Maximising the potential of staff in Bands 1-4

1. Maximising the potential of staff in Bands 1-4 Anita Esser Head of Wider Healthcare Teams Education June 2008

2. Trust Board Commitment Recommendation 4a - Plans for learning and development for all staff • "All healthcare organisations should have in place plans for the learning and development of staff at all levels, approved by their respective Boards or other governing bodies. Particular attention should be given to developing those staff who either have few or no formal qualifications or who currently receive or participate little in learning through work." Professor Bob Fryer, Learning for a Change in Healthcare, December 2006

3. Background • Development of SHCA – Band 3 role • In-house NVQ Centre – Wessex NVQ Centre • Cyber Centre • Essential Skills • Work placements and work experience • Apprenticeships • Partnership working with other training providers

4. Benefits of education Individual Personal development Skills for the job Better able to do job More motivated More confident to contribute and adapt to change Improve patient care and service delivery Benefit for Trust and individual

5. Being an employer of choice • Widening Participation in Work • Greater involvement and visibility in schools and colleges • Retention – the new recruitment process! • New or evolving roles – developing pioneers

6. Essential foundations • Skills Pledge • Numeracy/literacy/IT skills • English for Speakers of Other Languages (ESOL) • Union Learn and Learning Reps • Learning Accounts (LA)

7. Moving forward • Building confidence to contribute • Development Reviews and Personal Development Plans (PDP) • Training needs analysis based on PDPs • Career support • Apprenticeships, NVQs and more • Foundation Degrees and OU • Progression routes and opportunities

8. Quality information • Making good use of data available • Measuring and reporting improvements in equality of access to learning • Increasing the research base

9. Learning Infrastructure • Learning environment • Quality assurance • Workbased learning and learning through work • E-learning

10. Showing leadership • Importance of Development Reviews and PDPs • Encouraging and supporting learning • Encouraging all staff to be involved in service improvement • Appropriate delegation of responsibility/autonomy – having faith! • Promoting career development – removing glass ceilings access to higher and profession ed.

11. Resources • Funding – Joint Investment Framework (JIF) and Learning Skills Council (LSC) training provider status • Union Learn and Learner Reps • Training and support – IDEAL and workplace • Roadshows and other events, e.g. Adult Learner Week • NVQ Centre and Cyber Centre • ESR – Oracle Learning Manager (OLM)/Talent Manager (TM)/eKSF

12. On-line resources • IDEALhttp://www.suht.nhs.uk/IDEAL/index.cfm?articleid=1362 • Skills for Health http://www.skillsforhealth.org.uk/ • Widening Participation in Learning Strategy Unit http://www.wideningparticipation.nhs.uk/pages/ • NHS National Workforce Projects http://www.healthcareworkforce.nhs.uk/ • NHS Employers http://www.nhsemployers.org/ • NHS Institute for Innovation and Improvement http://www.institute.nhs.uk/ • Unison http://www.unison.org.uk/laos/index.asp

13. Practicalities • Time out - getting the service delivered • Time off – what can staff take and for what? • Money – who pays for what? • Learning and development – what is this? • Governance – encouraging pioneers and staying safe • Motivating and supporting staff – what’s in it for them - and you?

14. “The extent to which adults are engaged in a free exchange of ideas, beliefs and practices is one gauge of whether a society is open, democratic and healthy” Brookfield, S. (1996)