Induction training is often the first structured learning experience new staff encounter when joining an organisation. It’s an important part of the onboarding process designed to ensure compliance with relevant industry requirements, introduce core organisational policies and procedures, and provide new starters with foundational job-specific knowledge.

However, induction is just one piece of a much larger puzzle when it comes to successfully onboarding, orientating, and transitioning a new employee into their role. This is especially important in high-risk clinical roles and environments. For new starters, particularly those early in their careers or transitioning into new roles, a well-structured, supportive transition to practice program is critical for building competence, confidence, and career development.

Support in the Early Career Phase

A range of support is needed to ensure new employees successfully transition into their roles. Onboarding is the entire process of integrating an employee, beginning with a job offer and continuing until the end of the probation period, which is usually six months. The goal of onboarding is to help new staff understand the organisation’s culture, values and expectations and build relationships. Onboarding activities assist new starters to contribute effectively and safely by the end of the probation period, which is usually 6 months. Orientation is a core component of onboarding that focuses on introducing the employee to the specifics of their role. The most effective organisations onboard new starters for the duration of their first year - their most vulnerable period where new-starter attrition is highest (Department of Employment and Workplace Relations 2022). The goal of orientation is to support new starters in feeling confident in their role and knowing where to find support and resources.

Transition to practice refers to the process where individuals, whether they have completed formal qualifications like degrees or vocational training, move from theoretical understandings to independent practice within their role (Australian Government Department of Health and Aged Care, 2023). A transition-to-practice program, often lasting 12 months, provides an evidence-based framework of support to help individuals develop their skills in real-world settings. Closing the theory-to-practice gap and taking new skills, knowledge and competence from the classroom to the clinical practice environment safely is a core outcome of a transition to practice program. This process is not limited to new staff; it can also support existing staff who are transitioning to new roles, ensuring they receive the mentorship, guidance and resources necessary to perform their duties effectively and confidently (Australian Primary Care Association n.d.; Russell et al. 2023).

Structured Support to Mitigate Risk

With such structured support, new staff may find themselves better prepared when faced with the complexities of real-world practice, potentially leading to increased risk for patients and organisations alike. This risk is particularly high in settings like aged care, where high-impact, high-prevalent events and clinical incidents can cause tragic harm and serious adverse events. A comprehensive support structure can also ensure staff retention. When new starters feel overwhelmed or unsupported, they are more likely to disengage and, ultimately, leave the organisation, resulting in turnover and further strain on resources.

So how well are organisations providing effective induction and structured support to new hires? Recent benchmarking by Ausmed revealed eight core challenges to providing induction training, impacting both organisations and new starters. Additionally, it showed that induction training plans in aged care were 75% longer, averaging 8 hours and 48 minutes, compared to 5 hours and 2 minutes in acute care. Aged care plans also included nearly double the resources, with 21 resources on average compared to 11 in acute care.

Average Number of Resources in Training Plan

Average Training Plan Length (hours)

Understanding Compliance Bias

It is my opinion and observation that recent reforms in the highly regulated sectors of aged care have resulted in an intense focus on compliance. This is important, timely and needed. However, the unintnended consequence of this is that induction programs are overly inflated and lengthy. They unnecessarily attempt to cover every possible aspect of the new starter’s role in an attempt to mitigate risk. This compliance bias can be beneficial in ensuring that new staff meet regulatory requirements. Yet, it can also lead to training programs that are bloated and disengaging, resulting in training fatigue and disengagement.

While compliance is non-negotiable, organisations, particularly L&D and HR teams, must be aware of this bias and ensure that induction training remains focused and effective. Induction should be seen as something other than a catch-all solution but rather as the foundation upon which further learning and development are built. Being open to evolving and refining the induction process is critical for avoiding stagnation and embracing new strategies that better support staff.

Creating a Robust Education Framework

With this mindset, L&D teams can create an education framework that describes how your organisation will support a safe transition to practice and builds the knowledge, skill, practice, attitudes and competence of staff across the novice to expert continuum. The impact of this is a more streamlined induction training program because we can be confident that we don’t need to cram every skill into induction, that there’s more to come, and other strategies to complement induction training and round out a new starter's transition to practice.

An education framework is an overarching strategic document that guides all training, learning and professional development initiatives. While it may be referred to differently across the sector, the concept remains the same: an education framework should clearly define the purpose and aims of each training program, education initiative, the target audience, and the intended learning outcomes. The framework can serve as a guide for the L&D team and broader organisation, outlining the rationale behind different types of initiatives, from mandatory training to practical workshops and advanced up-skilling courses. It should also include a process for planning, implementing and evaluating the effectiveness of the initiatives, ensuring that they meet both regulatory standards and the evolving needs of the workforce.

Ultimately, by recognising induction as one piece of the larger orientation puzzle, organisations can foster a culture that supports continuous learning, reduces the risks associated with transitioning to new roles, and ensures that both clinical and non-clinical staff have the resources they need to succeed.

References and Useful Resources

Department of Employment and Workplace Relations 2022, Onboarding, Australian Government, viewed 8 September 2024, https://www.dewr.gov.au/employing-and-supporting-women-your-organisation/inclusive-recruitment/onboarding

Department of Health 2024, Transition to Practice Program, Australian Government, viewed 5 September 2024, https://www.health.gov.au/our-work/transition-to-practice-program

Australian Primary Health Care Nurses Association 2024, Transition to Practice Program, APNA, viewed 8 September 2024, https://www.apna.asn.au/education/TransitiontoPracticeProgram

Ausmed Education 2023, Ausmed Passport, Ausmed Education, viewed 2 September 2024, https://www.ausmed.com.au/passport

Hall, S, Taylor, S & Altobar, C 2019, 'Transition to Practice: Onboarding Components for Establishing and Sustaining Healthy Work Environments', AACN Advanced Critical Care, vol. 30, no. 4, pp. 416-420, viewed 30 September 2024, https://europepmc.org/article/med/31951662

Russell, K, Coventry, T, Tamaliunas, S & Juliff, D 2023, ‘Graduate Nurse Education Programs: Transition Pathway for Registered Nurse Employment’, OJIN: The Online Journal of Issues in Nursing, vol. 28, no. 2, viewed 14 September 2024, https://ojin.nursingworld.org/table-of-contents/volume-28-2023/number-2-may-2023/articles-on-previously-published-topics/graduate-nurse-education-programs/

Young-Brice, A, Farrar-Stern, K & Malin, M 2022, 'Comprehensive Onboarding and Orientation to Support Newly Hired Faculty in a Nursing Program', Nurse Educator, vol. 47, no. 6, pp. 347-351, viewed 30 September 2024, https://pubmed.ncbi.nlm.nih.gov/35816199/

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