SOUTH WARWICKSHIRE NHS FOUNDATION TRUST
Meeting
Board of Directors
Date
28 April 2010
Subject
Annual Training and Development
Report
Enclosure
T
Nature of item
For information
For approval
For decision
Decision required
(if any)
The Board is invited to receive and note this report.
General
Information
Report Author
Lead Director

Caroline Samouelle, Associate Director Organisational
Development
Ann Pope, Director of Human Resources
Received or
approved by
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Revenue
Capital
Workforce
Use of Estate
Funding Source
Freedom of
Information
Confidential (Y/N)
(if yes, give reasons)
Final/draft format
No
Ownership
Trust
Intended for release
to the public
Yes
Decision Made
Final
South Warwickshire NHS Foundation Trust
Report to Board of Directors – 28 April 2010
Annual Training and Development Report
Executive Summary
The report gives an overview of the Trust’s training and development activity for 2009/10 within
the context of the Learning Group’s objectives for the year. Specifically included is a summary
of external assurance reviews which were undertaken in relation to undergraduate nurse and
medical education programmes which are delivered in partnership with local universities. The
widening participation agenda has been a particular focus over the past year and we hope to
be able to expand our number of apprentices.
Looking forward, the key objectives for 2010/11 have been agreed by the Learning Group.
Supported by a successful bid to the Coventry and Warwickshire Workforce Locality
Stakeholder Board we will be leading a project to work collaboratively with other local
healthcare providers to develop generic mandatory training competencies, appraisal
documentation, etc to facilitate transition of staff across the local health economy.
-1-
2009/2010 Annual Training and Development
Report
“We must ensure that our workforce is empowered to deliver
innovative and pioneering healthcare. Developing existing staff is
essential to the “High Quality Care for All” (Darzi, 2008) ambition of
providing high quality patient centred services enabling staff to keep
abreast of advancing techniques and supporting Continued
Professional Development”
David Nicholson, Chief Executive NHS - The Operating Framework for the NHS in England
2009/2010
Introduction
Requests to access both internal and external training and development opportunities over the
past year have once again risen significantly. Over 900 applications in the past year have been
received by the Learning Group (a multi professional group of staff who commission and authorise
training on behalf of the Trust). The group continues to ensure that applications meet both
organisational and strategic objectives as well as optimising available resources.
Whilst a challenge during the past financial year, the combination of careful budgeting and
proactively seeking and accessing external funding opportunities, has meant that training budgets
have remained in balance, as well as supporting the vast majority of applications. This is borne out
by the Staff Survey which stated that 73% of staff had received taught training in the past 12
months.
The Trust continues to work collaboratively with other local healthcare providers as well as local
colleges and universities. In particular the Trust has been able to utilise the training opportunities
provided by the Strategic Health Authority and Government Agencies in supporting the Widening
Participation Agenda.
The Learning and Development Objectives set in the last report to Board have been met. These
were:







