Learning Disabilities: Turning improvement ideas into local action (Tim Devanney)
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Presentation delivered by Tim Devanney at the 'Transforming care for learning disabilities' event on 19 July, 2016.
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Learning Disabilities: Turning improvement ideas into local action (Tim Devanney)
- 1. www.england.nhs.uk Building the Right Support for Learning Disabilities Turning improvement ideas into local action Kia Oval, Surrey County Cricket Club, London SE11 5SS 19 July 2016
- 2. Building the right support Workforce
- 3. Tim Alex
- 4. Unpaid – Family, Friends, Carers Work, Manager, HR, Admin Local Authority Health Main stream services Tim
- 5. Unpaid – Family, Friends, Carers Health Main stream services Social Care Alex
- 6. Personal Assistants Social Care Health Main stream services Alex Work, Manager, HR, Admin Unpaid – Family, Friends, Carers
- 7. Unpaid - Families and Carers Personal Assistants Social Care Health Main stream services Market supply and confidence Changes to the nature of work Technology Shift of power Effective approaches Commissioning Inter- disciplinary Relationships
- 8. Todays staff and skills Training Pipeline New Roles Skill Development Role Enhancement Role enlargement Skill Flexibility Role substitution Role Development What's needed Adapted from Imersion, Castle Clarke, and Weston 2016
- 9. People who are keen and want to stick around Retention Workers equipped with new skills meet Alex’s needs Reskilling More social care and Personal Assistant’s Recruitment People working in new kinds of jobs that fit in Alex’s life Roles (new)
- 10. Retention NHS Employers Recruitment and retention A working reflection tool for practitioners NHS Employers retain and improve Roles (new) HEE Apprenticeships Skills for Care Workforce planning New Role Templates Nursing Associate Care Navigator Reskilling Learning Needs Analysis Workforce Shaping (SfC), Learning Disability Made clear Autism awareness learning resources Co-production self- assessment tool Recruitment Skills for care (int) Workforce intelligence (int) Competencies and Learning Need Analysis (int) Attracting recruiting for values
- 11. Learning Disability and the Transforming Care Programme James Moreton – Regional Director East
- 12. Who we are • We are the recognised Sector Skills Council for the whole UK Health Sector, licensed by Government • We are a not–for-profit organisation • Our aim is to improve the way health services are delivered through improving operational efficiency, quality and productivity All Staff E-Rostering and Time & Attendance Consultancy (Workforce Planning & Organisation Development) Learning & Development Related Services Occupational Standards (Competence Frameworks)
- 13. HOW WE ARE INVOLVED WITH LEARNING DISABILITY PROGRAMME?
- 14. • Development of Competency Framework in partnership with HEE and providers • Developed Learning Needs Analysis tool • Competency based Role Profiles • LD Core Skills Training Framework • Elearning related to Care Certificate National and Regional Work
- 15. Learning Disabilities Core Skills Training Framework • The framework determines minimum standards for LD education and training, and assists in ensuring the standards are met. • Applicable to health/care employers and educational organisations training those to be employed in the workforce. • As individuals move employer, core training can be recognised to minimise the duplication or repetition of training. • Practical applications of the framework for employer organisations; – Identifying key skills and knowledge for roles and teams – Planning and designing content of education & training – Commissioning of education & training – Conducting training needs analysis – Supporting performance management and the assessment of competence
- 16. Learning Disabilities Core Skills Training Framework Tier 3 Tier 2 Tier 1 Skills and knowledge for key staff working with/caring for people living with LD Skills and knowledge for roles that have some regular contact with people living with LD Knowledge for roles that require general awareness of LD
- 17. WHAT ELSE CAN WE OFFER
- 18. • Workforce development consultancy/support • Apprentice Pathway Development – “Grow Your Own” • Strategic Workforce Planning • Role development to meet future service needs • Skills Passport • Advice and guidance Additional Services
- 19. • James Moreton – East Mobile - 07795 301471 Email – james.moreton@skillsforhealth.org.uk • Marc Lyall – West Mobile – 0781 396 4752 Email – Marc.Lyall@skillsforhealth.org.uk Contact details
- 22. “the focus person has begun calling people by their names, where previously she was shouting man or woman” “The focus person for the first time in her life was able to bake cupcakes.” “He is living in his own flat and is actively supported out in the community there is no Physical Interventions in his guidelines.” We have recognised as a specialist CTPLD that the staff team at the home along with it's managers have been struggling to cope with ***'s behaviours and those of others in their home. The staff team presented as overwhelmed, 'out of their depth' and unsupported. As a result of the training the staff team are now demonstrating more resilience and capability and the management are reviewing the ways they support their staff team.
