Interim Evaluation of the Northern Territory Aboriginal and Torres Strait Islander Community Aged Care Workforce Development Projects - Final Report

6: Evaluation Element 3: Northern Territory Training Project

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6.1 Overview and Summary

In the context of the three Workforce Development Projects, the NT Training Project delivers the training to the staff of the aged care services in the 59 communities that received funding for employment as a result of changes to the CDEP program. The Project provides access to skill development that will support people in effectively carrying out their roles and developing further skills and experience that will provide ongoing employment opportunities. The Project utilises the resources developed through the NT Resources Project and feeds back information on resource needs.

Four NT based RTOs were contracted to provide aged care training. Each RTO was allocated a different region, two in the Top-End and two in Central Australia to avoid overlap and to cover communities throughout the NT. These regions were based on shire boundaries and independent services located within the shire region were allocated to the corresponding RTO.

Each of the three Workforce Development Projects are clearly interlinked and the success of any Project is dependent on the success of the other Projects. The evaluators have been mindful of this when evaluating the NT Training Project and this is reflected in recommended improvements.

RTOs used different approaches to meet the training needs of the communities they were working with, including a range of training timings, delivery methods and resources. Given the diverse nature of communities, participants’ skills and experience, and RTO experience, this first round of training, has, to some extent, reflected a developmental approach. Although training participants were generally satisfied with the training delivery, there is room to identify areas for improvement in line with a continuous improvement approach.

A sample of 39 services in 38 communities were interviewed by the evaluators⁷³. Of these, 33 services had participated in training, to date, through the NT Training Project.

Summary of findings

As at March 2010 four RTOs had delivered training to 46 aged care services in which an estimated 230 Aboriginal and Torres Strait Islander workers participated in the training to varying degrees⁷⁴.

In the evaluation sample of 39 services, staff from 33 services participated in the training. A total of 165 workers participated in training to varying degrees.

Based on feedback from the service coordinators, workers and other stakeholders, the training provided is contemporary and suitable to the workforce and appropriate to the services being provided to the aged care clients: 82% of the service providers who participated in the training said that the training met or partly met their needs and 90% of workers groups said that the training met their needs.

The impact of the training has been an increase in worker confidence and skill and client confidence in workers: 36% of coordinators felt that the training had developed a more skilled workforce and 30% felt that the training developed a more confident workforce. 97% of workers groups said that the training helped them to do a better job.

Service providers and workers rated the training as follows:

• Location (on-site): 85% of service providers and 97% of workers rated the location of the training as fully or partly meeting their needs
• Timing: 85% of service providers and 96% of workers rated the timing of the training as fully or partly meeting their needs
• Delivery mode: 85% of service providers and 97% of workers rated the delivery mode of the training as fully or partly meeting their needs
• Length of course: 79% of service providers and 80% of workers rated the length of course as fully or partly meeting their needs
• Frequency of training: 82% of service providers and 93% of workers rated the frequency of the training as fully or partly meeting their needs
• Duration of classes: 79% of service providers and 97% of workers rated the duration of classes as fully or partly meeting their needs.

Whilst the training was well received and appreciated, the detailed evaluation consultations highlighted some areas for improvement including the need to accurately assess training needs, to tailor the training to the individual needs of workers, clients and communities and ensure training flexibility.

The key factors in the success of the training have been identified from the stakeholder feedback. These include:

• Deliver on-site training in short blocks over a longer period of time
• Assess service and worker needs accurately
• Work practically with workers and limit classroom-based learning
• Use workbooks to reinforce learning (where applicable)
• Continue to involve the coordinators to tailor the training to meet service needs
• Be flexible in the delivery of training to meet individual needs and limitations
• Seek feedback from coordinators and workers on ongoing basis – check back that the training is appropriate and acceptable to them
• Remain flexible in light of community issues and challenges.

The challenges of delivering training to remote areas remain but it is envisaged that the processes implemented by DoHA to support RTOs, shires and community representatives and coordinators will ensure ongoing relevant training with positive outcomes for older and disabled Aboriginal and Torres Strait Islander people utilising aged care services.
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6.2 Training Data And Discussion

All data and references to tables in this section are contained in Attachment 3: Data Tables. Data tables are referenced as follows: ET refers to evaluator’s tables, SP refers to service provider tables, W refers to worker’s tables and SA refers to the Skills Audit Database tables.

6.2.1 Participation in the evaluation

As noted above 39 community aged care services from 38 communities participated in the evaluation of the NT Training Project⁷⁵. A summary of staff in the sample services is included in Table 6.1: Staff Numbers in Evaluation Sample of Services. Participation was as follows:

• Case study on-site interviews (8 respondents or 21%)
• Non-case study telephone interviews (23 or 59%)
• Non-case study telephone interviews - coordinator only training⁷⁶ (2 or 5%), and
• No NT Training Project training undertaken (6 or 15%)

Interviews were also held with workers, both by telephone and on-site in the case study visits. 31 groups of workers participated.

Table 6.1: Staff Numbers in Evaluation Sample of Services

Staff Sample Type	Number
Number of staff in sample services including coordinators and CDEP staff	277
Number of staff in sample services excluding coordinators and CDEP staff	217
Number of coordinators	37
Number of CDEP workers	23
Total number of Aboriginal and Torres Strait Islander staff in sample services	238
Number of Aboriginal and Torres Strait Islander staff excluding coordinators and CDEP staff	201
Number of converted positions (from DoHA data)	218
Number of staff filling the converted positions	163

6.2.2 Delay in commencement of training

An issue raised by service providers during the on-site visits was the length of delay in the roll-out of the training. Three services advised it was several months after the start of the Projects before they were visited by the RTOs and expressed disappointment at the small amount of training received to date. Three of the RTOs (during discussions with the evaluators) advised that they had insufficient capacity to roll-out the training in a timely manner. This was due to a number of factors including:

• Delays in the project start
• Staff resignations
• Difficulties in recruiting appropriately skilled and experienced staff
• Unforeseen mishaps, and
• Community issues.

