Topic One: Developing a cross system workforce plan for the learning disabilities workforce Guest speakers: Lisa Proctor, Workforce Specialist, Midlands and East and Marie Lancett, Workforce Specialist South, Health Education England, Christiana Evans, Locality Manager (South West), Skills for Care and Marc Lyall, Regional Director – West of England, Skills for Health This session is designed to help Transforming Care Partnerships who are developing a workforce plan for the learning disabilities workforce in their locality. It gives an overview of workforce planning methodology and describes how you can use pen pictures to think about the workforce needs in relation to the requirements of the individuals that you serve. It also explains how planning your workforce should work alongside your service planning and service redesign. There are also signposts to sources of information that may be useful in developing a TCP workforce plan. Topic Two: Employing expert by experience in commissioning Guest speakers: Catherine Keay (Transforming Care Manager) and Jo Minchin (Autism Expert by Experience), South West Lincolnshire CCG This topic covers the role of experts by experience when they are directly employed by a Clinical Commissioning Group. It outlines a dual role in relation to Care and Treatment Reviews with the CCG and involvement of people with lived experience and their carers through the Lincolnshire Autism Partnership Board and working groups, specifically the Involvement and Collaboration Group (the A Team Network). The session also covers progress with CTRs for people with autism from a CCG and EbE perspective, including local CCG CTRs, reasonable adjustments and accessibility, barriers and areas for development and achievements to date.

1. www.england.nhs.uk
Learning Disabilities:
Share and Learn Webinar
26 January 2017
Topic One:
Developing a cross system workforce
plan for the learning disabilities workforce
Lisa Proctor and Marie Lancett - Health
Education England, Christiana Evans – Skills
for Care and Marc Lyall, Skills for Health
Topic Two:
Employing expert by experience in
commissioning
Catherine Keay and Jo Minchin, South West
Lincolnshire CCG
#improvingLD @NHSEnglandSI

2. Developing a workforce plan across a TCP system
Lisa Proctor, Health Education England.
Marie Lancett, Health Education England
Christiana Evans, Skills for Care
Marc Lyall, Skills for Health

3. What is workforce planning ?
X
Y• Useful to think of workforce
planning as a strategic map.
• Planning process that helps
you to think about how you
journey towards a workforce
that supports the business
objectives.
• Focuses on the how, when,
where and what workforce will
need to be deployed to achieve
your organisational (or system
wide) aims

4. Drills down into the “How”
• How many of what type of
workers will you need and when?
• How will you know what types of
workers are needed?
• How will you secure these
workers, where from and how?
• How will you know what skills and
knowledge the workers will need?
• How will this be different from
what you already have?
QUESTION ?

5. How does workforce planning fit in
with Service Design/Redesign ?
Workforce should be
considered at the
same time as planning
the service
Services would not be
designed without
thinking of available
finance, but workforce
is often low priority.
Failure to plan
workforce can impact on
ability to source
workers to deliver
service model
Failure to plan
workforce can result
in operating costs
exceeding forecasts
Failure to plan
workforce can result
in poor effectiveness
of service model

6. What are the drivers for
workforce planning ?

7. Workforce planning in the learning
disability context
“We are not an island,
we are an archipelago”
• Learning Disability workforce dispersed
across the health, care and education
systems.
• Workforce cuts across private, public and
voluntary sectors
• Co-dependency between organisations in
order to provide high quality support
• Correlation between the effectiveness of
relationships between organisations and the
demand for higher tier services
• Families and carers are largest part of the
“workforce” and services need to support,
complement and enhance their unique
contribution.
Reference:
https://commons.wikimedia.org/wiki/File%3AMerguiArchipelagoMap.png

8. Challenges & benefits
of workforce planning
across a system
TIME
OWNERSHIP
DIFFERENCES IN STRATEGY
DFFERENCES IN VALUES
IDENTFICATION OF GAPS BETWEEN
SYSTEMS
SHARED APPOACH TO WORKOAD
SHARED SOLUTIONS TO COMMON
PROBLEMS
ALIGNMENT OF VALUES
SHARED UNDERSTANDING OF
WORKFORCE CHALLENGES

11. Planning a workforce across a system
ObjectiveOverviewKeyQuestions
Defining the system
we are workforce
planning for
Defining the
future workforce
for the system
Understanding the
baseline workforce
for the system
Developing a
system workforce
plan + Action
Plans
Creates a robust
understanding of the system
purpose and process and
how it will address service
users’ needs.
1. Purpose and objectives -
What is this system here to
do?
2. System boundaries - Who is
part of this system?
3. Process - How will the
purpose of the system be
achieved? What support is
to b delivered ?
Looks ahead to ensure the
sustainability of the system.
Considering likely future
scenarios that will affect
the system, then identifying
the workforce required to
deliver the system
1. What future scenarios are
likely to impact the
system?
2. Which of these will most
significantly impact
workforce supply and
demand?
3. What are the likely
workforce implications of
these scenarios? i.e. what
other issues do we need
to address?
1. How do we describe the
types of roles in the
workforce across the
system?
2. What does the workforce
in the system look like
now? (supply)
1. What is the current gap
between supply and
demand?
2. What do we need to commit
to doing at a system level in?
3. What do individual
organisations need to
commit to?
4. Who is responsible for
making sure this happens?
5. How will this be
implemented, monitored and
measured and reviewed?
Identifies the current
workforce in the system
and creates a ‘common
language’ for describing
the types, and work levels
of roles that make up the
system workforce.
Determining the most effective
way of ensuring the availability
of the workforce to deliver the
system purpose. A plan for
delivering the right staff, with
the right skills in the right place
needs to be developed with
milestones and timescales.

