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The Allied Health Education and Training Governance Guidelines - Manager self assessment checklist

Your details

There are 5 elements in this self assessment. This is made up of a series of questions from each of these elements. Examples can be found under the ‘I’ icon.

After rating yourself you will have the opportunity to complete additional questions that will result in an action plan being emailed to you

This colour key provides a quick reference to the action level required based upon your selections.
Good, continue || Good, but can be improved || Needs attention || Needs to be addressed as a priority

1 - Organisational structures element

Question 1
  • Where new skills are required, knowledge and skill development is supported
  • Managers build confidence and capability in staff regarding the education of others within and across disciplines.
  • A performance development review process is in place which identifies learning needs. This is reviewed regularly.

Question 2

Local data is collected, analysed and utilised

Question 3

Education and training activities are monitored and reported on

Question 4
  • Expectations about supervision are documented in local procedures and position descriptions
  • Supervision requirements are communicated to all staff
  • Supervision is discussed at management meetings
  • Relevant policies and procedures are reviewed and updated as required
  • Staff (supervisors and supervisees) are supported to access clinical supervision training and resources

Question 5
  • Good working relationships are developed and maintained to support the delivery of undergraduate/masters student education, post graduate study, research and vocational training
  • Where appropriate, relationships are formed with key staff from universities, other tertiary education providers and NSW Health organisations

Question 6

Systems are in place to monitor/evaluate effectiveness of education and training

2 - Leadership element

Question 7
  • Workplace learning activities such as journal clubs, joint intervention sessions, engagement in communities of practice are supported
  • Education and training is a standard agenda item on team/department/service meeting agendas and evidenced in meeting minutes

Question 8

Platforms for information sharing are in place e.g. through peers, forums, working groups, electronically

Question 9

Development and coordination of interprofessional education opportunities

Question 10

Working relationships developed and maintained with Learning and Development units and other discipline groups

Question 11

Issues are raised with senior management and with allied health professional colleagues who are representatives on peak committees

Question 12

Through collation of feedback, department education programs are reviewed and modified to meet ongoing needs of allied health professionals

3 - Resource allocation element

Question 13

Allied health professionals are supported (financially and/or through time) to attend education and training which is relevant to their clinical specialty and/or service delivery requirements (in addition to essential training)

Question 14

Facilitation of workplace based learning as appropriate

4 - Patient driven element

Question 15

Local population needs and individual learning and development plans are considered when planning team/department/service education and training activities.

Question 16

Monitor and report on staff completion of Aboriginal cultural awareness, safety and responsiveness training

5 - Clinician focussed element

Question 17
  • Conducts learning needs analysis with staff where appropriate
  • Staff are supported to attend relevant supervision training to support roles of supervisors and supervisees

Question 18

Expectations are clearly outlined on commencement of new roles during the orientation period or when job requirements change based on service delivery needs

Question 19

Learning and development plans are discussed as part of the performance appraisal review process

Question 20

Clinical indicators are in place and reflect evidence-based practice