Workforce Development and Training Plan

Workforce Development and Training Plan for Neighbourhood and Community Houses 2014 - 2015

June 2014 Contents

Tables

Appendix

Appendix 1 Sector Survey Report

Appendix 2 ‘Working with Houses’ checklist

Appendix 3 ‘Working with Houses’ MoU

Appendix 4 Workforce Plan

2 Introduction

This Workforce Development and Training Plan is part of a set of documents generated by the TACH Workforce Development Project. This Plan is informed by the Sector Survey Report (Appendix 1) and Project Action Plan (page 21).

The Neighbourhood House sector is a complex, eclectic and ever changing environment, and as such, there is no singular approach to addressing its workforce issues and training needs. TACH seeks to assist in creating a flexible, creative, informed approach to training and workforce development within the Neighbourhood House sector, and this Project has provided the evidence base and first steps to proactively move forward.

Background to the Tasmanian Association of Community Houses

The Tasmanian Association of Community Houses Inc. (TACH) is the sector peak body for Neighbourhood Houses in Tasmania. There are 34 TACH member Houses, 33 of which receive their core funding through the State Government’s Department of Health and Human Services.

The TACH mission is to strengthen the capacity of Neighbourhood Houses to meet their community’s needs.

The TACH vision is for highly effective Neighbourhood Houses to be contributing to creating supportive and flourishing communities.

(NB. TACH network members are referred to as Community Houses, Community Centres, Neighbourhood Houses and Neighbourhood Centres. Within the Workforce Development Plan they will be referred to collectively as Houses.)

Houses work at the grass roots within Tasmania’s most disadvantaged communities, with community development as their core business. They are guided in practice by the Tasmanian Government’s Neighbourhood House Program Strategic Framework 2013-2018. Within the Strategic Framework the following characteristics are identified as essential for the operation of a House:

 it operates with an ‘open door’ policy where all community members are welcomed and treated equally and with respect  it increases life opportunities and pathways to enrich the quality of life in the local community by facilitating the social, cultural, learning and creative development of individuals and families in either an informal or formal atmosphere  it fosters family support, community advancement and adult learning opportunities

Houses are required to report annually to the Department, addressing the 4 key goals of the Neighbourhood House Program and their individual strategic plans.

3 These key goals are:

1. Build community

2. Support people and families

3. Enhance participation choices

4. Local governance and management

Houses provide and create opportunities for people disengaged from their community to make connections through a wide variety of social and volunteer opportunities: playgroups, community gardens, festivals, markets, non-accredited training sessions, volunteer community services etc. For many people in these communities formal education was a bad experience, and Houses play a vital role in bridging the gap back into formal education and learning environments.

TACH is a member of the Australian Neighbourhood Houses and Centres Association (ANHCA) which is the national peak body for Neighbourhood Houses. ANCHA conducts an annual national survey of Houses across Australia.

A snapshot of Tasmanian results from the 2012 survey shows:

 113 people participate in programmed activities at each House each week

 This equates to 3842 people across Tasmania each week

 340 participants across Tasmania were assisted with transition to further education in the previous 12 months

 102 volunteers across Tasmania were assisted with transition to further education in the previous 12 months

 170 participants were assisted with transition to paid work in the previous 12 months

 40 volunteers were assisted with transition to paid work in the previous 12 months

A snapshot of Tasmanian results from the 2013 survey shows:

 Approximately 225 people visit each House each week

 This equates to 7639 people across Tasmania using a House each week

 Approximately 18 people volunteer at each House each week

 This equates to 610 volunteers each week across Tasmania, with an estimated 3,800 hours a week of volunteer time at Houses

 Approximately 85 paid staff hours are worked per week at each House

 This equates to 2,903 paid work hours a week across Tasmania

4  There is approximately 897 more volunteer hours worked each week than paid staff hours

5 Background to the TACH Workforce Development Project

This Workforce Development Project was initiated by TACH to develop a map of the training needs of the staff, volunteers (including job seeker volunteers) and community participants in Houses, and to identify ways to source and deliver training to best address these needs. Another key driver for initiating the Project was the opportunity to gather evidence regarding the deep dissatisfaction of Houses with previous poor training delivery experiences, such as a Registered Training Organisation (RTO) changing training delivery arrangements without negotiation with the learner; assessment requirements being inconsistent for different learners for the same unit; and the trainer not understanding the House context so they are not able to deliver relevant training or assessment criteria. The evidence gathered supported what has long been anecdotally known – that Houses have received the short end of the training stick time and time again. TACH has found that where they have had an active role in shaping the content of training there have been better results for Houses, such as governance training in 2011 that was tailored specifically to House management committee needs. TACH is aware that due to no existing coordination of engagement with RTOs, nor the capacity themselves to proactively plan for future funding rounds, that in the past either rushed or inappropriate tenders have been created for the network that have not delivered the desired result, or that potential opportunities have been missed. TACH wants to capitalise on what has been learnt through this Project to support and build better relationships with RTOs and training providers, and more importantly, improved experiences for Neighbourhood Houses and those engaging with training through them.

Scope of the Workforce Plan

Overview

The Tasmanian Association of Community Houses (TACH) workforce plan is for the 34 Neighbourhood Houses that make up the TACH network across Tasmania, and covers all paid staff, volunteers, and the broader community membership of Houses. Neighbourhood Houses (also referred to as neighbourhood centre, community centre, and community house) are funded through the State Government’s Department of Health & Human Services, under a strict funding criteria. They are required to report annually to the Department, addressing their individual strategic plans.

Houses are located in low socio-economic and socially isolated areas by intent, and are run by a community governance model. This means that each House has a management committee made up of local community members who volunteer their time to oversee the overall House management and employ staff as required. Each House has a paid coordinator who oversees the daily running of the House. All Houses are autonomous, incorporated bodies. They each run their own set of programs and projects according to their local community interests and needs. Houses are run by the community, for the community.