To ensure funding was targeted to meet key Trust strategic and operational
priorities in line with the Trust’s objectives
The development of a competency based first line manager development
programme (see page 11)
Continue to expand learning and development opportunities for staff in Agenda for
Change bands 1-4 (see pages 7, 10)
To continue to support the appraisal process (see page 3)
To establish a Health Care Assistant Development Programme (see page 7)
The development and implementation of work experience programmes for our local
school children (see page 10)
Continue to work with the Communications Manager to ensure that training
opportunities are widely communicated.
Of particular note was the implementation of a Health Care Assistant Development Programme
and supporting Medical Secretarial staff to achieve qualifications in medical terminology and
administration. The appointment of a work experience coordinator across Warwickshire has
enabled local school children to attend taster days as well as structured work experience
programmes
Appraisal
Appraisal figures from the 2009-2010 staff survey show a significant increase in appraisals
undertaken within the Trust rising from 49% in 2008 to 76% in 2009. The Trust continues to
support appraisal with regular training sessions provided internally for both appraisers and
appraisees. Appraisal data is now downloaded onto ESR, giving precise data against Trust
headcount. A key priority for the Learning Group for 2010/2011 will be to improve the level of
appraisal as well as review and update existing documentation to provide added value to the
process.
-1-
The Learning Group
Now in the 6th year since its inception, the Group continues to expand its core membership which
also now includes the Trust contracted staff G4S. The multi-professional focus of the group
(Operating Department Practitioners to Medical Secretaries) enables the group to remain both
objective and fair in the commissioning of training and education from a Trust wide perspective. A
key objective for the group in the forthcoming year will be to prioritise funding using the
departmental training plans in anticipation of reduced externally available training income.
Clinical and Non Clinical Mandatory Training Group
This sub group of the Learning Group formed in 2008 is now firmly embedded in the Learning and
Development function. Those staff responsible for delivering Mandatory Training attend the bi
monthly meetings, along with representatives from the Governance Team, to ensure that the group
fully complies with the Care Quality Commission and NHS Litigation Authority requirements. The
mandatory training needs analysis is reviewed on an annual basis. The expansion of the Trust’s
Nursing Bank and reacquisition of the Nicol Unit and Minor Injuries Unit at Stratford Hospital has
meant that additional training dates have had to be added to the Mandatory Training calendar to
meet Trust demand.
Mandatory Training for Non-Clinical Staff
Following suggestions to provide more structure to non clinical mandatory training a half day
session was introduced in July 2009. February 2010 saw the inclusion of Basic Life Support and
Infection Prevention training. These sessions have been widely attended and evaluation has been
excellent.
Mandatory Training Attendance from 1st April 2009 - 31st March 2010
1250 staff attended Clinical Mandatory Training
125 staff attended Non Clinical Mandatory Training (From July 2009)
The content of the Clinical and Non Clinical Mandatory Training Programmes are outlined in
Appendix A and Appendix B
-2-
Training Budgets
Organisational Development
Supported with a Trust allocated budget of £93,000, the diagram below highlights the 43 wards
and departments who received at least £300 of funding. The total number of applications to
access this budget was 583. This once again demonstrates the commitment by the Learning
Group to ensure that all departments have access to and are supported by this budget.
Organisational Development Budget
A&E
Beaumont
Castle
Chaplaincy
Charlecote
Clinical Education
Corporate
Day Surgery
Discharge Planning
Dugdale
Estates
Fairfax
Finance
Gastroenterology
General Management
General Medicine
Governance
Gynaecology
Hatton w ard
Hearing Services
Hospital at Night
Hotel Services
HR
Intensive Care
ITSS
MacGregor
Machen Eye Unit
Malins/CCU
Maternity
Medical Division
Medical Measurement
Nicholas
Occupational Therapy
Orthopaedics
Outpatients
Outreach
Pharmacy
Physiotherapy
Radiology
SCBU
Spiritual Care
Squire
Surgical Division
Theatres
Tissue Viability
-3-
Externally Accessed Training Budgets
Learning Beyond Registration
The Trust receives, based on nursing and allied health professional headcount, funding from the
Strategic Health Authority to support CPD for these groups of staff. 2009/2010 allocation was
£70,207 and this supported 146 applications. To access this funding the Trust submits a predictive
training plan based on anticipated spend for the forthcoming year. The chart below identifies how
that funding was accessed by in 2009/2010.
23 Hour
Learning Beyond Registration
48 Hour
A &E
Anaesthetics
Audiology
Aylesford Unit
Beaumont
Castle
Charlecote
Colorectal Cancer Nursing
Team
Corporate
Critical Care
Day Surgery
DVT Service
Endoscopy
Fairfax
GU Clinic
Hospital at Night
Intensive Care
MacGregor
Malins
Mary Ward
Maternity
Medicine
Nursing & Quality
Occupational Therapy
Outpatients
Orthopaedics
Physiotherapy
Radiology
SCBU
Theatres
Urology
Victoria
Willoughby
-4-
The Joint Investment Framework
(Funding from the Strategic Health Authority and the Learning Skills Council)
This current funding stream supports the Widening Participation Agenda for those staff in Agenda
for Change bands 1 to 4 and who do not have a higher professional qualification. To date the
Trust has accessed over £29,000 of funding to support a wide variety of educational opportunities.
Last year 75 Trust staff accessed NVQ qualifications at level 2 and level 3 as well as ECDL, Minute
Taking, and First Aid Training.
Widening Participation Agenda
Anaesthetics
Booked Admissions
Colposcopy
Endoscopy
Fairfax
Finance
Gastroenterology
Governance
Human Resources
IM & T
Infection Control
Medical School
Medical Secretaries
Opthalmology
Outpatients
Paediatrics
Pharmacy
Radiology
Rheumatology
Squire
Surgical Appliances
Surgical Division
Theatres
Tissue Viability
Victoria
Healthcare Assistant (HCA) Development Programme
This programme, designed by the Trust’s Clinical Skills Educators enables HCAs in the Trust to
develop the skills and knowledge required to deliver safe and effective care. HCAs make an
important contribution to the care of patients and are a valued member of the clinical team. The
programme aims to give HCAs the opportunity to develop their practice and meets the
requirements for an HCA in line with the NHS Knowledge and Skills competency framework. To
date 45 HCAs have committed themselves to the programme, of which 27 have completed, or
nearly completed, their competencies.
-5-
Clinical Education and Resuscitation
The Resuscitation service has trained in the past 12 months, 1,250 staff who have direct patient
contact in “basic and in hospital support” which includes training in automated external
defibrillation. Medical staff receive life support training and assessment specific to their role at
induction, which includes a full day paediatric training programme for all doctors commencing in
Paediatrics and Accident and Emergency.
The Resuscitation department has also trained 54 staff this year in Acute Life Threatening Events
Recognition course (a course designed to teach healthcare staff how to anticipate, recognise and
prevent critical illness at an early stage). The aim of the course is to train staff on the aspects of
acute illness with the aim of reducing hospital mortality and admission into the Intensive Care
Department.