- 24. Workforce redesign Principle 1 Take a whole systems view of organisational change Principle 2 Recognise the different ways people, organisations and partnerships respond to change Principle 3 Nurture champions, innovators and leaders; encourage and support organisational learning Principle 4 Engage people in the process; acknowledge value and utilise their experience Principle 5 The different ways that people learn should influence how change is introduced and the workforce supported Principle 6 Encourage and utilise people’s thinking about values, behaviours and practice to shape innovation Principle 7 Actively engage with your community to understand its cultures and strengths; work with the community to develop inclusive and creative workforce planning strategies
- 25. Workforce integration Principle 1 Successful workforce integration focuses on better outcomes for people with care and support needs Principle 2 Workforce integration involves the whole system Principle 3 To achieve genuine workforce integration, people need to acknowledge and overcome resistance to change and transition. There needs to be an acknowledgement of how integration will affect people’s roles and professional identities Principle 4 A confident, engaged, motivated, knowledgeable and properly skilled workforce supporting active and engaged communities is at the heart of workforce integration Principle 5 Process matters—it gives messages, creates opportunities, and demonstrates the way in which the workforce is valued Principle 6 Successful workforce integration creates new relationships, networks and ways of working. Integrated workforce commissioning strategies give each of these attention, creating the circumstances in which all can thrive.
- 27. Change
- 29. www.england.nhs.uk Thank you Contact us by emailing: england.learning.disability@nhs.net
Editor's Notes
- Principle 1. The way that people relate to each other in organisations and across partnerships affects what needs to change and how people are affected. Workers, people in need of care and support, their families and friends are all part of the system and cannot be treated in isolation from it. A planning and workforce development process that is participatory, inclusive and evolving has more chance of success. The culture and the character of an organisation or partnership is determined by the people who work for it and who take responsibility for problems and solutions. Supporting people in different parts of the system through the whole process of change is integral to any strartegy and vision. Principle 2. Change can be threatening to individuals, making them feel ‘de-skilled’ and vulnerable. People are resistant to change that goes against the current work culture. Resources to support change, including time, need to be in place if transformation is to be successful and sustainable. People learn and change at different rates, so change programmes need to be flexible to accommodate this. Regular and two way communication that keeps people involved and updated will help to reduce negativity and anxiety. Principle 3. People learn and change at different rates, so change programmes need to be flexible to accommodate this. Regular and two way communication that keeps people involved and updated will help to reduce negativity and anxiety. Opportunities to support individuals in developing the confidence, skills and expertise they need to work in redesigned services need to be incorporated into all plans. Principle 4 Identifying and sharing the experiences, ideas and concerns of people within the organisation, gives a strong and positive message about the way in which individuals are valued. Sharing learning and experience across organisations, partnerships and communities provides a strong foundation for service transformation and supports the creation of effective networks and relationships. Encouraging the use of life experience in the workplace, and seeking out the learning from people’s work enriches and improves the quality of care and support. What works in practice is best learned from those people directly involved in it. Systems and processes that encourage the sharing of learning across organisations and partnerships are the infrastructure that makes this possible. Principle 5 The different ways that people learn should influence how change is introduced and the workforce supported. Adults are keen to learn where they see a practical application and can use their learning to help them solve problems. Learning is reinforced when it is used in everyday practice. People learn in different ways, and at different paces. Previous learning and educational experiences have an impact on confidence and attitude towards present learning; this can be positive or negative. The way in which learning takes place can be as important as the content. Learning occurs in many different settings, including daily activities, observing others, and supervision. Good learning environments blend these with opportunities for training and qualifications. Principle 6 Encourage and utilise the understanding of values, behaviours and practice to shape innovation Working with people’s attitudes, beliefs and understanding has a greater impact on cultural change and service transformation than focusing on behavioural changes. Individuals with a personal commitment to the organisation’s values and goals make a positive contribution to transformation and on-going improvement. Listening to people, encouraging questioning, valuing experiences and supporting new ideas makes people more confident and proactive in contributing to service transformation. “Doing the same better” limits any vision of high quality care and support. Focusing on the preferences and identified needs and wishes of people receiving care and support encourages imaginative and innovative ways of working with people. Principle 7. Social care and support takes place within local communities, and is itself part of that community. Local communities are made up of people with diverse skills and talents. Lifestyles vary according to culture and other circumstances. Involving the whole community in discussions and decision making about transformation ensures local need is identified and encourages people in the local area to contribute to its delivery. Approaches to recruitment, volunteering and employment should reflect the local picture, encouraging talented people from all backgrounds into social care and support roles. People living in the local community needing care and support should have their needs met in ways that fit with their individual lifestyle and preferences. The more diverse the workforce, the better this will be achieved.
- The principles are the result of an exploration of the existing evidence, an ongoing dialogue between partners, and listening to people and organisations doing workforce integration now. The principles are about working together in any context. For example: between adult social care and health or housing or children’s services between organisations, departments or practitioners and families or carers between any of these and people with care and support needs. The principles can also be used when thinking about large scale organisational change or looking at individual, or team, practices. Successful workforce integration focuses on better outcomes for people with care and support needs. Workforce integration involves the whole system. To achieve genuine workforce integration, people need to acknowledge and overcome resistance to change and transition. There needs to be an acknowledgement of how integration will affect people’s roles and professional identities. A confident, engaged, motivated, knowledgeable and properly skilled workforce supporting active communities is at the heart of workforce integration. Process matters - it gives messages, creates opportunities, and demonstrates the way in which the workforce is valued. Successful workforce integration creates new relationships, networks and ways of working. Integrated workforce commissioning strategies pay attention to each of these, creating the circumstances in which all can thrive.
- Ask the audience what they think the medication work is all about…