Date of presentation
Workforce Strategy
Trish Knight
Director of Workforce, Quality &
Education
Health Education East Midlands
Some of the myths:
Workforce planning is
• All about numbers
• Can be done in a ‘cupboard’
• More connection with policy than patients
• There is only one tool in the toolkit
• A workforce strategy is the same as a workforce plan
www.hee.nhs.uk
East Midlands Local Education and Training Board
Workforce Strategy
www.hee.nhs.uk
East Midlands Local Education and Training Board
One Goal
To develop a high quality, safe and
sustainable workforce to meet the
healthcare needs of the people of
the East Midlands
One Vision
High quality education and
training for students, trainees and
staff, leading to improved
outcomes for patients across the
East Midlands.
One Network
Bringing health communities
together as East Midlands LETB–
Derbyshire, Leicestershire and
Rutland, Lincolnshire,
Northamptonshire and
Nottinghamshire
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East Midlands Local Education and Training Board
http://www.kingsfund.org.uk/time-to-think-differently/timeline
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East Midlands Local Education and Training Board
East Midlands Local Education and Training Board
How?
Starter
questions
Professional
Summits
Strategy
Development
day
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East Midlands Local Education and Training Board
Final
submission
Investing in building our CAPACITY
1) Find the right balance between the specialist and the generalist
workforce
2) Create an environment that enables staff to work across
organisational boundaries
3) Develop a more responsive workforce
4) Develop the optimal skill mix to deliver the best possible care for
patients
5) Provide a workforce in the best location to deliver care
6) Nurture and value the future workforce
Investing in building our CAPABILITY
1)
Foster creative ideas, ways of working and educational interventions to
make the future better for patients
2)
Develop a more skilled and better utilised educator workforce which is a
model of excellence for students, trainees and preceptees
3)
Develop a workforce who can create therapeutic relationships to enhance
health improvements
4)
Equip the workforce with the appropriate clinical leadership skills to
deliver high quality services built around patients
5)
Develop multi-professional, multiagency team working to deliver better
patient care
6)
Develop opportunities for career progression with consistent and well
defined roles
Investing in building the best behaviours
1) Build an open, compassionate workforce in all organisations
2) Ensure everyone is accountable for upholding the NHS
Construction
3) Ensure lifelong learning is the norm
What next?
• We need to relate everything we do back to the
strategy!
• Review all our work streams
• Use the strategy as a resource and reference tool
• Year on year improve our workforce planning
www.hee.nhs.uk
East Midlands Local Education and Training Board
Workforce Planning
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East Midlands Local Education and Training Board
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East Midlands Local Education and Training Board
Indicative Plan- For internal HEE only
Summary of Education Commissioning Process
(East Midlands LETB)
LETC workforce plans
Care Pathway
Workshops
(June)
(July – August)
The countywide workforce
plans are produced in
partnership with
stakeholders across the
community by the
workforce team. The
plans link with the service
commissioners intentions
and priorities, this includes
across health and social
care organisations.
The main themes of these
plans from across the East
Midlands forms the basis
of the Care Pathway
workshops held during July
and August, with
contribution from
stakeholders , in relevant
the professions and
organisations. The
workshops hosted in 2013
were: Children’s Health,
Maternity and New born,
Mental Health, Learning
Disabilities, Prevention
and Primary Care and
Planned Care.
Commissioning Events
(Aug – Sept)
A series of professional
focused meetings are held
to extrapolate relevant
details from the
discussions, workforce
plans and national drivers
to inform the decisions on
the numbers to
commission for the future
workforce and where
appropriate the type of
course e.g. Bachelors or
Masters level. The
attendees at these
sessions participate in a
robust discussion, prior to
the decision being taken to
the governing body for
ratification. From this
point the HEIs are engaged
in the discussions on
implementing the
outcomes of the process.
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East Midlands Local Education and Training Board
Indicative Plan- For
internal HEE only
6 C’s
Care
Compassion
Care is our business and that of our organisations and the care we deliver
helps the individual person and improves the health of the whole community. Caring defines us and our work. People receiving care expect it to
be right for them, consistently, throughout every stage of their life.
Compassion is how care is given through relationships based on empathy,
respect and dignity – it can also be described as intelligent kindness, and is
central to how people perceive their care.