The department has also trained another 48 staff in Immediate Life Support courses equipping
staff to be effective members of the Cardiac Arrest Team as well as supporting another 3 courses
to recertify existing staff with this qualification.
In March 2010 the Resuscitation Team underwent its 4 yearly assessment by the Resuscitation
Council. Feedback was excellent. Of particular commendation was the high quality of training
delivered as well as the organisation of the course.
Clinical Skills and Education
The Clinical Skills Educators have continued to deliver a wide variety of clinical skills within the
Clinical Skills Facility. This multi professional teaching facility has enabled 516 Nursing staff and
565 medical students to receive training in a wide range of clinical skills such as Venepuncture, IV
therapy training, Cannulation and Infusion Device Training. Subject to funding, it is hoped to
expand the existing training available to include arterial blood gas training and IV drug
administration.
Undergraduate Nurse Education
The Trust continues to provide supported placements for students from Coventry University.
These placements are supported by over 235 of Trust staff qualified in mentoring and assessing.
For the quarter January to March 2010 the Trust saw the highest number of supported student
weeks ever at 740. This was an increase of 415 weeks from the previous quarter October to
December 2009.
The Nursing and Midwifery Council undertook a review in December 2009. Coventry University
and the Trust received an overall rating of “good” but Trust delivered practice learning received
“outstanding” in all areas. The Trust Practice Facilitators were singled out for excellent mentor
registers and partnership working. The recently implemented audit tool “Learning Environment
Educational Profile” was considered excellent.
Undergraduate Medical Education
The Trust has once again seen an increase in the number of Medical Students allocated to the
Trust from the University of Warwick together with the additional income this generates. The Trust
continues to participate fully in teaching for all 4 years of the Graduate Entry Programme.
The expansion of more Clinical Teaching Fellows to support teaching delivery now totalling 7, (3 in
Medicine, 2 in Surgery and 2 in Obstetrics and Gynaecology). The recent Quality Monitoring visit
-6-
in October 2009 by the SHA and University commended the Trust for its excellent teaching
programmes and models of delivery, and the University stated that they would like to see this
practice adopted by other Trusts locally. The benefits of these posts are two-fold for the Trust:
They help support the Trust to meet European Working Time Directive rota compliance in these
specialties as well as being able to offer more bedside and small group teaching for students.
Evaluation of our teaching remains excellent but does pose problems for the Trust and University
staff with many students expressly wishing to have placements at Warwick!
The Clinical Skills Educators continue to work with the University to ensure that the skills delivered
meet the requirements of the GMC document “Tomorrows Doctors 2009”.
The Widening Participation Agenda
In addition to supporting and develop staff in bands 1 to 4, as outlined on page 7, the Trust is
working to increase its numbers of apprenticeships. The Trust currently has 5 apprentices based
in administration and in the Pharmacy Department. It is hoped to increase this number further to
help support national and regional initiatives to employ more people onto work based training
programmes.
The Trust is hoping to support apprenticeship programmes within the Medical
Secretarial function as well as in an Operating Department Practitioner development programme.
Work Experience
A work experience co-ordinator has been appointed to support work experience initiatives within
Warwickshire. This was possible because of
funding allocated to the Trust from the SHA.
Collaborative working with NHS Warwickshire, the Partnership Trust and George Eliot Hospital,
has meant that a full time post has been appointed to, to support all organisations. The Trust has
received significant support since the appointment of the postholder in June 2009 and many work
experience placements have now been created. Taster days for local schools have already taken
place and have received a high profile in the local media. Feedback from both the pupils and
schools so far has been excellent. Of particular note is the enthusiasm of staff members to support
and participate in work experience programmes.
Leadership and Management Development
The Trust has committed significant funding to support management development training during
the past 12 months. This has been by delivering an “in house” management development
programme based on the Health and Safety Executive Management Standards, as well as a
Leading Empower Organisation’s 3 day programmed delivered by Leeds University.
Over 60
staff undertook one or other of the programmes and feedback has been excellent.
Expanding on this work, and following feedback from the staff engagement sessions delivered by
the Chief Executive, work has been undertaken to develop a first line manager competency
programme (see appendix C) This programme has been piloted since February and will be
mandatory for all new line managers from April 1st 2010. The content of the programme is
designed to give managers practical support in their day to day work and encompasses a wide
variety of topics including how to manage sickness absence, report writing and budget
management.
Trust leadership competencies have also been developed, along with a competency assessment
framework for senior managers, which will form part of appraisal documentation where appropriate.
-7-
Commissioning for 2010
Identified as an urgent requirement for clinical staff through the departmental training plans
submitted in February 2010, the Trust has already commissioned dementia training for clinical
staff. This programme will commence in April 2010. Root Cause Analysis and Root Cause
Analysis update training is another identified priority area and this has been commissioned to take
place later in the year. The Trust has also commissioned team building training and will be
working with the Divisional teams to identify areas where support is required.
Summary
The Trust has delivered a wide variety of training and development opportunities during the past 12
months and continues to be resourceful as well as proactive in identifying and supporting
organisational development needs.
The Learning Group continues to have an active and
committed membership and the group itself is keen to promote all types of learning including elearning and collaborative learning opportunities with other local healthcare providers.
The quality of collated training data has never been as good, and this is of particular benefit when
information is required to meet the requirements of the Care Quality Commission and NHS
Litigation Authority standards.
The data also allows the Learning Group to refer to previous
funding commitments if needed if prioritisation should be required. There is now regular evaluation
of both internally delivered and externally delivered training and a includes benefits analysis to
monitor effectiveness.
The 2010 Trust Training Directory lists the wide variety of opportunities available to qualified and
unqualified, clinical and non clinical, as well as contracted staff. The Clinical Skills Facility
continues to provide excellent clinical training and it is hoped to increase the current staffing levels
and types of courses offered. By doing this, the Trust can then provide the opportunity to income
generate from other local healthcare providers where there is a great demand for this type of skills
training.
Training and Development Objectives for 2010/2011