12. Outputs of workforce planning process
ACTION
PLANS
RESOURCING
WORKFORCE
DEVELOPMENT
ORGANISATION
DESIGN &
DEVELOPMENT
WORKFORCE
TRANSFORMATION
TALENT
MANAGEMENT

13. Workforce Transformation : Pen pictures
to help think about now and next
Tom
Lived in
hospital setting
16 – 21 years
old
Enjoys and is very adept at
Playstation and x-box games
Lives with mother and father
Younger Twin siblings away
at college
22 years old
Becomes very
tired when with
More than two
people for any
length of time
autism
Becomes frustrated
And will lash out,
Sometimes biting and
Scratching

14. Defining the population and strategic
environment - Intelligence-led Care
• What intelligence and
where from?
• Who “owns” the
intelligence locally?
• How can you build that
deep understanding?
• How can you create a
rich picture
Tom

15. Some methodologies..
Market Shaping
Workforce
Shaping &
Commissioning
Finance

16. Some tools….
PESTLE Analysis
A horizon scanning tool
looking for trends that will
impact the system.
Five Rights
The strategic
elements to
consider when
workforce planning
for a system.
Critical Role Analysis
Identifying roles with
strategic importance
and scarcity in the
system.

17. Some resources….
• HEE exemplar workforce
plan for TCP’s
• TCP workforce planning
workshops
• Skills for Health
workforce planning
resources, scenarios,
asset based approaches
• Range of Skills for Care
resources, NMDS-SC

18. Contact for details of support in your area…
Visit our websites to find further
information and resources:
• www.skillsforcare.org.uk/transformingcare
• www.skillsforhealth.org.uk/transformingcare
• www.hee.nhs.uk/our-work/person-centred-care/learning-
disability
Lisa Proctor lisa.proctor@hee.nhs.uk
Marie Lancett marie.lancett@nhs.net
Christiana Evans christiana.evans@skillsforcare.org.uk
Marc Lyall marc.lyall@skillsforhealth.org.uk

19. www.england.nhs.uk/learningdisabilities
Questions?

20. www.england.nhs.uk
Learning Disabilities:
Share and Learn Webinar
26 January 2017
Employing expert by
experience in commissioning
Catherine Keay, Transforming Care
Manager and Jo Minchin, Autism Expert by
Expereince, South West Lincolnshire CCG
#improvingLD @NHSEnglandSI

21. Introducing an autistic
Expert by Experience
Jo Minchin
Expert by Experience, Autism Pathway.
South West Lincolnshire CCG

22. It depends on the individual
• The main thing is that you have personal
experience of a disability or services (or both)
• In my case it is Autism
• It is essential that you can empathise with
other people, even if their experience has not
been the same as yours.

23. What I bring to the role
• Autism from many viewpoints (individual,
daughter and parent)
• Complex situational history
• 10 years of local involvement
• Creation of an Autism Partnership board in
Lincs
• Personal skills
• Insight and empathy

24. I don’t just do CTRs
• I bring my experience to many aspects of my
job
• Like everyone else with a diagnosis, I am so
much more than ‘autistic’
• However today we are focussing on the EbE
role in Care and treatment reviews and within
our NHS Transforming Care team

25. What I do (Part 1)
• In Care and Treatment reviews
– Get to know the individual the review is about
– Find out what they want for their future
– Find out if there is anything they are worried
about
– Make sure they are safe
– Bring that back to the main meeting

26. What I do (Part 2)
• In Care and Treatment Reviews (continued)
– Contribute general information about how autism
can interplay in the setting and situation
– I help make information accessible for the patient
at CTR meetings
– I help develop their care pathway

27. Difficulties
• Things don’t always run smoothly
– Emotionally draining
– Trust is vital
– You need a strong chair with the authority to
change and commission things
– It really helps if the chair knows you and your
condition well
– A whole day is a long time if you have limited
capacity for meetings

28. Specifically Autistic Difficulties
In my case…
• I can be having a bad day.
• Processing delays mean I might miss my cue in a debate
• I can’t hear what is being said and read at the same
time
• I have to focus on body language or speech
• Sensory difficulties can cause shutdown
• Alexithymia
• EbEs use ‘soft’ skills which autists are disadvantaged in
by default

29. Reasonable Adjustments
• These things help me
– A shorter day. I can arrive later and leave earlier
– Having a chair who knows me and autism really
well
– I have an NT space suit
– Very specific feedback on how I have helped an
individual
– Recognition of my importance in the team

30. www.england.nhs.uk/learningdisabilities
Questions?