An analysis of RTO progress report data on the first skills audit dates and first training delivered dates was conducted and showed an average of just under two months between the skills audit and the delivery of training. During the interim evaluation RTOs acknowledged that a range of issues impacted on the timely delivery of training as described in 6.2.11 RTO challenges in delivering training; however, this lag resulted in some frustration for service providers.

Improvements to reduce the lag times could include:

• RTOs to better manage their capacity to deliver training (through employment strategies to engage trainers)
• Plan the skills audits and training to closely follow the skills audit visit, and
• Coordinators to communicate their readiness to participate in the skills audits and training to RTOs as soon as known.

It is recommended that the time between the skills audit and the training is reduced to meet the needs of the service providers by RTOs working closely with service providers.

6.2.3 Training information provision

Service provider feedback⁷⁷

Service providers were asked if they were provided with sufficient information about the NT Training Project; 56% (22 services) felt that they received sufficient information. 44% said more information could have been provided, particularly about what training would be provided, when the training would be delivered, and who was eligible to do the training. The lack of information was also evident in the on-site visits where some of the coordinators and staff were unclear about the certificates staff were completing, the units completed and the overall schedule for the training.

Six of the eight (75%) case study services were happy with the level of the information provided but three coordinators commented that they were unclear about the level of the certificate that staff were participating in and other details of the training. These coordinators were encouraged to determine this information from RTOs.

Most services (87%) received information about the training from their assigned RTO, 10% said they received their information directly from DOHA and a further 10% said they did not receive any information at all⁷⁸.

Of the 35 services who received information on the NT Training Project, 46% rated the material as good or excellent, 40% rated it fair and 14% rated it poor.

The majority of services said they would prefer to receive information by email (77%) or by phone (46%); however, the evaluators, DoHA and RTOs experienced difficulty in contacting service providers by both of these methods. As a possible improvement strategy, a web-based information system was discussed with the case study services: all of them agreed that such a system would be valuable as information would not get lost and would always be up to date. (See 5.2.6 Alternative data collection tool.)

Service providers identified that web based information could include:

• The training to be provided clearly specifying the Certificate, if applicable, and the units
• The staff participating
• The training schedule, and
• Individual records for staff showing the skills audit results, the certificate they are enrolled in and their progress and status such as attainment certificates and RPL information.

Shire/community representatives were asked to provide feedback on the flow of communication and information regarding the training. All but one respondent said that information was adequate. One respondent suggested that initially there were lengthy delays getting the project started, but that ‘collaboration is improving as the project goes along’.

DoHA has implemented a range of strategies to continue to provide information and promote the Projects with all stakeholders.

The provision of information to service providers about the training is an area where improvement can continue to occur. It is recommended that systems are developed to ensure service providers and communities are better informed about:

• The type of training available
• Who can attend training (including community members if applicable)
• The training offered and to whom, clearly identifying the Certificate and/or units to be delivered
• The schedule for the training, and
• Information on training progress for each participant.

6.2.4 Training access and attendance

Participation in training - aged care workers

RTOs were asked to report on successful strategies used to recruit and retain aged care workers and other community members to training. A range of strategies were used and included:

• Utilising the skills audit visits to promote and encourage interest in training, to build rapport with workers and to get staff talking and thinking about training in a positive way
• Providing morning tea for the workers to help build relationships
• Conducting ad hoc visits to communities when passing through on the way to other communities to build trust and relationships, and
• Communicating positively with aged care coordinators, building rapport and delivering relevant content.

Service provider participation data⁷⁹

• 60% of all Aboriginal and Torres Strait Islander staff in the sample of 39 services attended training. If the six services that did not participate in the training are excluded 68% of all Aboriginal and Torres Strait Islander staff attended training
• 50% of Aboriginal and Torres Strait Islander coordinators in the sample of 39 services attended training. If the six services that did not participate in the training are excluded 70% of Aboriginal and Torres Strait Islander coordinators attended training
• 30% of staff currently on CDEP attended training
• 60% of all staff (Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander) attended training, and
• Staff from 32 or 82% of services attended training.

Planned attendance at training was explored in the pre-training interviews with case study services. All staff interviewed said they planned and were keen to attend training.

"Coordinator: We can’t send all staff to training at once; we need someone doing services."

In the 24 services where an Aboriginal and Torres Strait Islander staff member did not attend training, reasons for non-attendance included⁸⁰:

• 29% of services (7) said staff were not employed at the time training commenced or occurred
• 21% of services (5) said staff were not interested/did not turn up for training
• 13% of services (3) said staff had family/community commitments
• 8% of services (2) said staff were sick, and
• 8% of services (2) said staff felt the training was not relevant.

Workers were asked why they did not attend training and provided much the same reasons. Workers were also asked if they were encouraged or supported to attend training; all groups said yes⁸¹.

That 29% of services that said staff were not employed at the time training commenced adds support for the model of delivering training over an extended period of time rather than in one block of several weeks for a certificate. This would provide more flexibility and opportunity for new staff to participate in the training program. This is discussed further in 6.2.5 Meeting community training needs.

In 21% of services the coordinator said staff were disinterested and/or did not turn up. This is of concern as this is a sizeable proportion of services. Some factors identified during the on-site interviews that may contribute to this include:

• Certificate III is generally offered and does not always suit the participants
• People did not like training based on a classroom approach – a hands-on or mixed approach was preferred
• Training was not always relevant as Certificate III training may cover areas that some staff do not currently work in (especially with the scope of services currently being delivered), and
• Training sessions of a short duration were preferred but not always provided, particularly where the training was provided in a lengthy block (several weeks of training).

"Worker: 3 days in the classroom is too much – needs to be more on the job."

RTOs advised the evaluators that where people left training sessions or did not return to the next session they tried to obtain feedback and to vary their approach. Feedback was difficult to obtain as participants were shy in providing it and it was impossible to get feedback from people who did not participate. It is proposed that trainers consider a feedback session at the completion of their first training session that is conducted by the coordinator with staff in the trainer’s absence. The focus of this session should be on how the training can be improved to better meet the needs of the training participants and the coordinator, rather than on the negatives.