To embed the leadership competencies and senior management competency framework as
well as evaluate the effectiveness of the first line manager competency development
programme.

To support the organisational development initiatives presently being undertaken at
Stratford Hospital in conjunction with the Kings Fund

To apply and access additional training opportunities by continuing to work collaboratively
with local colleges and higher educational providers as well as any initiatives supported
and funded by the SHA

Review appraisal documentation and add value to the appraisal process by more targeted
training for managers.

To support the SHA’s Quality Improvement Productivity, Performance and Partnership
(QIPPP) agenda by developing local generic HR documentation to aid easier transition of
staff across the local health economy

To be proactive and collaborative with other local healthcare providers, in a challenging
financial climate, by developing shared training programmes with particular reference to
staff in Agenda for Change bands 1 to 4
-8-

To promote the excellent training and development locally and regionally being delivered
by Trust staff to support undergraduate trainees

To increase Clinical Skills provision to ensure that the clinical workforce are equipped to
provide high quality care to patients
-9-
Appendix A
Clinical Mandatory Training
08.45
In hospital Life Support(Julie Lyons/Claire Pahal)
11:00
Outreach/Observations
These sessions to be attended by
Nurses, Midwives, HCAs, ODPs
and Doctors
Early Warning Scores
(Outreach Team)
11:15
Coffee
11.30
Infection Prevention
Allied Health Professionals,
Porters, Phlebotomists, Pathology
and any other clinical staff join
mandatory training at this point.
(Christine Georgeu)
12.30
Lunch
13.00
Child Protection and Vulnerable Adults
(Helen Walton/Maggie Ward)
14.00
Food Hygiene
(Sarah Edwards)
14:15
Blood products
Basic Life support
Nurses, Midwives, HCAs, ODPs and
Doctors
(Sarah Haley)
AHPs, Porters and Phlebotomists
(Claire Pahal)
15.00
Tea and Coffee Break
15.15
Waste Disposal
(Amit Mistry)
15.45
Equality And Diversity
(H.R Team)
16.00
Information Governance
(Sara Owens)
16.45
Close
For further information on Mandatory Training please refer to the
Trust Training Needs Analysis Booklet:
- 10 -
Appendix B
Non-Clinical Mandatory Training Timetable
1.30
Basic Life Support
25Mins
This session covers the basic
techniques of life support.
Infection Control
20Mins
This session covers the
importance of infection control
in the hospital environment
Fire Training
35Mins
Knowledge & Understanding in
Fire Risk Assessment
Customer Service
15Mins
Session covering the importance
of customer service within the
NHS; how we communicate,
handling complaints and
understanding why people get
angry
3.05
Coffee Break
15Mins
3.20
Information Governance
30Mins
Julie Lyons x 4939
1.55
Christine Georgeu/Kate Wheeler x
4190
2.15
John Mooney x 4863
2.50
Janet Bonser x 8020
Jane Wheelan x 4676
Vanessa Brown x 8332
Sara Owens x 4707
Sarah Harris x 4594
3.50
Waste Disposal
20Mins
Equality And Diversity
15Mins
Child Protection
15Mins
Amit Mistry x 4601
4.10
HR Team
Laura Bick x 4307
Heather x 8088
4.25
Helen Walton x 8037
4.45
Close
Session covering legislation and
guidance and how to improve the
way personal/sensitive
information is handled
This session covers different
types of waste and how to
dispose of it safely.
Provide an awareness of Equality
and Diversity issues in the
workplace
Understand basic Child
Protection Processes.
Enclosure C
DEVELOPING OUR MANAGERS
Background
One of the Trust’s key objectives is to improve staff satisfaction across the organisation and this
paper sets out our strategy for achieving this.
We believe that the conduct of individuals should clearly reflect what the organisation “stands for”
and how the organisation wishes to be seen by the outside world. In support of this the Trust
developed a Leadership Charter (Appendix A) in 2007 which defines nine principles to be followed
by individuals in leadership roles.
Issues and concerns
In the past 2 years we have seen a number of indicators that we need to further embed a more
engaging leadership culture within the organisation. These include:

The 2008 National Staff Survey where 22% of respondents reported that they had
experienced bullying from a colleague or manager in the past year;

Recent Wellbeing Surveys which highlighted some concern around: internal
communication; consultation with staff; bullying and lack of feedback from managers;