6 The role of TACH is to provide information and advice to Houses, to guide, support and identify potential opportunities for Houses to pursue. As the peak body, TACH advocates and lobbies for the sector.

The TACH mission is to strengthen the capacity of Neighbourhood Houses to meet their community’s needs.

The TACH vision is for highly effective Neighbourhood Houses to be contributing to creating supportive and flourishing communities.

Key Workforce Planning Stakeholders

The key workforce planning stakeholders are:

 Coordinators

 Other paid staff

 Volunteers (general)

 Volunteers (management committees)

 TACH

 Department of Health & Human Services

 Department of Education - Skills Tasmania

Internal Scan

 There has been an increase in the program and service delivery of Houses, and an increase in the demand for these programs and services. The issue is will Houses have the people capacity to match the delivery requirements? This includes having the numbers of people with the required skills to do the tasks required.

 Houses received on-going recurrent funding in 2011, enabling them to employ the equivalent of 1.5 full time staff. Some Houses increased the number of paid hours for existing staff, while others introduced new, extra part time paid positions. Consequences of this include increased workloads for some staff, and increased personnel in others, requiring a higher level of managerial and HR skills.

 The responsibilities of the volunteer management committees have increased with the rise in funding as well as the reporting requirements to DHHS. They are required to adhere to the Neighbourhood House Program Strategic Framework 2013-2018.

 New expected DHHS reporting requirements to outcomes based funding will require extra, specific training and work responsibilities.

 Houses undertake specialised projects supported by funding sourced from different avenues. The size and scope of these projects varies broadly between Houses, but all add extra responsibilities and reporting requirements for those involved.

External Scan

7  The current Liberal state government is committed to funding the NH Program and supports the community development model of service delivery of Houses, however the current funding service agreements expire at the end of the 2015 financial year.

 Population changes in the local area of Houses. People move out as industries close. Will there be enough volunteers to fill committee positions, and enough participants to make programs viable?

 Social impacts on Houses putting demands on their services that they are not funded for, such as people going to Houses to use their phones and computers to lodge their Centrelink claims; supervising individuals undertaking community service hours; assisting in disaster recovery.

 Social pressure on Houses increasing from governments and other sectors to participate in their projects/support their programs, which adds extra burden to Houses.

Snapshot of Key Survey Findings

Key Skill Gaps:

The table below is a summary of the key skill gap areas as identified in the Sector Survey Report (Appendix 1). The recurring areas identified for training needs include, but are not limited to, those listed.

Table 1: Identified Key Skills Gap Area

Topic Area Identified Key Skill Gap Areas Coordinator Staff Volunteer Committee s s Community Community development Development Community consultation Community needs analysis Governance Governance Management skills Minute taking Facilitating meeting Roles & responsibilities of volunteers Strategic planning Succession Planning Working with a Committee Risk management Workplace Negotiation/conflict resolution management Volunteer management Staff management Working with challenging behaviours Team effectiveness Mentoring

8 Leadership Leadership Coordination skills Time management Networking Advocacy Project management/evaluation Research & evaluation Meeting facilitation Interpersonal skills

9 The Basics Mental health first aid IT Financial management First Aid OH&S Safe food handling Budgeting Grant writing Report writing Lobbying Presentation skills Promotion and marketing Literacy (own and others) Financial counselling Communication skills MYOB Social media Healthy food preparation

To address the identified key skill gap areas, training could be provided as full, accredited qualifications, skills sets, individual units or non-accredited training. Existing training or potential qualifications which have units that provide the skills required include, but are not limited to:

Certificate 1: Business; Work Preparation Certificate 2: Community Services; Skills for Work & Vocational Pathways; Horticulture Certificate 3: Community Services Work; Financial Services; Business Certificate 4: Community Services Work; Frontline Management; Volunteer Program Coordination Diploma: Community Services Coordination; Community Development TasCOSS Governance Series of workshops St Vincent de Paul Fresh Start program NILS training Tasmanian Medicare Local Connecting Ideas and Process (CIP) training Local Council safe food handling programs St John’s First Aid training Worksafe Tasmania

10 Key Recurring Issues for Training Participation:

The table below is a summary of the identified factors affecting the training experience for past participants, and act as barriers for those looking to engage with training. A full descriptive summary is in the Sector Survey Report (Appendix 1)

Houses are well placed to address many of the issues and needs raised such as location, safe environment, and supportive relationships as they provide inclusive environments.

Table 2: Key recurring issues for training participation

Factor Issues Time Travel time Duration of training Time away from workplace required Time required to complete assessments – is it in work or own time? Time of day training delivered Extra time requirements over normal work/volunteer hours Travel & Transport Cost of travel Availability of transport options (public or private) to the training site Trainer Unreliable, changing appointments at short notice Not ‘knowing their stuff’ about the sector or community development Little to no communication or support, leading to poor relationship Little to no feedback on work submitted for assessment Different styles and expectations of assessment content between trainers Trainers change resulting in lack of continuity and consistency of assessment No communication or negotiation from RTO or trainer regarding changes to arrangements Training Delivery Fixed, centralised location and inflexible times of delivery Lack of clear course content and expected outcomes Content not relevant to workplace or role Unclear, delayed enrolment process Unclear or no induction process Cost Training Assessment Inconsistency of assessment requirements across same course/unit Inconsistent application of RPL process Lack of relevant, work related assessment Requirements inflexible to different learning styles and needs Location of Travel time and costs Training Transport availability and costs Available, affordable childcare Unfamiliar, intimidating surrounds Other Previous education experiences impacting on motivation Lack of confidence Literacy level skills Awareness of potential training options

Priority Areas

11 The TACH Workforce Development Plan was formulated as a response to the sector survey into the training needs and experiences of House staff and volunteers.