"Shire Representative: Trainers tend to get frustrated if people don’t turn up. They don’t seem to understand that there is very little we [shire representatives] can do about that."

Participation in training - other community members

In line with the workforce development approach, other community members were eligible to participate in training where there was enough space and it was viewed to be appropriate by the aged care service coordinator. This was implemented as a strategy to recruit new/potential workers into aged care where appropriate and also to improve care within the home if people caring for family members wished to attend. This would also achieve more cost effective training if larger groups attended training in remote communities.

Strategies to promote and encouraged interest in training with other community members included:

• Informal telephone calls/visits to other service providers in the community such as schools, childcare centres, Park and Wildlife and Aboriginal Corporations
• Liaising with shire aged care managers, community shire managers, CDEP managers, and other employment agencies to identify interested community members and disseminating training schedule information to these representatives, and
• Providing information flyers around communities promoting the training and ‘being seen’ and identified as trainers in the community.

Whilst RTOs agree that promoting and utilising the training in the community is generally a positive outcome they also identified that it is very difficult to recruit additional people into training if they cannot see that it leads to employment opportunities in the near future.

Service providers were asked if they were aware that training was available to the whole community:

• 46% (18) said they were aware
• 44% (17) said they were not, and
• 10% (4) did not know⁸².

This result reflects the issues with the provision of information and reinforces the need to implement new strategies to inform people of the NT Training Project. To address this issue DoHA has clarified with RTOs the need to deliver flexible training, developed a Memorandum of Understanding to improve communication, and developed a flyer to be distributed 6 monthly to service providers to ensure that they are aware of training and any relevant updates.

"Coordinator: Home hygiene training for others in the community would be useful. I think that maybe staff home hygiene has improved as a result of training."

The people (18) who did know that training was available to the whole community were asked what they thought about the approach of including other community members in the training:
83% (15) felt it was a good idea - it could identify and skill future employees or could help community people look after the elders, and
22% (4) said it could make workers and clients feel uncomfortable⁸³.

This is clearly an area that needs more discussion with service providers. It may be preferable to continue this strategy in consultation with and the agreement of individual service providers. That is, invite the community to training on the advice of service providers.

"Shire Representative: I think it’s a great idea to encourage others in the community. But, outsiders can cause a bit of difficultly when training is delivered on-the-job. Workers can feel very self-conscious with other people there and clients can feel uncomfortable with other people there too."

Overall a range of strategies have been used by RTOs to recruit and retain aged care workers and members of the communities who may be interested in participating in training. Sharing the strategies used by each RTO through workshops and discussion, as was done in the February 2010 RTO workshop, is important in further developing strategies to promote training and keep participants engaged. It is recommended that:

• There are ongoing workshops for RTOs to share strategies for engaging training participants
• Coordinators conduct a feedback session after the first training session with staff (in the absence of the trainer) to identify training improvements and give this information back to the trainer, and
• Other community members are invited to training if acceptable to coordinators and service providers. (Whilst all services did not agree with inviting other community people to training, the majority did; RTOs should facilitate this discussion when planning training.)

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6.2.5 Meeting community training needs

Training provided⁸⁴

Of the sample of 39 service providers 33 participated in the training delivered through the NT Training Project. The training coordinators reported as received is shown in Attachment 3: Data Tables: Evaluators Tables: Table ET4: Training Provided by RTO Reports and Evaluators Data. The training received is compared to the training the RTOs reported to DoHA. Generally service providers and the RTOs are reporting the same training.

Training preferences

Pre-training interviews were held with the eight case study service providers to explore their training preferences. All eight identified units from the Certificate III in HACC as required. In all cases the units requested were provided except for dementia training. In addition, the case study services also identified a need for numeracy and literacy (2 services), basic work skills (2), administration/computer-related training (1) and driver education (1). These have not yet been provided. During the post-training site visits two services suggested that the RTOs should consult more regarding training needs.

DoHA has further reiterated to RTOs (and re-stated in the updated funding agreements) and service providers that they can access training other than Certificate III training. It is envisaged that this will be delivered in the future.

The eight case study coordinators were also asked what training they would like if training was available to them. The following suggestions were made:

• Management/financial planning/budgeting/reporting (2)
• Computer-related training (2)
• Workplace assessment training (1)
• General aged care training (1), and
• Working with clients with a disability and clients requiring palliative care (1).

Aged Care Assessment Team members (4) interviewed identified training needs that they have observed through their work with service providers. These include:

• Manual handling and mobility assistance
• Infection control principles
• Dementia and behaviour management strategies, and
• An understanding of pressure care and urinary tract infections.

Did training meet needs?

Service providers were asked, post-training, if they thought the training met the needs of their service and staff⁸⁵:

• 67% said yes
• 15% said partly and
• 15% said no, and
• 3% didn’t know.

In summary, 30% or 10 service providers felt the training did not fully meet their needs (partly met or not met); reasons cited included:

• More direct aged care training such as lifting and showering (20% or 2 services)
• The coordinator was the only one to do the training (2)
• Training is being dragged out over a really long time (1), and
• We really wanted computer training and driver training before anything else (1)

Workers were asked if the training met their needs. Ninety percent of the groups interviewed said yes. Three groups said partly. The other two groups did not give a reason.

The issues of how training needs were identified and whether the training met the needs of the community were also explored with coordinators in the on-site visits. Three of the eight (38%) coordinators interviewed said they were somewhat disappointed with the lack of flexibility in the provision of training. Requested training included Certificate II rather than Certificate III, motor drivers licence instruction, training more focused to the actual work undertaken and computer training. One coordinator wanted manual handling training specific to clients with significant disability but was offered the standard unit in the Certificate III. Two coordinators expressed that certificate training was not a priority for their service; they wanted training that was directly relevant to the services delivered in the community. DoHA has reiterated that this flexible training is available and was clearly outlined in the funding agreements with the RTOs. This has also been included in the next round of funding agreements and DoHA has taken action to inform RTOs of this for future training.

