessments so they are not only written

Hands on approach

Observations

Flip charts

Demonstrate and role modelling

Use skills recognition pathway

Professional conversation

One-on-one discussion to tell their stories

Listen and draw out their experience

One-on-one if necessary where different of levels of learning are identified

Culture emphasis (valuing life’s)

Good access to resources

Learning and development room

Individual talking tutors

Access to computers

Learning packages

Interactive demonstrations

Group work

Skyping

Make certain first that the learning is relevant and useful

Digital libraries/blog’s

Disability information service ie, “Positive futures” on line

Using different learning models ie, websites / practical / demonstrating new equipment / DVD’s / App’s

Study grants

“On job training” = learn as you go rather than learn then go

Clear descriptions / goals / learning outcomes

Individualised / personalised and meaningful

Incorporate “sign language”

Hands on learning both lateral and creative

More group work and discussions

Do more on the job observations Have fun with the learning

Videos and data sticks where there is matching support with Careerforce resources

Having a subject matter expert

Meeting somewhere different

Newsletter promotions eg, employee of the month?

Introduce vouchers

Employee of the month gets their own car park for that

Knowing the “hook” eg, the fish philosophy of training

Creativity around boring assessments

Introduce role play with practical demonstrations

Not taking them away from unfinished tasks that they need to go back to

Meeting the trainee in their “moment” where they are in their learning/what issues they may have both at home and work

Don’t get lost in a barrage of words – change the focus to pictures/demonstrations

Promote on line learning especially for distance trainees.

Use of learning Rep’s.

Snapchat via smartphone – seen as a tool for youth to communicate.

Organise events using skills relevant to them.

Weekly classes to promote continuity & confidence; highlighting friendship as students get to know educator & vice versa.

Not always classroom based i.e. learn in the area of expertise e.g. physio dept. /continence nurse/child & youth development unit which would give better awareness of clients problems.

Assessing cultural diversity/utilizing resources to educate.

Interactive webinar.

GAPS analysis – project based learning

Oral assessments.

More holistic RCC tools.

Observations (live)

Open & closed groups on Facebook.

Apply Cross sector learning (learning outcome is shown across all departments)

Talking books

Resources in different languages.

MOOC’s = free learning online

Research online & C.D’s

Project groups

Case studies.

Debriefs

Field trips/demonstration.

Work placements.

Noho marae/hui.

Role modelling.

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Presentations

Learners being allowed to construct their “own” learning by building on from what they already know.

Walk the talk

Peer learning/collaborative learning/study groups.

Promote consumer led learning – having consumers be participatory in the learning process.

Learners being able to research & present topics.

Provide learning that will engage & catch the attention of the learner.

Present new challenges – outside normal routines.

Introduce computer literacy – in house computer training – availability of IT equipment for staff to access Tablets & IPads.

Introduce focus groups.

Visual promotional learning tools i.e. Utube/Dvd’s

Making an interactive video

Role play situations.

Buddy system across services (from residential to home health)

“Leadership skills” – not manager but mentoring, buddying, support, example to others, sharing knowledge, gain from each other i.e. old learn from new & new from old.

Informal & interactive learning

Meaningful learning = fun, making the connection in their work, applicable.

Buddy systems/peer mentoring

Individualised & group learning

Cross pollination – mix up staff

Practice hands-on – move from blocks of classroom learning

Value self esteem

Offer variety

Find out what staff need

Transferrable skills

Stair cased learning

Computer based from home

Online learning

Interactive workshops

In-service days

Mix/collage learning methods

Integration of knowledge & practice

Smart phones for communications

Commitment to whole organisation learning

Free training on technology – remove that fear

Self-paced learning without pressure

Education is valued by the organisation

Hands on learning through activities

Practised focused to their job description & requirements

Interactive group learning

Make it meaningful to what they do

Scenario based learning style

Social focus to make it enjoyable

Drawing on life experiences/stories/cultural perspectives

Offer food & celebrate achievements

Make it visually interesting

Short clips

Pod casts

Stop & start discussion groups & activity

Emotional hook in

Quizzes/attention grabbers

Bring in outside speakers with expertise in certain areas where needed.

