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

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

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

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 ?

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

What are the drivers for workforce planning ?

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

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

Planning a workforce across a system O

bje

ctiv

e

Ove

rvie

w

Key

Qu

esti

on

s

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.

Outputs of workforce planning process

ACTION PLANS

RESOURCING

WORKFORCE DEVELOPMENT

ORGANISATION DESIGN &

DEVELOPMENT

WORKFORCE TRANSFORMATION

TALENT MANAGEMENT

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

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

Some methodologies..

Market Shaping

Workforce Shaping &

Commissioning Finance

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.

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

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

www.england.nhs.uk/learningdisabilities

Questions?

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

Introducing an autistic

Expert by Experience

Jo Minchin

Expert by Experience, Autism Pathway.

South West Lincolnshire CCG

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.

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

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

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

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

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

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

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

www.england.nhs.uk/learningdisabilities

Questions?