The staff engagement programme which highlighted issues around: communications;
feedback; recognition and consultation.
We know from the extensive research available, including that undertaken by the Health and
Safety Executive and the Chartered Institute of Personnel and Development, that commitment,
trust and staff engagement have a significant and positive impact on staff wellbeing, motivation and
morale and that this subsequently enhances standards and quality of care. We also understand,
both from the available research and from what our own staff tell us that the behaviours of our
managers and leaders have a more significant effect than our policies, procedure and systems.
Development of leadership competencies
We believe that the next step for us is to agree a set of leadership competencies (Appendix B). In
the development of these we have considered whether we think leaders at different levels of the
organisation need different leadership behaviours to be effective and, as such, have developed a
set of leadership competencies for line managers and a further set, which describe more
developed leadership behaviours, for senior managers (e.g. General Managers, Assistant General
Managers, Matrons). Central to these competencies is our Leadership Charter and the
competencies can be mapped back to it.
In order to support our senior managers to achieve the leadership competencies described, an
assessment tool has been developed (Appendix C). This is a simple assessment which could be
used for self assessment or to gain some multi-source feedback. It is intended that, in the first
year, it is used as a self assessment tool as part of the manager’s preparation for their appraisal. It
will then form the basis for the discussion around leadership competence which takes place in the
appraisal which will then inform the personal development plan (PDP).
In order to provide a useful toolkit for ensuring communications and appraisals are managed and
rolled out appropriately, a set of core generic objectives has been developed for all line managers.
(Appendix D)
Supporting our line managers
The Trust is committed to supporting managers at all levels to understand their responsibilities.
Line Managers Induction Programme
The Trust recognises that, in order to provide effective leadership and support to their team,
managers need a portfolio of skills and knowledge to help them in their day to day role and in
managing difficult or challenging situations. A modular management induction programme
(Appendix E) has been developed which covers the full range of: human resources; business and
financial management skills. Implementation will take a three phased approach:

Existing line managers with identified skills gaps will be enrolled on to the programme

The training will be mandatory for all newly appointed first line managers as part of their
induction