Trainees carry out demonstrations to show transfer of learning.

Education can relate to certain clients – relevant learning

Connect theory to trainees experiences

Brainstorming

Problem solving

Link to prior knowledge & ways you make sense of the world

Link items of knowledge to “big ideas” (Schema theory)

Promote awareness of own thinking & learning processes

Pre course work

Visual learning identified by lots of colour

Open discussions

Focus groups

Activities such as picture cards

New courses – looking at different ways of interactive presentation.

Guest speaks with knowledge of topic

The parting of knowledge through contribution e.g. peers tutoring through experience.

Motivational speakers

TED & webinars

Create an environment of encouragement

Run smaller groups

Interactive not written material styles.

Workshop scenarios based on expectation in their roles

More 1:1 for learners

Skype

Integrated assessments – easier to understand

Opportunities of “expansion” of answers – either written or verbal

Use a lot of workshops in training processes – make them use hands on approach more.

Reverse roles – putting workers in to the role of the client shoes e.g. - Day 1 – somebody stands

up & speaks in another language

- Day 2 – support workers are showered/dressed etc.

- Day 3 – cleaning. How to do a task backed up with DVD

Pay them to attend training

Take them off shift work while they train

Proper pay raise for achieving

Make laptops/tablets available for training

Group & peer learning

Respect eagerness to learn

Celebrate success with something tangible i.e. certificate/morning tea/public presentation etc.

Learning buffet i.e. learner can select from options such as ELearning, workshops,

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learning groups, peer groups, or can choose by unit standards or topics

Do assessments orally with assessor/mentor

Give them all the information required.

Be available

Complete trainees together i.e. train & learn together

Make sure they practice what they learn – demonstrate understanding

L & D becomes focus of organisation

IT literacy especially for older staff

Staff recognition programme - Knowledge & skills

framework to allow aspirations for staff

- Transparent progress pictures

- C.E encouraging & having presence.

IT development

Flexible/interactive/mixed bag

Communication & leadership skills development/mentoring

Empower & enable –give staff time to learn (release time)

Shorter time & smaller group sessions (maybe 30 minutes in length to maximise engagement)

Fun learning

Interest- relevant- peer support – mentoring – self generated

Tools that encourage thinking outside the square

Teambuilding/wellbeing game etc.

Hands on followed by reflection groups

Mini projects

Applied 1:1 learning

E learning

Videos

Group learning

Getting up & moving round

Learner centred learning

Talking to others & getting ideas

Wide use of technology

Group work activities

A partnership between leaner/assessor & organisation

Recognition of prior learning

More use of technology to determine skill of learner – mapping against the qualification.

Positive reinforcement

Simplify explanations

Relate to something they know i.e. give a practice focus

Consider different learning styles

Work alongside to develop competency

→ How would this be measurable?

Attendance rates

Certificate of achievements

Answer guide sets minimum standard

Ask trainees how they found the assessment, what did they learn?

Better client outcomes

Better understanding of roles

Increase of participation in workplaces

Reflective practice

Client satisfaction outcomes

Service delivery standards

Non-English learning / assessments meeting unit standard

Where are we now / where do we want to be (mini goals / readjust plan / check-in / are we on track?

Management acknowledge positive changes and individual trainee improvement

Supervised observation = what was taught

Support worker confident to deliver care

Reduced risk

Training evaluation forms and feedback

Better engagement

Increased engagement

When electronic you can schedule reminders / deadlines

Performance appraisals

Issues resolved quicker

Increased communications / regular meetings

Less reassessments

Observed and witnessed

Validated by assessors

Skill of assessor as much as the trainee

Trainees can be individually questioned where necessary

Seeing it

Resident surveys / family surveys

Audits (external and internal)

Staff turnover

Staff appraisals

Training assessments

Staff surveys

Suggestion box

Occupancy rates

Observation within workplace

Improvements at appraisal time

Resident surveys

Trainee and manager surveys

Comments from trainees and managers

Internal and external auditing

Increase of people doing higher learning

Moderations

Research project looking at both qualitative and quantitative analysis

Literacy skills increase

Staff confidence increases

Completions within timeframes

Learning can be measured at all levels Eg, residents’ goals/outcomes achieved because of new learning attained

Happier workplace

Reduced staff sickness rates

Completing paper based assessment – forward for marking.