Coordinators said the RTOs conducted the skills audit assessment process and some discussed training needs with the coordinator but at the end of the process everyone was offered a Certificate III in Aged Care or HACC. This left coordinators feeling that the training needs identification process was unnecessary as the RTOs knew what they were going to deliver from the start. Three RTOs also confirmed that they were only delivering Certificate III; one RTO delivered Certificate II to some services.

"Coordinator: The RTO completed skills audits for all our workers without identifying that three of them had special learning needs."

The dissatisfaction with the training needs identification process may be related to the provision of information regarding the NT Training Project. This issue has now been addressed by DoHA through the Northern Territory Aboriginal and Torres Strait Islander Staff Mentoring Training Workshops. Topics covered in workshops included: The Aboriginal and Torres Strait Islander Workforce Development Projects in the NT, understanding and supporting accredited training in your service and the role of the aged care coordinator. Day two of the workshop focussed on management and mentoring skills.

Though some service providers identified that receiving a certificate was not important, the majority of services and workers in the case studies felt that a certificate was important both for the service and the workers. For the service, certificates provide validation that the service has staff with appropriate qualifications and therefore is delivering the required level and quality of service. It also aligns these community care workers with mainstream aged care workers who are, in many jurisdictions, required to have or be working towards a Certificate III qualification.

For workers, certificates were seen as important as recognition of their achievement and, for some, as a qualification that would allow them to get a job in other communities or in towns. The portability of the certificates is discussed further in 6.2.8 Impact of the training.

"Worker: The training was really good and I am looking forward to learning new skills as we go along."

That the delivery of Certificate III training has caused some dissatisfaction with service coordinators and workers is not necessarily a fault of delivering certificate training, but rather the lack of flexibility in some of the training delivery (which is impacted by a range of variables). The evaluators are of the view that flexible training can meet the variety of needs of service coordinators and workers and can generally be delivered within a Certificate III framework with the adjunct delivery of other training as identified by coordinators and workers. Some suggested strategies include:

• Identify the abilities of each individual and for individuals that may require a customised approach, identify the training areas most relevant to them. In this way training can be structured to meet the needs of a variety of people without holding the most skilled people back or losing people who cannot keep up
• Continue to seek more coordinator input to identify the needs of different staff and the needs of the service as these may change over time
• Accommodate people with limited training experience through the provision of initial training that is directly and clearly related to their work. This may mean that full units are not completed in an ordered way and requires the RTO to record the modules delivered. In time modules can be completed and certificates can be completed
• Accommodate people working through a Certificate at different rates by providing individual focused training and the establishment of more than one group for group based learning. For example, instead of a trainer bringing people into one group for an afternoon they may need to hold two groups of a shorter duration
• Apply a flexible approach to meet training needs that may be outside the scope of Certificate III units. For example, prior to delivering training RTOs should first identify any community specific requirements related to the area of training that is planned. This may necessitate some research or consultation with an expert in the area. This is imperative if training is to be relevant to the service and staff, and
• Apply a flexible approach to meet training needs that are outside of the certificate framework such as basic computer training in work related tasks. It is suggested that other training needs are incorporated into the main training through including additional activities that people have identified at the end of training sessions.

It is acknowledged that flexible approaches have been discussed at the RTO workshops and were imbedded in the requirements of the funding agreements with the RTOs. The evaluator’s discussions with RTOs highlight the RTOs commitment to address these flexible approaches on an ongoing basis. It is recommended that the development of flexible, service and worker specific modules relevant to the needs of Aboriginal and Torres Strait Islander learners is the aim of the next phase of the NT Training Project. This is further discussed in 5.6 Further Resource Development.

"Coordinator: We needed training for our staff to move clients with severe disabilities. We needed advice in using beach wheelchairs and transferring clients who can’t walk to get into and out of the troupie. The RTO offered us the manual handling unit but it doesn’t meet our needs."

Literacy

The workforce profile highlighted that English is not the first language for 76% of paid staff and that 23% of paid staff need help in communicating in English. The need for assistance with literacy and numeracy was identified by service providers and RTOs as an issue. RTOs suggested that that whilst they accommodate literacy requirements in their training there is a need to formally support the training with literacy development. It may be possible that current literacy programs could be accessed by communities that require support if requested by workers.

Anecdotal discussion with some workers during on-site visits explored the issue of literacy. Some, generally older workers stated that they ‘were too old to learn to read and write’ and were ‘happy to make do’. If literacy programs are offered it is essential that each individual worker identifies it is a training gap that they wish to address. It is recommended that information on all current literacy programs is provided to community aged care coordinators.

One of the four RTOs delivers literacy courses and has available specialist literacy trainers that they have linked with aged care workers who have identified that they want to build their literacy during the NT Training Project.

Location of training⁸⁶

The NT Training Project training is required to be delivered on-site in communities. Service providers were asked to rate the location. 70% or 23 of the 33 service providers said the location fully met their needs. Most importantly having training on-site ensured that staff were available to assist in service delivery tasks and undertake training simultaneously.

All staff interviewed in the on-site visits and nearly all staff in the telephone interviews agreed that training in the community was best as they don’t have to leave their family; they can train with their co-workers and there are no distractions. Coordinators also confirmed the benefits of on-site training as staff can train with their colleagues, there are less distractions, there are no transport and accommodation costs and staff can demonstrate what they are learning in their own environment.

"Worker: Training in the community is great – I don’t have to leave my family."

Timing of training

Timing of training explored the convenience of the times that training was delivered. 67% of coordinators and 83% of workers groups rated timing as fully meeting their needs. Another 18% of coordinators and 13% of workers said it partly met their needs. 9% or three coordinators said it did not meet their needs.

Coordinators and staff were not happy with training that required staff to be in a classroom in the mornings when most services are delivered. On-the-job training where the trainer contributed to the work being done was welcomed by coordinators and workers.

Delivery mode

All four RTOs have delivered training differently. It was DoHA’s intention to contract more than one RTO to work towards the most suitable training model for workers, the service and the community. RTOs generally delivered training in a classroom setting, on-the-job alongside the workers or, most commonly, a combination of both.