The Plan identifies 4 Priority Areas:

1. Training Needs 2. Training Relationships 3. Training Provision 4. Extension of the Project

The progress in addressing each Priority Area is outlined below.

PRIORITY 1. TRAINING NEEDS  TACH has identified that the training needs of House staff and volunteers need to be dealt with separately to the training needs of local communities.  Establishing the training needs of communities requires further exploration beyond the limitations of the current survey.  TACH has identified that there are training requirements specific to the management committee volunteers.

What we have learnt:

The training needs of the Sector are broad and varied, and directly affected by the relatively high turnover of staff, particularly the turnover of volunteers on the management committees.

The complexity of training needs of the House sector is due to the fact that it is not just about workers and their roles as defined by duty statements (which vary across Houses) but includes the breadth of volunteer skills, interest and knowledge as well. TACH is looking to support the complexity of training needs of volunteers and the community, as well as the paid workforce.

Therefore, a blanket offering of a single option of training does not work and is not the most effective means of offering training for the sector.

Coordinators and staff:

The existing qualifications and skills that coordinators bring to a House are broad and varied, and this is valued by the sector. An argument for not having a minimum entry qualification is that it allows for pathways into paid positions, with the worker then undertaking a qualification as appropriate to existing experience and the skills required at the House.

Training needs of staff and volunteers are driven by the needs of the Houses and the requirements in delivering programs, projects and services relevant to that community.

12 Volunteers:

Training needs of volunteers are also driven by the desire of Houses to provide pathways for individuals to learn new skills and expand potential choices for further training or employment. Houses provide a safe entry point for volunteers to become skilled up in the community sector, and through this volunteer involvement create potential pathways into the broader employment sector.

Local communities:

Training needs of local communities are broad, complex and driven by industry issues, including workforce demand. Houses are potential avenues to provide, for example pathways, foundation employment skills, Jobseeker training and support skills such as literacy and numeracy, but not in a position, as a general rule, to address the training needs of a community. The scope of general community training, beyond the House community, is too large and variable for this Project to explore further at this stage.

Community Services Sector:

The Tasmanian Community Services Sector Workforce Development Plan 2012-2015 A Workforce for the Future indicates that the community services sector is a key growth area in the Tasmanian economy. This is reflected nationally by the National Centre for Vocational Education Research (NCVER) statistics on the Vocational Education and Training (VET) system which show:

 there was a 10% increase in the national participation in Community Services and Health courses between 2011 and 2012, with over 253,000 participants in 2012.

 of the total participation numbers of 1,943,000 (over all course levels and types in 2012) there were 1,394,000 participants undertaking Certificates 1 to 4, with the majority of 660,000 undertaking Certificate 3. (NCVER VET statistics Pocket Guide 2013: www.ncver.edu.au )

The TACH Sector Survey findings align with Priority 1 of the Tasmanian Community Services Sector Workforce Development Plan 2012-2015: Increasing and retaining our current and future workforce. A key goal is creating and providing clear career pathways for people to build on the current diversity of entry points into the sector.

It also aligns with Priority 2 of the Community Services Sector Plan Building workforce development and planning capacity across the sector which identifies the need for a current map of the sector and ongoing data collection to maintain an up to date profile of training needs, issues and changes, as well as identify resource needs and gaps.

Progress in addressing Priority 1:

13  To address the training needs of volunteer management committees TACH released its Management Committee Handbook in 2013, which is a guide for House committee members to operate an effective governance model. All Houses were provided with hard copies and it is available on the TACH website.

 TasCOSS offered a Governance Series of workshops during 2013. There were 22 participants from 3 Houses.

 A number of Houses have engaged training providers individually to provide in-House governance training to suit their own needs and timeframes.

 Tasmania Medicare Local (TML) offered Mental Health First Aid training to Houses during 2013. There were 124 participants from 18 Houses. The training was delivered locally and TML, with TACH support, tailored the training for each House.

 TML offered funding for community development training to Houses. This training is being delivered during May and June 2014. The training is being delivered on-site at each of the 23 participating Houses to both staff and volunteers.

SPOTLIGHT ON TASMANIA MEDICARE LOCAL CAPACITY BUILDING TRAINING

Tasmania Medicare Local (TML) offered Mental Health First Aid training to the TACH network in 2013. TML was looking to offer some capacity building training to the network, and after discussions with TACH and Houses, they engaged a trainer to deliver Mental Health First Aid.

This training was delivered locally, and adapted to suit the specific needs of each House.

In the north there were 54 participants from 8 Houses – 24 participants were House staff and 30 House volunteers.

In the north west there were 28 participants from 5 Houses.

In the south there were 42 participants from 5 Houses.

SPOTLIGHT ON TASMANIA MEDICARE LOCAL INNOVATIVE TRAINING

In late 2013 Tasmania Medicare Local (TML) approached TACH regarding trialling some innovative, targeted training. They had viewed the Workforce Development Sector Survey and offered to partner with TACH to offer training on 1 of the 5 identified key areas. After discussions, community development was chosen. The training was to be short, targeted, action learning training.

The Connecting Ideas and Process Project training will occur during May and June 2014.

Each House was asked to identify a small project they wished to set up or revamp.

A total of 21 Houses lodged expressions of interest to participate in the training.

A training facilitator was appointed and will conduct a 1 day workshop at each House involved on their specific project, looking at setting up a project plan within a community development

14 framework. The training model will be consistent across all sessions, but the content will be specific to each House’s project.

TML staff will then work with each House to support them over the next few months to get their project up and running, with the assistance of $4,000 grants from TML. Evaluation of the training and process will occur at the TACH state conference in September 2014.

Participants will receive a statement of attendance. The content of the workshop will align with the nationally accredited unit CHCCDE002 Develop and Implement Community Programs, so should any participant wish to gain accreditation for the unit, this training will be valid evidence of skills and knowledge.