Processes followed are correct even if outcomes are slightly off.

Weekly review of previous session – catch up quiz.

Written feedback from departments providing learning – feedback from learner as well.

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Natural reoccurring evidence.

Client attestations.

Better time keeping.

Reduction of bullying.

Increased team work

How many “hits” to site?

Enthusiasm.

Wanting to progress into further study.

Taking responsibility of leadership role.

Meeting performance indicators/desired outcomes.

Progressive results

Stat’s achieved.

Easier recruiting.

Hear the learners speak more and the tutors speak less?

Leaners become more observant & quality of report writing improves.

Reduction in incidents/reports/hazards/complaints.

Less hospital admissions – from less falls/ dehydrations/UTI’s/skin tears.

Clients have increased community involvement.

Online assessments completed

Increased enthusiasm

Increased client satisfaction

Attendance at all sessions.

Less negative incident reporting to management level as staff awareness improves.

Brainstorming day

e.g. How they implement new learning – what they have learnt in new environment & what they bring back “try before you buy”.

Attitudinal changes amongst staff

Notice confidence in their assessments – observations shows the new learning.

Feedback from the learners show a progress in their role. Unit standards can measure this.

Practice changes

Staff retention & staff referrals.

Staff surveys

Activity rates

Retention/turnover of staff

Increased up take – higher levels

Less sick leave

Productivity increases

Positive feedback up – complaints down

Competent staff

“Kirkpatrick” – what do we need to know

Measure outcomes rather than outputs

Audit purposes

Contract compliances

National remuneration level

Completion rates

Staff engagement

Performance appraisals

Qualitative feedback

Rates of achievement

Feedback from trainees

Feedback from supervisors

Attendance & completion rates

Direct observation

Verbal discussions with staff & trainees

Survey trainees both pre & post study

Set learning outcomes & behavioural terms to make it measurable

People would be engaged more

More anecdotal evidence

Attendance records from previous training

Quality of learning evidenced.

More substance to answers

Not regurgitated.

More work submitted & completed

Less chasing up or travelling for training

Increase of skills in the workplace

Less re-submissions

Achievements through certificates

Unit standards achieved

Managers appraisals

Workshop experience change behaviours at work

Are they using techniques as taught

Are they meeting timeframes

Deadlines achieved

Recognised in assessments completed.

By observations – positive reinforcements

More consistency in practice

Providing better care

Providing better service overall

Qualification achieved more quickly

Quality of care of client

Client & staff satisfaction

Increase in completion numbers

Performance development

Observed increase in level of care

Increased reporting

More staff stepping up to higher qualifications

More confident & motivated to do assessment

Happy staff relations

Assessments successfully completed

Best practice – reduction in adverse events through knowledge

Positive feedback from whānau /residents/staff

Appropriate questioning from trainees

Better documentation

Improved quality of care

Repeat learning to demonstrate knowledge & understanding (embedded learning)

Use bench marked competencies

Validity – able to be replicated. e.g. professional conversations

Having a competent assessor who know leaner requirements and can bench mark learning and needs against the qualification.

Mapping skills to competency through practice examples

Develop measures that meet learners needs & are equivalent to the outcomes

Turning outcomes into elements the leaner can relate to e.g. developing a practice focus

Development of competence through established competencies.

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→ How would you know when goals were met?

Practice is the proof – competent staff at all levels

Residents meetings (feedback)

Staff feel confident to express themselves

All paperwork completed

Learner is taking active part in their learning

Service delivery at expected standard

Learner satisfaction

Learner receives appreciation from client

Unit standard met

Harmony amongst organisation

Performance – applying what has been taught

Sense of self achievement

Team performances

Management involved in celebration of success

Reduced incidents

Client feedback

Improvement in client health outcomes

Consistent application of knowledge by trainee

Qualification completions

Speaking same terminology

Learning is applied in the workplace

Less sick leave?