Service providers and workers were again very positive about the delivery mode. 61% of coordinators said it fully met their needs; 24% said it partly met their needs and 9% said it did not meet their needs. Workers responses were similar.

Feedback from the telephone interviewer and feedback from coordinators and workers in the on-site visits confirmed that a mix of on-the-job and some group discussion was the preferred mode of training. The more the trainer actually assisted with work tasks the more positive the response. The more that training was held in a classroom setting the more negative the response. In addition, workers during case study interviews cited workbooks as helpful in reinforcing learnings between trainer visits. RTOs identified those workers who had limited literacy and did not provide them with workbooks.

"Worker: There was too much talking – couldn’t follow it.
Coordinator: The trainer just stood around getting in the way while he RPL’d people – there was no interaction.
Worker: The trainer was great; she just got in and worked with us and showed us what to do. It really encouraged us to do things better and understand why we needed the training. "

Frequency of training

Frequency of training explored how training was delivered; in long blocks over one or a small number of visits or in short blocks over several visits over a longer period of time. Training was generally delivered to more remote services in longer blocks to reduce travel costs. Less remote services generally received training in shorter blocks spaced out over a period of months.

At the commencement of the project, RTOs generally agreed that training would be delivered in week blocks to aid timing, resources and costs. It was anticipated that four one week blocks of training would be delivered to each community, but in some situations, where communities did not require extensive travel, delivery of training could occur for two or three day blocks over a longer period. One RTO suggested that the training day would be broken into two parts to minimise disruption to service delivery, providing on-the-job training during the mornings and more formal training in the afternoons. They did however highlight that this could be tiring for both workers and trainers.

Sixty seven percent of service providers rated the frequency of training as fully meeting their needs, 15% said it partly met their needs and 6% said it did not meet their needs. In contrast, workers were very positive about the frequency of training with 87% of groups saying it fully met their needs.

Interestingly, in the on-site visits, services who had long blocks said the long blocks worked well and were preferred. Services who had short blocks over a longer period of time said the same thing in respect to their training frequency. However, it was acknowledged that an advantage of shorter but frequent blocks was that they provided an opportunity for the RTO to review and assess learning and to reinforce training during subsequent visits.

Duration of training

Duration of classes explored the length of time staff spent in classes. 67% of coordinators rated duration as fully meeting their needs and another 12% said it partly met their needs. 6% or two services said it did not meet their needs. Again workers were more positive with 84% saying it fully met their needs.

Coordinators and staff were not happy with training that required staff to be off work for any extended period of time or training that extended past the finish time for staff.

"Coordinator: Two consecutive days of training is the limit as workers become tired and lose interest."

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6.2.6 Satisfaction with the training

Five of seven (71%) shire representatives commented that general feedback from services so far had been positive.

"Shire Representative: The trainer was very practical and switched-on in terms of training Indigenous workers."

Coordinators were asked how satisfied overall they were with the training:

• 67% were very satisfied (22 out of 33 respondents)
• 24% or 8 respondents were partly satisfied
• 6% or 2 respondents were not satisfied, and
• 3% or 1 did not know⁸⁷.

Workers were also asked about the training. Of the 31 groups:

• 90% (28 groups of workers) said the training met their needs, and
• 10% (3) said it partly met their needs.

Workers groups were invited to comment on the training: three groups said the trainer was too wordy and one group said the classes were too long.

In all, services were very positive about the training. This was reinforced with the evaluators in the on-site visits where workers commented about how good it was having training on-site and how good the trainers were. When asked for comments, workers did say that on-the-job training is important and that a mix of classroom and on-the-job is best. They also suggested that it is best if it is ‘mixed up a bit and not boring’.

"Worker: Nothing could make training better. We are really enjoying it. The only thing that would make us leave our jobs is if the coordinator left. She really cares about us and was right there with us all the way."

Problems with the training

Coordinators were asked if there were any problems with the training. 36% (12) said there were some problems, but no major recurring issues were identified. Coordinators reinforced that the problems with the training are being resolved over time. The problems identified included:

• "Workers reluctant at first mainly due to shyness and the challenge of training, but enjoyed it"
• "Could have done RPL for much of the training that was delivered (2)"
• "General administration training is needed badly and is not offered"
• "Workers also need to be able to assess clients"
• "There was a block of training that was meant to be delivered, but they didn’t turn up. They didn’t even notify us"
• "Sometimes it’s hard to get the workers to attend training, and"
• Other (4)
  "Coordinator: A good trainer is someone who has the skills and knowledge and ability to make people feel at ease – able to explain things simply and in a low-key manner."

Overall, the community aged care training was very well received by both coordinators and workers. As one third of service providers expressed some dissatisfaction with the identification of training needs further effort in identifying the needs of each service and their workers is required. Participants acknowledged that issues with training have been rectified over time as the training progresses. In addition, DoHA has implemented processes to further inform and communicate with stakeholders.

The key factors in the success of the training have been identified from the stakeholder feedback. These include:

• Continue to deliver on-site training
• Assess service and worker needs accurately
• Work practically with workers and limit classroom-based learning
• Use workbooks to reinforce learning (where applicable)
• Work with the service coordinator to outline a training schedule that meets their service’s needs eg short blocks over a long period of time
• Continue to involve the coordinators to tailor the training to meet service needs
• Be flexible in the delivery of training to meet individual needs and limitations
• Seek feedback from coordinators and workers on ongoing basis – check back that the training is appropriate and acceptable to them, and
• Remain flexible in light of community issues and challenges.

6.2.7 Qualifications achieved from the training⁸⁸

Based on feedback from coordinators, 57 staff in 55% or 18 of the 33 service providers in the evaluation sample that participated in training achieved a qualification from the training by March 2010. The RTO reports show 250 staff have achieved statements of attainment and 13 staff have achieved certificates up to March 2010.