15 PRIORITY 2: TRAINING RELATIONSHIPS  TACH has identified the relationship between an RTO and their trainers, and Houses and their training participants to be a major contributor to the level of success of the training experience for participating individuals. On the whole, this relationship needs to be improved and supported across the sector.  TACH has identified that the delivery of training has often been inappropriate and inadequate for individuals, and inconsistent across the sector, with the lack of information and communication between RTOs and training participants a major issue that needs rectifying.

Research supports the TACH finding that relationships are a key element to successful participation in training. As highlighted in several papers presented at the National Centre for Vocational Education Research (NCVER) research forum in Melbourne in April 2014, the relationship between a training provider/ trainer and a student is a key to successful participation and continued engagement with training.

Increasing access, and thereby numbers of participants, is not the panacea for improving participation by individuals from disadvantaged backgrounds, but rather the key is the relevance of the training, and the relationship formed and support received while in the training. (www.ncver.edu.au)

The Sector Survey report indicates that a recurring issue for people undertaking training in the past is the experience and nature of the trainer, and that the relationship with the trainer is a key factor in maintaining motivation and engagement. Several case studies within the report highlight the negative effects of poor relationships between trainers and students.

 A pilot ‘Working With Houses’ checklist has been developed to assist the development of clear and open communication and understanding between RTOs, trainers, Houses and students so information about the training framework is shared and informed decisions can be made before training contracts are signed. (Appendix 2)

 A pilot Memorandum of Understanding (MOU) has been developed for Houses to be able to use as a template when negotiating arrangements for training delivery. (Appendix 3)

 Both documents were reviewed by the RTO Singleton Training. They provided constructive feedback and were supportive of the use of such documents in a bid to make RTO more accountable and safeguard a student’s right to be informed and consulted about training arrangements. The documents were also sent out to the network for comment and feedback received.

16  Conversations have been held with training providers regarding their understanding and experience of working with Houses, and a preferred provider list is being developed.

 Negotiations are underway between TACH and the RTO Avidity to develop a pilot MOU which will see Avidity promoted as a preferred provider within the network. Avidity’s training delivery method and philosophy aligns with what TACH has identified as important. This includes the local provision of training by trainers who understand the sector, prioritise relationships, and can adapt assessment requirements to the specific House or participant. This will form the template process for future umbrella MOUs with RTOs if they wish to become a preferred provider to the network.

SPOTLIGHT ON THE RTO AVIDITY CREATING POSITIVE TRAINING RELATIONSHIPS WITH HOUSES

The RTO Avidity partnered with TACH and the Dept of Economic Development, Tourism and the Arts in 2012 on the Community-based Social Enterprises Project. As part of the Project they delivered Certificate 4 Small Business, with the main objective to prepare a business plan.

Through this Project, the Burnie Community House established the Hilltop Seeds Enterprise, the Geeveston Community Centre established the EcoConference Centre, and the Beaconsfield House established their community garden.

In 2013 Avidity had some funded places in Vetsteps available and approached the Ravenswood Neighbourhood House. They delivered Certificate 1 & 2 Business to 10 participants. There was 100% completion, with 2 participants gaining employment and 5 others pursuing further education, 3 with Avidity.

During 2014 Avidity delivered Certificate 2 Community Services for volunteers at the Ravenswood Neighbourhood House. The content was developed specifically for the House. There were 30 participants, with 29 due for graduation and 1 not completing because they got employment. There are 25 individuals who want to continue on to Certificate 3, which will be offered in July 2014.

Certificate 2 Business is being delivered again in June 2014.

Avidity has applied for funding for Certificate 2 Horticulture for those involved with the community garden.

Avidity’s methodology for engaging with Houses and delivering training has been developed through experience, and they prioritise the relationships they form with Houses and participants as key to providing meaningful, effective, empowering training. All trainers have a community services background, understand the House context and are able to quickly establish rapport and connection with participants.

Before training is delivered, Avidity trainers work with the House leader to identify the need and potential barriers (transport, childcare, school pickups, financial). The training content is tailored to meet the needs of that specific House and participants. They believe in delivering training at Houses so it is local for participants, and see Houses as providing a safe, non-threatening environment.

17 Training is conducted within school hours, between 9.30am -2.30pm, with a maximum of 15 participants. An information/enrolment session is always held before training commences.

Each participant is assisted to complete a career action plan, identifying skills, knowledge, or any gaps, and develop a plan to address those identified gaps to achieve their goals.

Trainers use Facebook for communication, and text or call participants if they are a no-show at training, as well as providing follow up support to assist participants keep up with the training, bringing in extra support as required.

A graduation event is always held at the completion of training to celebrate the successes.

Actions in addressing ‘developing mutually beneficial relationships with RTOs’

Action Who When House Checklist & MOU Project Officer Copies distributed to Houses for pilots developed and comment, as well as RTO Singleton distributed for comment Training in February 2014. RTO Avidity currently reviewing documents May 2014 MOU pilot developed TACH and Avidity Currently under development May between TACH and Avidity representatives 2014 that will see Avidity promoted as a preferred provider to Houses MOU between TML and TACH and TML March 2014 TACH to deliver training in- representatives House to small groups Conduct conversations with Project Officer as part of sub- June 2014 TasTAFE regarding training committee of Tasmanian provision to the community Community Services Sector, sector Workforce Roundtable Develop preferred training Project Officer Current and ongoing provider list based on discussions with RTOs and the use of the umbrella MOU

PRIORITY 3. TRAINING PROVISION  TACH has identified that the manner in which training has been sourced in the past has been largely ad hoc, as a response to a rushed tender by an RTO, or by Houses or TACH for the network, as a reaction to random offers of training.  TACH wants to develop a clear overview of the training sector and funding options so as to better inform its Members of options and play a more proactive role in securing appropriate funding and training.