Less mental health days

Comprehension improves

Better handovers

Orientation

Support person

Trainees are work capable

Trainees work and books would show goals have been met

Confidence would increase

Clients are benefiting

Outcomes of assessments

Receipts of certificates

Staff retention

Positive surveys

Meeting KPI’s

Enjoying their learning pathways

Happy staff

Happy assessors

Goals are achieved at appraisals and new goals set

Staff are stimulated

Patient and relative satisfaction

MoH audit results

Improved quality of life of the clients

Strategic/business plan ie, Are we meeting goals? – align this to our training

Measuring complaints ratio against compliments

Increase of certificates and medals

KPI’s and targets

The goal is no longer relevant - there is a need for “new” goals!

Celebrations of milestones

The client’s families are happy

Staff morale is up

Increase in professionalism

Positive behaviour changes

Better engagement

Overall improvement on the job

Retention of staff

Hopefully pay increases!!!

Less time that assessors are chasing trainees to complete

Level of interest increases

Learner statements

Wider quality improvement within organisation

Improvement of clinical indicators

How the individual goals from learning will affect the organisational goals and objectives

Through observation ensure students are involved in activities.

Oral feedback of their perception of how things went. “Reflective practice”.

Independent verification.

Written verification from nurse who does home based verifications.

Communications with residents/clients that duties & tasks had been done.

Audit tool to keep testing & shows goals; in turn has everyone’s buy in

Evaluation from clients.

360 degrees feedback from all levels.

Tangible results e.g. Certificates/salary increase/badges.

Service quality improves.

Reductions in sick leave & errors.

Happy contented staff

Stable workplace.

Audit reports show stability.

Volume of certificates being presented in workplace.

Acknowledgments.

Contracts renewed.

More insightful in their positions of work

Retention maintained.

Recruitment enhanced.

Increased efficiency.

Organisational reputation grows

When training becomes redundant and does not need to be repeated?

Family/whānau feedback showing positivity around improvements & state of wellbeing.

Learner wanting to do more study – what’s next?

Enhancement of a “culture of quality” when learning becomes embedded.

NZQA standards achieved.

Higher qualified workforce with upward trend in standard of care.

Industry is positively portrayed both nationally & internationally.

Audit reflections

Students attitude to “want” to learn

Residents quality of life will be evident

Documentation will be complete & standards met.

Good reviews from clients & peers

Increase of clients ‘word of mouth” for good service.

Increased quality of care

Contract & referrals increase

People return custom

Keep accreditation.

Staff retention improves.

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Organisation becomes more desirable with a better calibre of staff.

Staff feeling valued

Client & family feedback is positive

Meeting strategic plan/business plan

Employer of ‘choice”

Less resistance among staff

Success breeding success

Stable workforce

Promotion from within

Audits & compliance is met

Staff morale

Completion rate increase

More sign up for future qualifications

Observation of groups & individuals within them

Verification in the workplace

Achievement standards being met.

Performance reviews & appraisals

Pathways for future study

Pre & post tests

Have behavioural objectives been met

Submissions of evidence at the appropriate standard

Staff retention

Confident staff on board

Achieved goals of topic

Happy customers & families

Evidence in care plans – goals have been identified & met

Moderation met

Increase of training sign up for courses etc.

More interaction from learners

Quality of work improves

Risk takers start to express ideas

Confidence of staff increases

By performance

More qualified people

Increased staff morale

Better care

Better service plans

Better communication

More people using our services.

Graduations

Staff asking for more learning

Decreased incident reports

Staff feel appreciated

People in support feel happier & cared for

Service provider would grow

Low turnover in staff

Presentation

Achieve employment

An increase in qualified staff

Client satisfaction

Survey results

Engaged workforce

K.P.I’s

Better performance planning

More FTE’s descriptors met in organisation

Family/whānau surveys are positive

More interest in training

Organisational culture shift

Completions in timeframes

Trainees continue to progress in their studies

Increased skill of workforce

Better outcomes for service users

Less absenteeism

Greater retention of staff

Increase of contracts

Pay rise

1:1 supervision & reports show increase in quality

Fewer CCI’s

Better Performance appraisals

Staff & client satisfaction

High satisfaction form learners

Ease of qualification completions

Satisfactory learner engagement

Documents meet industry requirements

Telephone audit

Competencies

When the requirements of the learner have been met