Aspiring line managers who have been identified through the Trust’s appraisal process will
be enrolled on to the programme in order to provide them with the skills and knowledge
prior to commencing any line management role.
This programme encompasses all core skills and will form the basis of more individual personal
development plans for our managers.
Coaching and Mentoring
For line managers:
The HR Department has a list of managers from within the organisation who are competent and
willing to act as coaches for line managers. Managers who participate in one of the Trust’s
Management and Leadership programmes will be assigned a coach to work with them for at least
the duration of the programme.
For senior managers:
Where a senior manager’s PDP includes gaining access to a coach it is likely that this would be
with an external coach. The Trust has access to a small number of coaching opportunities
through the Coventry and Warwickshire Workforce Locality Stakeholder Board and occasionally
through the Strategic Health Authority. This HR Team will have information of what is currently
available. In addition the Executive Team are often able, through their professional networks, to
provide assistance with identifying a suitable coach for a senior manager.
The Trust’s Psychology Team are available to offer mentoring support to senior managers as a key
part of their personal development.
1
LEADERSHIP CHARTER
The following 9 principles will be followed by all individuals in leadership roles within the Trust. In particular
Executive Directors will act as role models in demonstrating these behaviours;
1. PATIENTS
Providing healthcare to patients is our primary focus, everything we do should be seen in the
context of providing the best healthcare within available resources.
2. MEETINGS
Meetings will start on time and will run for a predetermined time. Where practical mobile phones
will be turned off and mobile e-mail devices will not be used. The meeting will stick to its intended
purpose and if possible any relevant papers will be circulated in advance and apologies and or
deputies provided where necessary.
3. COMMUNICATION
Communications should be delivered respectfully and where practical face to face. Letters and email should be responded to within 5 working days when directly sent to an individual. The copying
of e-mail communications to multiple recipients should be restricted to those who need to know and
who are not expected to respond. All communications should be clear and free from unnecessary
jargon.
4. INVOLVEMENT
Where practical, decisions should be properly thought through and open to challenge at the stage
of their formation. Through this, consultation is encouraged as a means of improving the outcome.
5. CLARITY OF PURPOSE
The Trust should have clear aims and objectives and these should be reflected in the roles and
objectives set for individual members of staff.
6. FEEDBACK
Feedback and challenge is encouraged. It should not be aggressive but honest and open and used
as a means of improving performance and relationships.
7. WORKLOAD
The NHS is an environment where there is always something to be done. In this context, while
expectations and priorities should be made clear, the workload of individuals should be appreciated.
8. WORKING LIFE
We will engender a positive atmosphere throughout the Trust making peoples working lives and
environments as positive and conducive to good quality patient care as possible.
9. RECOGNITION
We will recognise the contribution of each and every member of staff providing support for their
personal development and promoting the culture of a learning organisation.
Glen Burley
Chief Executive
South Warwickshire General Hospitals NHS Trust
Area of competence
Line Manager
Senior Manager
Communications
(Leadership Charter 3)
Understands the importance of person to
person communication and the limitations of
electronic communication.
Approachable and not status conscious.
Able to resolve problems.
Able to receive and disseminate information in
a way which is appropriate for the audience.
Encourages others to think about
improvements in their area.
Develops productive working relationships.
Empowers team to make decisions without
fear of blame.
Exceptional communicator; inspires others;
infectious enthusiasm; able to communicate
the vision of the organisation.
Approachable and not status conscious.
Demonstrates genuine attentiveness to
others.
Able to negotiate a successful outcome.
Encourages strategic thinking
Encourages questioning/new approaches and
solutions to problems
Consults and involves others in decision
making; open to criticism and disagreement
Enables others to take decisions
Has a clear vision and able to draw others
into achievement of vision
Clarifies objectives and boundaries
Decisive when required; prepared to take
difficult decisions and risks when appropriate
Involvement
(Leadership Charter 4)
Clarity
(Leadership Charter 2 and 5)
Feedback
(Leadership Charter 6)
Able to translate department/service
objectives into individual objectives.
Helps individuals understand how they fit into
the organisation and how their role
contributes to the department and Trust
objectives.
Honest and consistent in behaviour.
Able to acknowledge mistakes,
misunderstandings and errors and to
apologise when necessary.
Gives honest, timely feedback.
Listens to others
Honest and consistent in behaviour.
Encourages critical feedback of him/herself
Able to create and maintain teams of people
who are able to trust each other and to be
critical without fear and in the knowledge that
lessons can be learnt and applied
Area of competence
Line Manager
Senior Manager
Support
(Leadership Charter 7, 8 and 9)
Demonstrates an understanding of other
person’s thoughts, experiences and ideas.
Supportive when mistakes are made.
Recognises and considers individual needs.
Develops a culture of mutual support and
respect within the team.
Delegates effectively.
A desire to develop the potential of others.
Able to facilitate change sensitively,
understanding the impact on individuals.
Gains confidence of staff through sensitivity to
needs.
Supportive when mistakes are made.
Confronts a conflict at the time of the conflict.
Resolves disputes.
Shows general concern: coaches; mentors;
has positive expectations of what
individuals/teams can achieve
Delegates effectively.
A desire to develop the potential of others
Able to facilitate change sensitively,
understanding the impact on individuals
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
Assessment tool
In order to support senior managers, the attached leadership tool has been developed. Based on the senior leadership behavioural competencies
(see Appendix B), it provides a mechanism for self assessment. Senior managers should consider each of the areas of competence below, then self
score their current level of competence using the self scoring indicator sheet attached at Appendix D. This information can then be used in
preparation for a development discussion with their manager when meeting for their annual appraisal and personal development planning session.
As a result of this discussion, an action / development plan should be agreed with their line manager. This should identify opportunities to use the
manager’s strengths to maximum benefit and to address competencies where a development need has been recognised, ensuring these are
completed within agreed timescales.
Senior managers who have direct reports who are also in senior management roles should ensure that those direct reports also self score using the
leadership behavioural competencies assessment tool and that they review these and discuss with to them during a development discussion,
agreeing an action / development plan with the direct report.
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
AREA OF
COMPETENCE
1
Poor communicator
5
7
9
Good communicator
Excellent
communicator
