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Implementing the Guidelines

Using the guidelines

The Education and Training Governance guidelines consist of 5 elements that outline the processes and structures that embed needs-based allied health education and training to ensure this can and does happen in an accessible manner.

The 5 elements are:

  • Patient driven
  • Clinician focussed
  • Leadership
  • Organisational factors
  • Resources

Under each element there is a brief description followed by what is included and some possible examples attached to three specific stakeholder groups:

  • Individuals - outlines the expectations of individual allied health professionals to meet the specific guideline
  • Managers - outlines the expectations of managers/leaders to support achievement of the guideline
  • Organisation - outlines the expectations of the CE and Boards of the Local health district or Specialty network to support achievement of the guideline for allied health education.
Online self-assessment checklists

There are three online self-assessment checklists, one for each stakeholder group.

There are 5 elements in each self-assessment. These are made up of a series of questions from each of these elements.

It is recommended that an action plan is created using the prompts below each question and required action. To create this action plan, you are prompted to include:

  • A timeframe to complete
  • Nomination of who would be responsible
  • What evidence of completing this action or how would you know this was completed? Some examples are provided under the ‘I’ symbol next to each question.

Once you have completed the self-assessment online form, the action plan you have developed will be emailed to you.

Start online self-assessment form

Implementing the guidelines

Implementation Strategies

These guidelines include three levels of focus. They can be used by individuals, teams and organisations.

  • At an individual level they can be used to guide professional development needs and planning as well as to contribute to the performance review process.
  • At a team level they can be used to inform team/service planning.
  • At an organisation or team level they can be used to advocate within the LHD/SHN.
Implementation strategies for Individuals

The best way to implement these guidelines as an individual is to complete the Individual self-assessment online form. There are 5 elements in this self-assessment. This is made up of a series of questions from each of these elements.

It is recommended that you create an action plan using the prompts below each question and required action. To create this action plan, you are prompted to include:

  • A timeframe to complete
  • Nomination of who would be responsible (in this self-assessment, this is likely to by yourself)
  • What evidence of completing this action or how would you know this was completed? Some examples are provided under the ‘I’ symbol next to each question.

Once you have completed the self-assessment online form, the action plan you have developed will be emailed to you.

Implementation Strategies at a department, professional group or organisation level

These guidelines can also be implemented at a department, professional group and organisation level.

The details of the elements relating to both managers and organisations can be found on the home page of this webpage.

Implementation strategies related to these broader groups are included below.

  1. Get to know the guidelines

    Familiarise yourself with the guidelines using the content on the web page.

  2. Identify what already exists

    There are a number of ways to identify what already exists to support allied health education and training in your setting. You could:

    • Identify existing resources – human, financial and physical
    • Identify passionate people “champions” who are strong advocates for education
    • Identify existing committees, management groups or structures who could support improvements to education and training
    • Set up an allied health working group specifically to focus on this task.
  3. Consultation

    Consultation can increase awareness, knowledge and ‘buy in’ to the education and training needs of allied health. (See Stakeholder analysis guide below for more details). Consultation could be facilitated by:

    • Distributing the weblink to members of your team/unit/service
    • Identifying opportunities to table the guidelines for discussion at meetings
    • Placing education and training as a standing item on all meetings
    • Completing presentations to key stakeholder groups who you require ‘buy in’ from both at team and organisational level.
  4. Self-assessment

    Completing the online self-assessment at a team and organisation level can establish baseline activity and performance and create an action plan.

  5. Action plan prioritisation

    Prioritise the resulting action plan by considering:

    • Relevant statewide priorities
    • Current LHD/SHN educational priorities
    • Gaps identified by stakeholders.
  6. Establish KPIs and or targets

    Examples include:

    • Individuals have access to an Allied Health Professional educator in the workplace
    • Policies and procedures exist for staff to request education and training
    • % of staff have completed Aboriginal cultural awareness training and or cultural safety training
    • Systems are established/in place to promote staff engagement in CPD
    • Staff time spent in mandatory education and training is monitored and reported on
    • % staff with supervision agreements in place
    • Audits are undertaken of staff participation in supervision
    • Impact of education and training is measured.
  7. Action plan implementation

    Consider the best way to implement the action plan by considering:

    • Modification of the action plan from the priorities identified
    • Submitting the action plan to senior parties to gain support
    • Including the action plan as an agenda item on relevant meetings to monitor progress.
  8. Factor in sustainability

    Ensure sustainability measures are included in strategies by:

    • Ensuring actions are not dependent on one individual
    • Building actions into systems, processes and reporting
    • Including regular reviews to endure material/strategies remain up to date and relevant.
  9. Evaluation
  10. It is important to plan to evaluate.

    • Determine how you will know when you have achieved what was intended.
    • Re-do self-assessment checklists to determine improvements and assess against the baseline.
    • Utilise other existing activities to gather data.
    • Determine what further actions are required to continue improvement.

Stakeholder analysis guide

The aim of this section is to assist with identifying and analysing potential stakeholders. This links to the consultation step above.

Stakeholder Identification

A stakeholder can be described as a member or a system who affects or can be affected by an organisation’s actions.

An understanding of stakeholders who are important to a health service will assist with planning and implementing activities. To do this, it is important to identify who they are and what their contribution is relating to the health service and delivery of patient care.

The first step in this process is to identify relevant stakeholders. Completing the table below may assist with this process.



Stakeholder position/description

Stakeholder interest

How will this be received?

Who has an interest in this guideline implementation?

Who cares?


Who has an interest in the results?


Are there additional people whose support is required for the success of the implementation?


Who has decision making authority with respect to the implementation?


Who will be affected by changes resulting from implementation of these guidelines?


Allied Health Education and Training Governance Guidelines