18 There cannot be a one-size-fits-all solution to training provision within the sector. There needs to be a flexible and creative approach in sourcing and providing training to address the variables in House and community needs.

Training does not have to be about accreditation or full qualifications – skill sets and identifying pathways are valuable steps for individuals to undertake and need validation as such. An individual’s volunteer role or engagement with a program could lead to other things but it should not be assumed that it will or that more is best.

The broader considerations of how people are supported within training provision must be prioritised. NCVER research indicates that properly supported training to a few individuals is preferable to large enrolment numbers with high dropout rates due to the lack of support. Furthermore, the onus should not be on the student to adjust to the learning environment but rather for providers to make training ‘fit for purpose’ in its delivery and content and adapt it to suit participants.

Non-threatening approaches to training are much more effective to the demographic we are working with because of existing barriers to formal education and previous negative experiences of it, and the attachment and comfort experienced at the Neighbourhood House itself. Houses have proven themselves to be very successful mechanisms for linking disengaged community members to training and other development opportunities, by engaging people in a non-threatening environment that addresses some of the traditional barriers to further education, such as childcare and transport.

The sector is starting to get training delivered to meet their needs, but this still tends to be in an ad hoc fashion. TACH wants to be able to source considered, supported training and promote its availability consistently across the sector so that all Houses are informed and aware of available options. TACH sees the need for a coordination role to maximise training opportunities for the House sector.

This Priority aligns with Priority 3 of the Community Sector Workforce Development Plan Raising and updating skills in our current and future workforce. TACH looks to identify sources of innovative training that the House sector can tap into, as well as support the community governance model by providing training resources such as the Management Committee Handbook.

 Brokerage was investigated as a potential option for TACH as a means to source and provide training for the sector. However it is not seen as a viable option for TACH to pursue as a sole provider of brokerage at this time.

SPOTLIGHT ON BROKERAGE

After researching the brokerage model and considering the needs of the sector, it is recommended that TACH does not pursue the role of broker due to the following factors:

19  There are too many variables within the training needs of the sector, including the fact that each House addresses the needs, and works within the resources, of their own communities and these can vary widely.

 Staff and volunteer turnover can be high, meaning that training needs are often in flux.

 TACH does not want to reduce training options or pathways for Houses and individuals by locking them into specific training limited by what TACH brokers.

 The sector is too small for the amount of work that would be required by TACH to develop and maintain a brokerage model.

 TACH is only a small peak body organisation and does not have the capacity to pursue brokerage as a viable, sustainable option on its own.

 TACH wants to avoid pursuing numbers for sustainability as a broker, thus becoming like the RTO’s that Houses and TACH get so frustrated with – promise flexible, intellectually accessible, quality, local training and then deliver centralized, form driven, intellectually inaccessible, inflexible training.

 TACH has identified the RTO Avidity as a preferred training provider for the sector and are currently in negotiations with them to develop a pilot MOU. Avidity is already providing training to a number of Houses but this is in an ad hoc manner with individual Houses. TACH would like to see a coordinated approach to informing all Houses of training opportunities.

 TACH has identified 2 potential models of training provision in partnership with Avidity.

1: Avidity sources appropriate funding for training opportunities for Houses and they deal directly with Houses, addressing House needs. TACH is informed of all training on offer and what is delivered so as to be able to inform the network as a whole.

2: In partnership with TACH, Avidity sources funding for training places that can be delivered across the network as required – 1 or 2 places in several locations as opposed to specifically for 1 House. Avidity delivers the training over a wide timeframe depending on demand. TACH has a direct coordination role in identifying students to take up the training places. TACH keeps the network informed of all training options available.

MORE ABOUT RTO AVIDITY

AVIDITY is providing the following training to Houses in 2014. All of this training will be provided locally at Houses, be tailored to the needs of the House and participants involved, and provide support for identified needs, such as literacy.

 Eastern Shore Community House: delivered Certificate 2 Community Services to 13 participants, with 11 due to graduate mid-April. The same training will be delivered

 again from July 2014. Looking to deliver Certificate 2 Business and Vetsteps (Certificate 1 Business)

20  Burnie Community House: Certificate 2 Community Services, Certificate 3 Business, Vetsteps (Certificate 1 Business)

 Northern Suburbs Community Centre: Certificate 2 Community Services

 Deloraine House Inc: Certificate 1 Business

 Beaconsfield House Inc: Vetsteps (Certificate 1 Business), Certificate 2 Community Services, Certificate 2 Community Services – Volunteers, Certificate 2 Horticulture.

 Bridgewater Community Centre: MPP (My Path Program) get ready for work program

 Clarendon Vale Neighbourhood Centre & Child Family Centre: OOP (On Our Patch -careers pathway planning)

In 2011 TACH conducted the VET Equity Project Connecting People Locally to Learning and Training. A skills audit was developed as part of the Project resource kit. An issue with the audit was that the onus was on coordinators to conduct them with the volunteers. Issues with this include the coordinators having the time to conduct the audit or having the knowledge of available pathways and training options to recommend to people. Coordinators cannot be across all things! It was therefore a natural progression for TACH to offer to support and partner with UTAS and LINC Tasmania for the Volunteers Guides Project.

 In partnership with UTAS and LINC Tasmania, TACH has been part of developing the ‘Training Manual for Learning Guides in Tasmanian Communities’ which was released in November 2013.

21 SPOTLIGHT ON LEARNING GUIDES

The Learning Guide role is to promote the value of learning to others. They are volunteers trained to provide information, guidance, and support to local community members about the many learning opportunities available through LINC’s, Community Houses, TasTAFE, University and other providers.

Although learning guides can assist anyone in the community, their particular focus is on working with adults of all ages who have been out of formal education or training for some years, and who may not have had positive experiences of schooling.