Exceptional
communicator
Makes no attempt to
inspire others with
ideas
Has an action plan for
developing
communications skills,
and for communicating
positive messages to
encourage others
Able to communicate
ideas in a positive way
Engages others in
ideas and vision for
achieving these
Inspires others
Lacks enthusiasm for
tasks and makes no
attempt to enthuse or
motivate others
Working towards
presenting ideas in a
positive and motivating
way
Enthusiastic about
tasks and
communicates this to
others
Developing ability to
communicate
organisational vision
Able to communicate
the vision of the
organisation
Remains aloof from
team and is not easily
accessible
Visits team to check
on work in progress at
own convenience
Encourages team to
approach him/herself
and to raise issues of
interest or concern
Approachable but not
status conscious
Poor listening skills
and does not
demonstrate interest in
issues affecting others
Understands the need
to improve listening
skills and has an
action plan for
addressing issues
affecting others
Manages team
effectively; holds
regular team meetings
where key information
is imparted
COMMUNICATIONS
(Leadership Charter 3)
3
Poor negotiating skills
with little evidence of
achieving successful
outcomes
Developing negotiating
skills through planned
activities
Listens to others
before making
decisions
Possesses good
negotiating skills but
may not always
achieve mutually
positive outcomes
Demonstrates desire
to consult with others
before embarking on
initiatives
Good negotiator
Infectious enthusiasm
Demonstrates genuine
attentiveness to others
Able to negotiate
successful outcomes
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
AREA OF
COMPETENCE
INVOLVEMENT
(Leadership Charter 4)
1
3
5
7
Focuses on day to day
management tasks
and encourages staff
to do the same
Understands the need
for building strategic
goals for team and is
working towards
developing these
Has identified strategic
goals for team and
shared these with
team members
collectively and
individually
Invites team to
contribute to strategic
developments in team
meetings, etc
Encourages strategic
thinking – embedded
in culture of team
Discourages new
ideas and initiatives
from staff and directs
own solutions
Understands the need
to listen to staff inputs
and has an action plan
for encouraging staff
to contribute to policy
and service
development
Listens to staff ideas
and initiatives and
consults team on
policy and service
development
Working towards open
dialogue with team
Encourages
questioning/new
approaches and
solutions to problems
Takes others ideas
and suggestions into
account when making
decisions
Working towards joint
discussions and
consultative style of
decision-making
Consults and involves
others in decision
making
Takes decisions in
isolation without
consultation of team or
others
Discusses decisions
with key staff in team
9
Uncomfortable with
criticism – does not
ask for feedback or
comment from others
Accepts the need to
invite feedback but
uncomfortable in
dealing with it
Invites feedback from
others and can cope
with criticism
Developing culture in
team to encourage
open feedback
Open to criticism and
disagreement
Does not delegate
ownership or
responsibility to others
Recognises the need
to delegate more
effectively
Delegates
appropriately
Empowers others to
take decisions with
appropriate support
Enables others to take
decisions
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
AREA OF
COMPETENCE
CLARITY
(Leadership Charter 2
and 5)
1
Is unable to translate
Trust vision and key
objectives into own
work area
3
5
Working towards
developing a vision for
team and defining key
objectives for self and
team
Has a clear vision and
a clear set of
leadership
commitments based
on Trust key
objectives.
Personal and team
objectives are unclear
with no system for
measurement of
success
All Appraisals
undertaken and
planned for the year
Indecisive about the
way forward
Has an action plan in
place for developing
decision making and
risk management skills
Wavers over difficult
decisions and is
unwilling to take risks
Sets clear objectives
based on Trust key
objectives and is able
to communicate these
clearly to team.
Makes decisions but
does not always make
time to involve others
or consult on initiatives
7
9
Communicates vision
effectively to others.
Has a clear vision and
is able to draw others
into achievement of
vision
Agrees objectives with
team members in
context of wider
organisational goals.
Clarifies objectives
and boundaries
Building on decision
making skills;
developing risk
management skills
Decisive when
required
Prepared to take
difficult decisions and
risks when appropriate
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
AREA OF
COMPETENCE
FEEDBACK
(Leadership Charter 6)
1
Behaviour towards
others is inconsistent
and not always open
and honest
Unwilling to accept
criticism and does not
encourage feedback
from others
3
Has an action plan to
treat individuals
consistently – e.g.
using appraisal,
development
opportunities
Does not cultivate trust
and openness in team
Understands need to
accept feedback and
working towards being
able to accept it in a
constructive way
Does not encourage
open and honest
exchange of ideas
Unsure how to deal
with conflicts within
team
Culture of fear of
expressing own views
exists within team
Working towards
developing open
communication within
team, e.g. at team
meetings
5
7
9
Treats individuals
consistently
Team developing
culture of open and
honest behaviour
Honest and consistent
in behaviour
Accepts criticism and
feedback but does not
actively encourage it
Able to deal
comfortably with
critical feedback
Encourages critical
feedback of
him/herself
Delegates work
effectively to team
members but does not
encourage individuals
to work together to
achieve results
Developing trust and
confidence of team
Able to create and
maintain teams of
people who are able to
trust each other, to be
critical without fear
and in the knowledge
that lessons can be
learned and applied.
Team functions as a
set of individuals
Developing a no
blame learning culture
where lessons can be
learned from mistakes
LEADERSHIP BEHAVIOURAL COMPETENCIES – PERFORMANCE ASSESSMENT CRITERIA
SENIOR MANAGERS
AREA OF
COMPETENCE
SUPPORT
(Leadership Charter 7,
8 and 9))
1
3
Does not demonstrate
sensitivity to or
understanding of
needs of staff
Has an action plan for
providing support for
staff, e.g. through
planned appraisals
and PDPs
Apportions blame
when mistakes are
made
Understands need to
discuss and review
mistakes with
individuals to gain
further insight
Takes a passive
stance towards
conflict; seeks to avoid
conflict where possible
Has identified need to
deal more effectively
with conflict and has a
plan for addressing
with team
5
7
9
Can evidence
discussion of
individual staff needs
through appraisal
process
Working towards a
culture of open sharing
of issues within team
Gains confidence of
staff through sensitivity
to needs
Can evidence system
to review learning
points with team when
mistakes are made
Developing a
supportive
management style
Supportive when
mistakes are made
Can demonstrate
understanding of likely
areas of conflict for the
team and their
individual roles and
has shared this with
the team
Manages conflict
effectively – ensuring
consistency of
treatment for both
sides
Confronts a conflict at
the time of the conflict
LEADERSHIP BEHAVIOURAL COMPETENCIES ASSESSMENT CHART
Area of competence
Rating of performance
Communication
(Leadership Charter 3)
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Involvement
(Leadership Charter 4)
Clarity
(Leadership Charter 2 and 5)
Feedback
(Leadership Charter 6)
Support
(Leadership Charter 7,8 and 9)
Name __________________
Date
__________________
Please indicate where you believe your performance against these competencies is currently
positioned. Assessment criteria are attached for guidance.
CORE GENERIC OBJECTIVES FOR ALL LINE MANAGERS
Appraisal