The RTO progress reports indicate that two Certificate IIs and three Certificate IVs were also achieved. All certificates achieved were delivered by the same RTO in three communities. The areas of training are referred to in the Attachments Section 3: Data Tables: Evaluators Tables: Table ET5: Units of Competency and Certificates Attained to 5 March 2010 (from RTO Progress Reports 1 to 4).

With the need to deliver quality training to Aboriginal and Torres Strait Islander Aged Care workers there is an understanding that the delivery of full certificates in a limited period is not often achievable due to the specific needs of the target group.

The project requirements indicate that the project is to provide quality training outcomes. RTOs understand that to abide by the requirements of the training the completion of full certificates will be a long-term endeavour. In the majority of cases RTOs have achieved the delivery of certificate of attainment against units of competencies with this long-term vision in mind.

In some instances full certificates have been delivered in a very short timeframe. From the evaluation’s investigation the small numbers of certificates achieved were delivered by the same RTO in three communities. A small number of Coordinators did not think their staff enrolled in the Certificate III had the capacity to complete a certificate, nor did they feel that staff were at an appropriate skill level for this qualification. This has not been the aim of the project.

It is the goal of DoHA to deliver the project in a manner that provides quality training rather than the quick completion of certificates. DoHA has identified this as an issue and has implemented a number of project management strategies such as the MOU for RTOs and Shires and independent service providers and the RTO workshops. Discussions have occurred with the RTOs to highlight the need for quality training.

Three coordinators during the on-site visits identified that the achievement of a Certificate III may be devalued if they are too easy to achieve. Specifically, two coordinators said they did not think staff enrolled in the Certificate III had the capacity to complete it, and another service where staff had been provided with a Certificate III.

"Community manager: Trainers are always coming and going and giving people certificates. They have more certificates than me.
Coordinator: My staff were looking forward to the training and were a bit disappointed in not having to do any as they were RPLd.
Coordinator: It’s important to make staff ‘work’ for their qualifications, and if the process is too easy, they do not value it."

Time to achieve a certificate

Discussions with RTOs and an internet search of material regarding Certificate III in HACC and Certificate II in Community Services found that these courses can be delivered (with on-the-job training) in between 210 and 540 hours for Certificate III and around 84 hours for Certificate II.

RTOs have differing opinions on the optimum time to complete Certificate III training; proposed timeframes varied between several months to three years. All RTOs advised that each community and workers were different and that this needed to be taken into consideration, along with the remoteness of communities and literacy of the participants. RTOs also identified that if training is spread out over too long a time many workers will not complete a certificate as they may leave their job in this time.

One RTO felt that the optimum time period to cover the Certificate III in HACC was over a nine month period. In this way certificate training can be provided each year for new staff and staff that commenced training in the previous year without completing it. This approach would also allow staff that begin work after training has commenced to take up the training knowing they can continue it in the following year. Another RTO felt that the reinforcement of practices through the continued training over a two to three year period is beneficial. Another RTO felt that the training could be delivered in a shorter period of time with some learners.

Coordinators interviewed during on-site visits mostly preferred the option of shorter blocks of training over a longer period of time as it was less disruptive, allowed for the reinforcement of training principles and encouraged the value of achieving a certificate.

The evaluators support and it is recommended that the delivery of a Certificate III in HACC/Aged Care over an 18 month period (12 weeks of training for 5 hours per day) as standard; this would support the implementation of a flexible approach to meet the service needs and staff needs, allow for reinforcement of practices, reinforce that a Certificate III needs to be earned and is of value whilst remaining financially viable for the funder. However, as is currently being practiced, each service and their workers need to be assessed for the suitability of this timeframe.

6.2.8 Impact of the training

The impact of the training was explored in relation to worker skills, benefits to clients and impact on the workforce. When assessing the impact of the training, it must be stressed that the NT Training Project has only been implemented for nine months and further impacts may be realised over time.

Impact on workers

Workers groups were asked if the training helped them do a better job: 97% of groups said yes or partly. Five groups commented that the training made them more confident and helped them do a better job.

Workers groups and coordinators were also asked to rate the impact of some completed units of training on the work of the workers. The results are shown in Table 6.4 below. In summary, nearly all workers and coordinators said the training had a positive impact on the workers’ work. Most often; however, the impact was described as minor.

The impact of the training on work was also explored in the on-site visits with the coordinators and through observation of practices. In the majority of communities visited (63%) the coordinators said the training had only a minor impact. The main reason given was that staff did not follow the instructions and principles described in the training when the trainer was not there. For example, the trainer would encourage the use of gloves, aprons and shoes in food preparation areas. As soon as the trainer left the community workers would revert to their old ways of doing things which did not include the use of personal protective equipment.

• Aged Care Assessment Team (ACAT) members were asked if they had noticed any improvement in the way workers have been looking after the clients. 75% of them thought there had been an improvement, specifically some improvement in:
• The way the workers talk to the clients
• Showering techniques and attention to personal hygiene, and
• Understanding of mobility needs (resulting in a request for a wheelchair for a client).

Table 6.2 Impact of the Training on Work of Workers

	No impact on work		Minor impact		Major impact		Total Number of Workers Groups	Total Number of Coords
	Workers Groups	Coords	Workers Groups	Coords	Workers Groups	Coords
Food preparation	0 (0%)	2 (10%)	12 (57%)	10 (48%)	9 (43%)	9 (43%)	21	21
Domestic assistance	0 (0%)	1 (14%)	4 (67%)	3 (43%)	2 (33%)	3 (43%)	6	7
Personal care	1 (8%)	0 (0%)	5 (38%)	4 (36%)	7 (54%)	7 (64%)	13	11
First aid	0 (0%)	1 (9%)	7 (70%)	5 (45%)	3 (30%)	5 (45%)	10	11
OH&S	0 (0%)	1 (9%)	5 (50%)	5 (45%)	5 (50%)	5 (45%)	10	11
Other	0 (0%)	0 (0%)	2 (67%)	3 (100%)	1 (33%)	0 (0%)	3	3
Dementia	0 (0%)	1 (100%)	0 (0%)	0 (0%)	0 (0%)	0 (0%)	0	1

Impact on aged care services⁸⁹

Coordinators and workers were asked if the training resulted in better services for the older people in the community. Workers were more positive than coordinators with 77% of groups saying yes and 13% saying partly. Two groups said no. In contrast 58% of coordinators said yes, 21% said partly and 12% or four coordinators said training did not result in better services. One group of workers and three coordinators said they did not know.