Learning guides work with individuals who are ready to learn but do not have the confidence, knowledge or skills to engage in the learning they want or need to do. They offer

information, advice and guidance about learning opportunities, and assist individuals to identify and access suitable learning opportunities.

As part of the Guide Manual Appendix D: Audit of learning & training resources is a comprehensive listing and website with details of courses and training on offer. This can be

used as a resource for Houses to identify potential pathways and support people to identify their own skills and knowledge, and to identify pathways & options to meet their goals.

LINC Tasmania has 7 Community Learning Coordinators across the state who can assist with pathways planning, and 23 literacy coordinators who can support individuals with literacy needs.

 TACH partnered with St Vincent de Paul Society in 2013 who had developed resources and a training guide for the Fresh Start: Take Control of Your Finances program. A project worker employed by Vinnies delivered training to volunteers from Houses and Vinnies to provide financial management and support to people in their own homes or at Houses. Houses were informed about this training through the TACH regional meetings process so they knew what was involved and could ask questions before signing up.

SPOTLIGHT ON FRESH START

The training was delivered to 100 Vinnie volunteers and staff, and to volunteers at 6 Houses. Volunteers engaged with individuals coming into services and agencies for emergency relief and invited to join the program. Volunteers had the option to undertake ‘train the trainer’ training so as to be able to be a facilitator of the training to new volunteers. The program increased skills, knowledge and competencies for both the volunteers and the program participants, which could potentially lead to other things.

22 PRIORITY 4: EXTEND THE TACH WORKFORCE DEVELOPMENT PROJECT  TACH acknowledges the complex and expansive nature of workforce development. This Project has provided a comprehensive map of the sector and a solid foundation of information on which to build and develop workforce development within the sector.  The scope of this Project is not broad enough or of long enough duration to address a number of the Actions raised.

The sector would benefit from the support of a dedicated Workforce Development worker who could consolidate and extend the work undertaken in this Project and provide an ongoing role to support and resource the TACH network.

Below is an outline of what the role would involve.

SPOTLIGHT ON TACH WORKFORCE DEVELOPMENT WORKER ROLE

 Support and resource Houses to better engage with training providers by knowing the training system and being able to update and advocate for Houses, especially to improve communication between parties.

 Act in an advocacy and support role as required for students trying to negotiate the training system.

 Identify and promote external training opportunities to Houses - including formal, informal, accredited, short and long term training.

 Identify and promote internal training opportunities being undertaken by some Houses and spreading the information/idea through the network.

 Identify and promote partnership opportunities between Houses and RTOs.

 Establish, maintain and reinforce positive relationships with RTO’s and identify a process of working productively with them to ensure the provision of flexible learning options to suit the needs of students within the TACH network.

 Identify, promote, and if appropriate, coordinate available sources of funding for training options for Houses.

 Be a one-stop-shop for information/ ideas/resources/contact information/assistance with training issues for Houses to contact and get support; and to disseminate training information to the network on a regular basis through TACH e-news, newsletters, website and regular regional meetings.  Collect and maintain data on training available to Houses, training sought by Houses, and training undertaken by Houses so as to develop a picture/ gather the ongoing story of training & Houses.  Have a direct coordination role in organising student participation numbers for training opportunities, and sourcing that training.

23  Source and provide ongoing governance support to Houses using the TACH Management Committee Handbook as a foundation.

 Identify and pursue opportunities to broker training for the network, such as for First Aid courses.

 Be available as a training guide to assist individuals and Houses identify training pathways as per TACH partnership with UTAS and LINC.

 Research, develop and promote a mentoring program within the TACH network so those undertaking training have an identifiable system of support.

 Work with local Houses to plan for the best way to deliver training in their community, or cluster of communities.

 Investigate possible funding opportunities for workforce development by looking at opportunities for training brokerage and preparing for the entitlements model.

 Utilising the work of Phase 1, develop a process to move forward with a flexible training structure within our member organisations.

More work needs to be done to make progress in addressing Priority 4. TACH will lodge an application to Skills Tasmania to support the actions listed above. This financial support would be required while TACH works to establish an ongoing, working relationship with the training sector, and formalizes a process to generate income from training provision arrangements to assist in the sustainability of the role.

24 TACH Workforce Development Action Plan 2014 – 2015

The TACH Workforce Action Plan has been formulated as a response to Part 1 of the TACH Workforce Development Project which outlines the findings of the sector survey into the training needs and experiences of House staff and volunteers.

The Action Plan has 4 Priority Areas:

1. Training Needs 2. Training Relationships 3. Training Provision 4. Extension of the Project

PRIORITY 1. TRAINING NEEDS  TACH has identified that the training needs of House staff and volunteers need to be dealt with separately to the training needs of local communities.  Establishing the training needs of communities requires further exploration beyond the limitations of the current survey.  TACH has identified that there are training requirements specific to the Management Committee volunteers.

Action Description How will this occur? Who R Timing e s o u r ci n g

1.1 Identify the training needs of  Identify the Governance training needs of Management  TACH R Immediate and ongoing volunteer Management Committee, drawing on survey information and existing  Management e 2014 Committees. network knowledge. committees q  Identify a means of delivering this training on a regular u basis to ensure engaging new Management Committee ir

25 members elected at AGMs. e  Explore resource and purchasing options. d  Ensure the training content is consistent for all Management Committee. 

26 1.2 Prioritise training needs of  Identify the key training needs of House staff and  TACH R Immediate and ongoing House staff and volunteers volunteers based on survey information.  House e 2014 based on survey information,  Identify the recurring, short term training needs - ‘the coordinators q including the routine, basics’ - such as First Aid and Safe Food Handling. u recurring training needs such  Establish with Houses how ‘the basics’ training needs are ir as First Aid and Safe Food currently being met, and if they would prefer different e Handling. training delivery options. d  Prioritise the identified training needs according to numbers, duration of training, availability of training, required training, etc.  Identify and resource training delivery options to meet these needs such as group purchasing First Aid to be delivered across Houses over a 12 month period; potential options for accessing food safety training.