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Increased availability of theatres impacts on workforce capacity
Midwifery sonographers facilitate patient continuity
Occupational Therapist and Physiotherapy input speeds up discharge
Moving specialists and generalists from secondary care into community
to improve patient access and choice
Move to a seven day services and extended hours for all rehabilitation
services
Assistant practitioners key to delivering care in hospitals and in the
community
Need to develop support mechanisms for lone workers in the
community
Improve use of public health observatory data to inform workforce
planning
Personalised budgets increase the number of Personal Assistants
providing care in the community
Increased Multi-professional/ multi-agency working, should be reflected
in education and learning
Developing effective therapeutic relationships – holistic assessment and
treatments
Gap in the therapists workforce with specialist skills to care for complex
children
Challenges in full time obstetric consultant recruitment (part time and
increased female workforce)
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The role of student ’Care makers’
Patient involvement in recruitment
Recruitment for values and behaviours
A focus on staff motivation
Quality of applicants to healthcare roles
Focussing on the symptoms and needs of individuals and not their
diagnosis
Organisational culture, leadership and permission to raise concerns
Releasing time to care and time to talk to patients
Care co-ordinator and navigator roles are essential to patient continuity
and improving access to services
Mentors should be valued and motivated to provide a positive student
experience
Skills on communication, information to meet increasing expectations
Consider aspects of developing personal resilience to maintain values
and motivation at work
Healthcare staff have the intuitive skills to understanding the ethnic
diversity, decision making and patient choice ( Death by indifference)
Value based approach mirrored in the culture of educational and
learning environment
Indicative Plan- For internal HEE only
14
6 C’s
Courage
Communication
Courage enables us to do the right thing for the people we care for, to speak
up when we have concerns and to have the personal strength and vision to
innovate and to embrace new ways of working.
Communication is central to successful caring relationships and to effective
team working. Listening is as important as what we say and do and essential
for “no decision about me without me”. Communication is the key to a good
workplace with benefits for those in our care and staff alike.
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Social Enterprise enables flexibility
AHPs need courage to challenge and influence internally within
organisations
HVs to provide extended service prevention in admissions to A&E
Retention incentives required to keep workforce in East Midlands
Need to link with local authority workforce planning
Organisations enable staff the ‘freedom to act’
Staff to see themselves as leaders of care
Workforces changes to provide alternative respite care at home for
complex needs
AQP –how do we develop the workforce and secure clinical placements
Promote and develop skills in autonomy and working differently ‘let go’
Move away from a medical model and develop advanced skills in
workforce with truly devolved autonomy
Increase inter-professional learning
Increase the utilisation of rotational post to support an increase in
generalists across the workforce
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Strengthen and maintain professional networks especially for smaller
professions
Skills in new technology - telemedicine, telephone follow up, Skype
assessments
Timely access to results
Knowing who is who and who is involved in care
Improve transition between services child to adult
Understand how changes in Local Authority workforce impact on the
health workforce, eg teaching assistants who are often educated to
continue delivering care given by speech and language therapists
Increase in virtual teams to prevent crisis
Increase in learning difficulty skills in the generalist workforce
Relationships between service and HEIs key for accrediting
work/practice based learning
Strong mentorship and valuing students across organisational
boundaries
Career choice opportunities to enable choice and lower attrition “a day
in the life of a ………………”
Indicative Plan- For internal HEE only
15
6 C’s
Competence
Commitment
Competence means all those in caring roles must have the ability to
understand an individual’s health and social needs and the expertise,
clinical and technical knowledge to deliver effective care and
treatment based on research and evidence.
A commitment to our patients and populations is a cornerstone of what we
do. We need to build on our commitment to improve the care and
experience of our patients, to take action to make this vision and strategy a
reality for all and meet the health, care and support challenges ahead.
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Changing skills and competencies to meet community healthcare needs
Recognise the AHP contribution to providing value for money services
with better patient outcomes
Move to true multi-disciplinary and integrated working
Increased clinical skills for community children’s workforce for children
who are technology dependent
Support and education for families in accessing and escalating care
needs
Workforce expansion of advanced practitioner to maintain patient care
in light of medical recruitment challenges
Impact of Winterbourne, Francis, Berwick and Cavendish
recommendations
Personal Assistant competence and registration
Numeracy standards
Move towards all students having a community placement
Preceptorship is key to ensuring workforce competence
Medicines management training for pharmacy technicians
Demand for multi-professional advanced practice roles/skills
Practice based delivery of education
Maintaining competence in highly specialist but smaller professions such
as Speech and language therapy
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Leaders and Managers must be dedicated to service transformation and
change
Organisational culture “allowing” staff to learn and develop new skills
and utilise learnt leadership and change management tool skills
Promote and encourage the willingness of the workforce to become
mentors and supervisors
Acknowledgement and expectation of all staff that teaching and training
the future workforce is everyone's responsibility
Recruitment and retention of the workforce is challenging for the East
Midlands
Changes to work-life balance is affecting the capacity of all medical
specialities
Organisational commitment to train wider than own organisational
boundaries
Leadership theory training is readily available, need to improve practice
based learning , action learning coaching and opportunities to gain
experience in clinical environments
University tutors and trainers should value students and role model
positive values and behaviours
Service change to achieve care closer to home
Use of shadowing – ‘buddies’
Indicative Plan- For internal HEE only
16
Your LETB needs you!
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East Midlands Local Education and Training Board