Coordinator’s comments as to how training resulted in better services included:

• More confident with clients (9 coordinators)
• Anything is better than what we had before (2)
• Hygiene is better, food handling skills are better (2), and
• Workers more able to apply first aid, and clients more confident in workers ability (2).

The only comment from coordinators as to why training did not result in better services was:
Workers are just doing what they have always done which is good work (5 respondents).

Workers commented:

• Old people are more confident that we know how to do our job (5 worker groups), and
• We provide a safer environment for old people (2).
  
  "Coordinator: Training has opened their [workers] eyes about how important they are to the oldies. They want to do more and more. They are so proud of themselves."

Impact on the workforce

Coordinators were asked about the impact of the training on the aged care workforce:

• 15% said there was no impact (5 respondents)
• 36% said it has developed a more skilled workforce, and
• 30% said it developed a more confident workforce.

Only one coordinator said the training resulted in a more stable workforce. This is understandable as only initial training has been delivered and it is unlikely to demonstrate increased stability. If the workforce is more skilled and more confident it is likely to develop greater stability into the future. As noted in 4.2.3 Staff turnover in CDEP converted positions it is recommended that the turnover rate is monitored on an ongoing basis in the communities participating in the training.

"Coordinator: Although workers enjoyed and valued the training they were often distracted by other issues, such as children or other home issues and did not put much of what they learned into practice. It is a bit of a long road for them and the training is a great start. I have to keep on their backs now about doing things properly."

Indications after nine months of training are that the training has had an impact on the workers, aged care services, clients and the aged care workforce. The impacts realised to date include increased:

• Worker confidence and skill, and
• Client confidence in the skill of workers.

It is envisaged that as the NT Training Project continues it will have further impact due to increased skills and greater coordinator mentorship.

Key factors to improving the impact of the training include:

• Continued training to meet worker and service provider needs based on the client needs
• Continue coordinator involvement in training so there is an understanding of the principles imparted during the training
• Development of mentorship skills in coordinators to support the implementation of training principles, and
• Deliver training (if acceptable to community and service) over around 18 months to reinforce the principles imparted during the training.

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6.2.9 RTO challenges in delivering training

RTOs were asked to report on challenges experienced throughout the project and provide feedback on any strategies employed to address these challenges. Challenges included:

• Staff Recruitment: 75% of RTOs reported that recruiting suitably qualified staff was challenging due to time constraints. Advertising for staff was time consuming and impacted on training delivery. The need for male and female trainers to meet specific community requests was challenging for one RTO.
• Environmental Issues: All RTOs cited that seasonal issues such as wet season/heavy rains resulting in road closures had been an issue. It was also reported that the period between December and February was unsuitable for training given an increase in other community activities. All RTOs agreed it was necessary to plan training around seasonal and community impacts as much as possible. Shortage of accommodation in some communities was problematic.
• Cancellations: 75% of RTOs reported that cancellations by communities and changes to training schedules due to issues such as ceremonies, funerals, and other community business had been a challenge. It required frequent discussions with aged care coordinators to arrange alternative dates and in some cases re-scheduling other training to accommodate changes. Some RTOs faced difficulties, in the early stages, of gaining access to communities.
• Communication: One RTO reported difficulty contacting a shire throughout the project and it became necessary to seek assistance from DoHA in order to expedite dialogue with the shire. All RTOS emphasised the importance of regular communication with all stake holders via telephone, email and regular face-to-face meetings.
• Training Delivery: RTOs all cited difficulties in delivering training around service delivery and implemented strategies such as half day training (after the bulk of the work had been completed) and providing on-the-job training and assessment. In some communities, low student numbers challenged training delivery.
• Literacy and Numeracy: One RTO specifically cited low literacy and numeracy and different languages as a challenge. Strategies to address these included involving staff to interpret, use of appropriate training resources and support, or seeking additional support to foster literacy and numeracy development.
• Whole of Community Involvement: Whilst the involvement of other workers and community members in the training was promoted and generally viewed positively, it also presented challenges including: the inclusion of non-Aboriginal and Torres Strait Islander learners may have intimidated Aboriginal and Torres Strait Islander workers; differing levels of literacy challenged trainers and influenced the pace and cohesion of the learning group; community and family group dynamics may be influenced through the inclusion of people from other sections of the community.
• Community Issues: Two RTOs cited community social issues such as feuding, family issues, drinking, illnesses and workers having to attend appointments and other last minute changes as impacting on their ability to deliver training. Although many of these issues are beyond control, RTOs suggested that it was important to encourage workers to come back after appointments; be aware of worker fatigue and other personal commitments, and provide on-the-job training where appropriate.
• Coordinators: Two RTOs identified the turnover of coordinators as a challenge resulting in training being cancelled and rescheduled pending replacement coordinators which is often a drawn out process. Another challenge was the availability of coordinators to support the workers in applying the skills and knowledge they had gained through the training. This was addressed by encouraging coordinators to participate in the training, discussing training with coordinators and supporting them to mentor the workers.
• Low Participant Numbers: RTOs notified DoHA when participant numbers were less than five. RTOs expressed that they hoped numbers would increase over time as participants recognised the value of the training and the seasonal challenges have less impact. Strategies to manage low student numbers included: reviewing the training sessions, promoting specific sessions to community members, and providing individual mentoring and support to students and coordinators.
• Training Provided by Other Providers: Training by other providers is conducted in communities on a regular basis. In addition, there is aged care training being delivered by Directions Australia in some communities. Where this is the case, scheduling training has proven to be challenging, mainly in ensuring that participants are available and ready for training. Some RTOs identified that their participants may be taken to ‘whole of community’ training and be unavailable for the aged care training, even when it had been carefully planned.