1.3 Inform staff so that they have  Identify the steps involved for a participant engaging with  TACH R the skills to work with the an RTO and signing a training contract, such as identifying e training system and support their rights and responsibilities, what to expect from the q other staff and volunteers RTO and trainer, the induction process, contract details, u undertaking training. communication channels, etc. ir  Document these steps. e  Create a checklist that supporters/mentors of those d undertaking training can utilise to ascertain that all required information is covered prior to contracts being signed, and participants are supported through the process. This will enable TACH and Houses to have the tools and checklists to prepare and forearm themselves to engage with training organisations and get a better deal.

27 1.4 Identify Community  Research different Community Development training  TACH R Ongoing Development training that options available, both accredited and non-accredited. e 2014 can be delivered at different  Identify the most appropriate method of delivering this q levels for House training to each of the three different identified groups. u coordinators, staff and ir volunteers. e d

1.5 Build the training capacity of  Contact Houses to gauge the interest of suitably qualified  TACH R Ongoing the existing network and/or experienced individuals within the network to  Houses e 2014 workforce so it can deliver undertake Certificate IV Training and Education, or units of. q training internally and  Negotiations held with RTOs identified in Action 2.3 to u support to its own members contract suitably qualified individuals from within the ir through the training network to deliver training and assessment. e experience. d

1.6 Identify and prioritise  Through community consultation develop an understanding  TACH R Long term community training needs of employment issues and skill shortages specific to local  Houses e 2014/15 further to Project survey. communities, and where employment opportunities are (or  JSAs q aren’t) emerging.  DESs u  Identify what training potential learners want to engage in.  Local ir  Identify what local industry needs in terms of skills in employers e potential employees.  Industry d associations

1.7 Establish and maintain a  The information will be shared on a regular basis via the  TACH Formalise and expand coordinated communications TACH website, fortnightly e-news, quarterly newsletter on what is currently in strategy within the TACH and direct House email. place network to gather ongoing  The subject of workforce development will be a information of training standing agenda item at regional meetings. opportunities and share this information with Houses.

28 PRIORITY 2: TRAINING RELATIONSHIPS  TACH has identified the relationship between an RTO and their trainers, and Houses and their training participants to be a major contributor to the level of success of the training experience for participating individuals. On the whole, this relationship needs to be improved and supported across the sector.  TACH has identified that the delivery of training has often been inappropriate and inadequate for individuals, and inconsistent across the sector, with the lack of information and communication between RTOs and training participants a major issue that needs rectifying.

Action Description How will this occur? Who Resourcing Timing

2.1 To educate and inform  TACH to develop a ‘Working With Houses’ checklist and  TACH Required, although Immediate training organisations about MOU for organisations which will provide an overview of  RTOs this action is 2014 Houses and the preferred Houses, their context within a community development already partially arrangements for working framework, and the preferred arrangements for delivering completed. with Houses to deliver training within the sector. training.  Meet with selected RTOs and stakeholders to ‘road test’ the checklist and MOU.  Explore whether an MOU included with the service contract is the best way to lock in best practice for training delivery.

2.2 Houses to be asked to  A copy of the checklist and MOU will be emailed to all  TACH Required Immediate comment on the ‘Working Houses for comment, and presented at TACH Board and  TACH 2014 With Houses’ checklist. regional network meetings for discussion and comment board before being finalised.

2.3 Meet with RTOs and other  Identify RTOs and other training organisations that have  TACH Required Immediate training providers to develop potentially relevant training for the sector on scope. and relationships and an  Contact these organisations by phone, email, and/or face ongoing understanding of the ‘Working to face meetings to discuss the ‘Working With Houses’ 2014 With Houses’ checklist. checklist and MOU, and establish their understanding of, and commitment to, their contents.  Develop and maintain a list of RTOs and training

29 organisations that are positive about engagement with the sector, have signed the TACH umbrella MOU and are prepared to sign an MOU with Houses to indicate a commitment to use the checklist.  Provide Houses with the checklist and MOU so they can use them as a point of understanding in discussions with RTOs and trainers.

2.4 Create a preferred training  Create a preferred training provider list that TACH and  TACH Required provider list. Houses can refer to when looking for training of training providers who are prepared to sign an umbrella MOU with TACH about how they will engage and work with Houses.

2.5 Include details of training  Prior to the signing of any service contract, eg Skills Fund,  TACH Required Immediate delivery agreements with the agreed terms of delivery between the RTO and  houses and RTOs in service contracts so student will be clearly documented and included as part ongoing there is accountability for the of the contract. 2014 delivery of training, and any  Students will be clearly informed and made aware of their changes required to an rights by the RTO under the service contract. agreement are renegotiated  Should any changes be required to the agreed terms, all between all parties involved. involved parties will be involved in the renegotiation of terms and the new terms included as part of the revised contract.

2.6 TACH to provide a written  TACH to develop a written overview of sector based  TACH Required Immediate overview of sector based information for trainers to refer to. This would include, for and information to RTOs and other example, current community development best practice ongoing training organisations to refer principles, reporting requirements of Houses, and the 2014 to so there is a shared general Neighbourhood House Program strategic framework. understanding and  The information would be provided to inform a trainer’s consistency of information knowledge base of the sector, and assist in providing about the sector. consistent, appropriate and comparable assessment

30 expectations for students undertaking the same qualification but with different trainers.

