South East Queensland
South East Queensland
Logan is a metropolitan area in South East Queensland facing a number of workforce and health delivery challenges, with only 3% of 15-19 year olds undertaking health-related education or training.
- To increase awareness of health career pathways within the Logan area
- To build a sustainable workforce in the Logan region by targeting school-based trainees in years 11 and 12
- To engage and support youth in the local community by providing education to employment pathways
- To provide both a workforce and social commitment to the community
This is a regional education to employment transition program educating young people in Years 10, 11 and 12 (and their teachers) about pathways to employment in health. Logan Bayside Health Network (LBHN) provides paid placements for school-based trainees undertaking their Certificate III in Individual Support through local Health Hub schools.
- The program is resourced with a committed and supportive coordination team.
- A governance structure has been established to identify roles and responsibilities.
- LBHN engages with several local schools to broaden local recruitment opportunities.
- To monitor and resolve emerging issues, LBHN holds regular partnership meetings with organisations that directly impact the program.
Program design strategies
- Holding Health Inspiration Days provides students with an opportunity to visit hospital wards and learn about various services and what their potential roles may be as school-based trainees.
- LBHN ensures that the qualifications offered provide a genuine pathway to employment.
- Prospective trainees complete a Harrison Report to identify their work traits and task preferences, strengths and weaknesses and preferred work environments
- The recruitment process for trainees aligns with organisational values and expectations.
- To manage staff expectations, a clear scope of work is set for the students.
- Sharing the students’ stories gains buy in for the program.
- Students complete the theoretical component alongside their practical hours, allowing them to put theory into practice.
- A case-management approach enables coordinators to appropriately respond to students individual circumstances.
- Graduates of the scheme seeking employment at the hospital go through a meritorious interview process.
- 20 students have completed their traineeships at LBHN, with 15 now employed at Logan and Redland Hospitals.
- 90% of graduates have gone on to higher education, and many are casually employed at the hospital while they complete their traineeship.
- Two recent graduates of the program have received a Trainee of the Year Award for their region, and one trainee received the 2017 South East Region Trainee of the Year Award.
- Student graduates are often the first choice for recruitment, reducing the need for external advertising and time-consuming recruitment processes.
- Providing emotional and logistical support for trainees throughout the year, with structured meetings between key partners, is critical for monitoring of practical and course work completion.
- The program needs a clear governance structure to minimise the impact of personnel changes.
- The scope of trainee skills needs to be clear for instructors, trainees and mentors.
- It is important to manage students’ expectations of outcomes from their traineeship.
- Establish a well-considered recruitment process to assist with identifying suitable applicants.
- have engaged local schools?
- know a quality RTO with ability to meet specific cohort’s training needs?
- have a culture that favours innovation?
- have a commitment to support the local community?
- have the personnel and financial resources to host school-based trainees?
- champion and facilitate the program through school and host coordinators?
- provide transport for students?
CONSIDERATIONS FOR PROGRAM SCALING
- have realistic job opportunities?
- have the financial and personnel resources needed to support the program size?
- have management support and commitment to allocate the required resources?
- have sufficient local student numbers for the positions?
- the program is driven by one passionate individual who leaves?
- coordinators, support staff and trainers lack knowledge and expertise to meet the needs of the student cohort?
- students don’t fit with the organisation’s values and culture?
- there is an oversupply of students and insufficient placements?
- the host organisation prefers tertiary students over school-based trainees?