RTOs faced a range of challenges in the delivery of training and sought to implement solutions to minimise their impact. RTOs shared these challenges and solutions in the RTO workshop in February 2010.

6.2.10 Suggestions for improvement to the training

Coordinators, workers and RTOs were all asked to identify improvements to the training. The following suggestions were made:

Coordinator suggestions

Pre-training suggestions⁹⁰

• Provide encouragement/praise and incentives for workers (3)
• Ensure as many of the workers as possible do the training together so they can bounce off each other (3)
• On-site training (3)
• Coordinator to do training alongside workers (1), and
• More RTO consultation with services as to needs of workers (1).

Post-training suggestions⁹¹

• More consultation re: training needs (3)
• Content more tailored to Aboriginal and Torres Strait Islander workers (2)
• Greater consideration to literacy levels of workers (1)
• More consideration for the experience of workers (3)
• More planning prior to training (1)
• Provide training once a week instead of a block of training all week (1)
• A better match between trainer and workers (1)
• More flexibility as to what can be delivered – multi-skilling (1)
• Simple guidebooks covering key points (2), and
• Make people work for Certificate III so they value it (6).

Workers’ suggestions⁹²

• More consultation re: training needs (1)
• Content more tailored to Aboriginal and Torres Strait Islander workers (2)
• Woman trainer for the ladies and male trainer for the blokes (2)
• Trainer should come out once a week for many weeks rather than big block of training (2)
• Training in a block rather than only once a week – will take way too long to complete the certificate this way (1), and
• Interpreter needed - found it very hard to understand sometimes (1).

Another suggestion made by a coordinator during an on-site visit was to promote and support access to the Aged Care Channel. The coordinator reported that her staff really enjoyed the sessions and were keen to discuss the content afterwards. The evaluators are familiar with the Aged Care Channel and have seen it used effectively in other Aboriginal and Torres Strait Islander services. In addition, one of its greatest benefits is that it can be used to reiterate the principles of the information provided in the Certificate III in HACC or Aged Care Work training. There are; however, some factors that impact on its effectiveness and it is most effective when the following are in place:

• The service is well structured and the staff have clearly defined roles
• The coordinator effectively manages staff, and
• The coordinator is able to lead staff in using the channel material including facilitating discussion following viewing the materials.

The evaluator suggests that the Aged Care Channel could assist staff development. It is recommended that a pilot of the Aged Care Channel is conducted in several larger aged care services sites and its effectiveness evaluated for community aged care services in the NT.

6.2.11 Cultural competence of trainers

DoHA required that all training was culturally appropriate therefore; RTOs were asked how cultural competence⁹³ strategies were embedded into practice in delivering training (eg. organisational policies, planning and delivering training, training RTO staff). A summary of strategies used to promote cultural competence included:

• The provision of cultural awareness training to staff
• Recruiting personnel with experience in working with Aboriginal people, working in remote communities, with a knowledge of multicultural environments with students from non-English speaking backgrounds
• Maintaining awareness of cultural relationships with the worker group especially when working in groups or practicing care skills e.g. gender issues , family relationships
• Building and developing good relationships with relevant people, eg. shire services managers, shire aged care coordinators and other community members
• Attempting to be flexible with training dates to factor in cultural issues
• Research to keep staff up-to-date on relevant cultural awareness for community protocols and procedures
• Use of materials designed for Aboriginal and Torres Strait Islander learners with linguistically appropriate ways to engage Aboriginal and Torres Strait Islander adult learners
• Maintenance of a library of publications on Aboriginal and Torres Strait Islander learning, culture and healthcare
• Consultation with Aboriginal and Torres Strait Islander elders about culturally sensitive materials and training, eg continence care for male and female clients and adjusting training to accommodate recommendations for use of materials acceptable to participants and the community, and
• Flexibility in conducting training around special community events, eg football carnivals, sorry business.

No stakeholders participating in the evaluation identified a lack of cultural competence and awareness in the provision of training. RTOs demonstrated that they have a range of strategies to ensure that the delivery and content of the training is culturally appropriate. Sharing these strategies between RTOs, especially new trainers, is key to ensuring the promotion of suitable and culturally appropriate training in the future.

6.2.12 Training feedback processes

Coordinators and RTOs described the current processes to provide feedback on the training. These included discussions between the RTOs and the coordinators and workers before, during and after training and completion of feedback forms by training participants.

RTOs were asked for collated information from feedback forms used in the training. Whilst all RTOs said that they collected feedback on training, none provided collated feedback. It is recommended that:

• RTOs collect feedback on training and collate and review it to identify where improvements are indicated
• Collated and summarised feedback data is provided to DoHA in the quarterly progress reports from RTOs, and
• There is continued dialogue between RTOs to identify improvements in training on an ongoing basis.

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73. From the 59 communities, 60 community aged care services were identified, as one service, Kalano, had a HACC service and a Flexible Aged Care Service that operated independently of each other and were treated as separate services for the purposes of the evaluation. This was due to staff identifying as separate staff groups with separate coordinators.
74. The figure of 230 Aboriginal and Torres Strait Islander workers is extrapolated from the sample of services where an average of 5 people in each community participated in the training.
75. See Footnote in 6.1 Overview and Summary
76. One coordinator was Indigenous and one was non-Indigenous
77. Tables SP4 to SP8
78. Multiple responses were provided
79. Table SP9A
80. Table SP10
81. Tables W5 and W7
82. Table SP19
83. Table SP20
84. Tables SP13 to SP15
85. Table SP13
86. Tables SP15 and W10 Note that these tables are the reference for data related to location of training, timing of training, length of course, frequency of training and duration of classes
87. Table SP18
88. Tables SP16 and SP17
89. Tables W12 to W15 and Tables SP21 to SP23
90. These elements formed part of the NT Training Project implementation strategies
91. Table SP27
92. Table W22
93. Cultural competence is a set of congruent behaviours, attitudes, and policies that come together in a system, agency or among professionals and enable that system, agency or those professions to work effectively in cross-cultural situations (NHMRC 2006 Cultural Competency in Health: A guide for policy, partnerships and participation)

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