2.7 Identify the training  Research through face to face, phone and email  TACH Required Immediate experiences of other conversations what the training experience of other 2014 organisations that could community based organisations has been when engaging inform the choice of RTOs the with particular RTOs. sector engages with, and  Develop and maintain a list of preferred training providers develop a list of preferred as a reference document, which includes information providers. from Action 2.3

31 PRIORITY 3. TRAINING PROVISION  TACH has identified that the manner in which training has been sourced in the past has been largely ad hoc, as a response to a rushed tender by an RTO, or as a reaction to random offers of training.  TACH wants to develop a clear overview of the training sector and funding options so as to better inform its Members of options and play a more proactive role in securing appropriate funding and training.

Action Description How will this occur? Resourcing Timing

3.1 Identify funding streams for training  Research the various funding streams available  Required Immediate opportunities and different training for training opportunities for the sector, such as 2014 purchasing options that are available. through Skills Tasmania’s purchasing programs Skills Equip, Equity Support and Skills Fund; Industry Skills Council National Workforce Development Fund; the Australian Government Skills Connect Fund.

3.2 Develop a training resourcing calendar  Based on Action 3.1 develop a training resourcing Required Immediate calendar that clearly identifies what funding 2014 streams are available throughout a calendar year, when applications for them open and close, their criteria, when Houses or TACH can best pre- plan for lodging an application, etc.

3.3 Identify RTOs and other training  Research RTOs, their scope and qualifications on  Required Immediate organisations that offer relevant offer via the website www.training.org.au . 2014 qualifications and skill sets within  As per Action 2.3 Tasmania, and have agreed to adopt the ‘Working With Houses’ MOU.

3.4 Identify partners for co-purchasing  Identify and contact other sector peaks and  Required Immediate and ongoing training with TACH, such as other sector relevant industry associations to ascertain what 2014 peaks and relevant industry associations. potential partnerships for co-purchasing training

32 there are.

3.5 Monitor available training opportunities,  Monitor the availability of training opportunities  Required Immediate and ongoing identify relevant options for the sector, that are posted in newsletters and e-news 2014 and inform the sector of these circulated regularly within the sector, for opportunities. example Medicare Local delivering Mental Health First Aid.  Include information regarding the training opportunities in TACH newsletters and e-news to Houses.  Inform Action 3.2

3.6 Explore the different training delivery  Research into the brokerage fee model and the  Required Immediate arrangements available. potential for TACH to act as a broker for training. 2014 This would include seeking TACH Board approval to act as such.  Identify training that TACH could engage and/or deliver, such as group purchasing training.  Identify and support processes for Houses to engage directly with organising training, either individually or, for example, as regional groups.

3.7 Identify existing relationships between  Contact Houses and collect information about  Required Immediate to medium Houses and Job Services Agencies (JSAs), their relationships with JSAs, identifying the level term and where necessary, assist Houses to of support provided to JSA clients who are 2014 establish or strengthen these involved with Houses to successfully engage with relationships at a local community level. and complete training.

3.8 Finalise negotiations with the Launceston based RTO Avidity in developing an MOU  Negotiations currently between the two parties that will see  underway as of May Avidity promoted within the network as a 2014 preferred training provider for the

33 qualifications on their scope.

3.9 Pursue the two models of training  Ongoing from June provision, as identified with Avidity (page 2014 once MOU with 17) with other training providers, using Avidity is finalised the MOU with Avidity as a framework for engagement.

3.10 Continue to support the Tasmania  Current and ongoing to Medicare Local Connecting Ideas and September 2014 Process Project training through to completion in September when the evaluation process will be conducted at the TACH state conference. TACH to use the learnings from this training to help pursue and shape future innovative training partnerships and opportunities.

34 PRIORITY 4: EXTEND THE TACH WORKFORCE DEVELOPMENT PROJECT  TACH acknowledges the complex and expansive nature of workforce development. This Project has provided a comprehensive map of the sector and a solid foundation of information on which to build and develop workforce development within the sector.  The scope of this Project is not broad enough or of long enough duration to address a number of the Actions raised.

Action Description How will this occur? Who Resourcing Timing

4.1 Monitor and evaluate the  Make the Plan a regular agenda item for discussion at  TACH Required 2014 - 2015 Workforce Plan regular staff, board of management and regional meetings  Houses  Making the review of the Workforce Plan a part of the agenda of the annual strategic planning day that each House holds  Establishing a feedback system at staff meetings and as part of the staff appraisal process to gauge staff job satisfaction  Conduct exit surveys for any staff leaving the workplace  Identifying changes in behaviour within the work environment, both positive and negative  Monitor participation rates in training and collect feedback on the training experience

4.2 Workforce planning to become  Making it a regular agenda item for discussion at  TACH Required 2014 - 2015 part of the strategic regular staff, management committee and regional  Houses management processes of the meetings organisation  Performing annual staff appraisals to ascertain an individual’s skill strengths or gaps, and where training may be required to support new tasks and role responsibilities, or to support a career pathway  Maintaining and implementing an induction process for new paid staff and volunteers that clearly outlines required training to be untaken (such as OH&S)as part of the role, and optional training that is available (such as First Aid)

35  Actively monitoring available training options and clearly promoting suitable and relevant ones within the workplace  Maintaining a clear and open policy and process for staff to follow to express interest in, and apply for training so training is offered equitably  Making the review of the Workforce Plan a part of the agenda of the annual strategic planning day that each House holds

4.3 Share the findings and tools  TACH June 2014 from this Project with the TACH Board and Neighbourhood House sector as a whole so as to inform and empower them in their future engagement with the training sector.

4.4 Further work is required beyond  Support Skills Tasmania to work with TACH to look at  TACH Not required Medium the scope of this Project, which options to resource delivering the actions above.  Skills term was to map the training needs Tasmania 2014 and experiences of Houses, and to identify ways to best deliver future training. TACH will pursue further funding to extend the Project and implement identified actions that are currently beyond the scope of this project.