Ensure a structured appraisal is undertaken for each member of staff in the
team within the 2009-10 financial year. This to include:
o Review of objectives from previous year
o Discussion about what has gone well and what the individual has
achieved
o Discussion about what has not gone well and identification of
appropriate learning points and individual’s development needs

Ensure each member of staff has a Personal Development Plan with
identified goals and development needs. This to include:
o Discussion about individual’s own aspirations, preferences and
development options
o Action plan recording training and development interventions identified
Communications

Hold weekly team meetings with all staff (ensuring communication is made
with part-time/night staff who may be unable to attend these). These to
include:
o Feedback from team brief on a monthly basis
o Updates on changes, initiatives or progress of projects relevant / of
interest to the group
o The opportunity for all members of the team to raise issues of interest
or concern. A template for use in encouraging staff to suggest items
for discussion is available
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Line Managers’ Induction Programme
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CONTENTS
Introduction
2
Recruitment and Selection Workshop
3
Manager’s Role in Induction
4
Sickness Absence Management
5
Managing Work-related Stress
6
Appraisal Training for Reviewers
7
Managing Budgets
8
Managing Maternity, Annual and Special Leave
9
Management Development
10
Trust Management Development Programme
11
Report Writing and Preparation of Business Cases
for Managers
12
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Communications and Team Building
13
Health and Safety Training for Managers
14
Support for you
15
Record of Completion of Induction Modules
16
On Completion
17
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February 2010
1
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Introduction
Welcome to the Trust’s new Line Manager’s Induction Programme.
You may have been recently appointed to a management post,
have recently joined the Trust or be completing the programme to
update your skills and knowledge. In order to provide effective
leadership and support to your team, you need a portfolio of skills
and knowledge to help you in your day to day role and in
managing difficult or challenging situations.
The Trust has developed this programme in order to give you the
opportunity to attend a suite of learning and development
workshops designed to underpin your competence as a manager.
The workshops have been designed to be both informative and
participative and are delivered in small learning sets. This booklet
outlines the content of the management induction programme
which you will be expected to complete within 1 year of being
appointed into your line management role.
February 2010
2
Recruitment and Selection Workshop
This workshop is essential for all managers, especially those who
will be acting as Chair of an interview panel. Managers also have
a responsibility to ensure that any staff in their team who will be
sitting on an interview panel attend the training.
The workshop provides:
 an update on the recruitment and selection policy and
procedures
 an understanding of the role of the recruiting manager
 an appreciation of importance of and reasons for preemployment checks
 key preparations for interview
 best practice in interview skills
This workshop is held regularly throughout the year. Please book
a place via the Electronic Study Leave System on the Trust
intranet.
February 2010
3
Manager’s Role in Induction
This workshop is designed to support managers in understanding
the induction process and the importance of their role in this. It is
a lunchtime session, lasting approximately 1.5 hours.
The workshop is designed to advise on:
 the benefits of a well organised and planned induction and
the impact on staff retention
 what should be covered in the corporate induction process
and what new starters need to have done to meet mandatory
and statutory Trust requirements
 what should be covered in a local induction
 what is covered within the Trust’s Induction Policy
This workshop is held regularly throughout the year. Please book
a place via the Electronic Study Leave System on the Trust
intranet.
February 2010
4
Sickness Absence Management
The half day workshop outlines the Trust’s policy and procedures
for managing sickness absence.
The objectives of the workshop are:
 To act as an introduction to managing long and short term
sickness absence with the updated policy and guidance
notes.
 To clarify the roles and responsibilities of line managers,
Occupational
Health
and
Human
Resources
in
the
management of sickness
 To support managers in the practicalities of managing
sickness, setting improvement targets, monitoring and
reviewing attendance
This workshop is held regularly throughout the year. Please book
a place via the Electronic Study Leave System on the Trust
intranet.
February 2010
5
Managing Work-related Stress
Once you have attended the Sickness Absence Management
workshop, you should attend this complementary workshop which
looks in more detail about managing sickness absence or potential
absence caused by stress.
It is primarily aimed at supporting
managers to prevent the working environment from becoming
stressful and managing others’ stress, but it also includes advice
on managing your own stress.
The workshop covers:
 Recognising the signs and symptoms of stress
 Understanding the causes of stress
 Understanding how to carry out stress risk assessments
 Managing stress related absence and return to work
 Techniques for managing your own stress
The workshop is a half day session held twice a year – normally in
March and September. Please book a place via the Electronic
Study Leave System on the Trust intranet.
February 2010
6
Appraisal Training for Reviewers
An effective appraisal is an invaluable tool for you as a manager
and for the member of staff being appraised. It is an opportunity
for you to sit down with your team on a one to one basis to discuss
their issues, and if done well, it can motivate, reward and support
the individual, reducing stress and absence levels and making the
team work more cohesively.
The half day workshop has the following objectives:
 Understand
the
link
between
appraisals/Personal
Development Reviews (PDRs), the NHS Knowledge and
Skills Framework (KSF) and organisational objectives
 Describe the purpose of an appraisal, and its benefits
 Describe the skills, behaviour and attitude required for
effective PDR meetings with staff
 How to structure a PDR meeting
 Describe the features of and understand the importance of
giving effective constructive feedback
 The importance of tracking and monitoring the outcomes of a
PDR meeting, including setting and reviewing objectives;
planning activities and actions that need to be implemented
The workshop is held regularly throughout the year, and one to
one sessions can be made available if required. Please book a
place via the Electronic Study Leave System on the Trust intranet.
February 2010
7
Managing Budgets
Understanding and managing your budget is an essential part of
your role as a line manager.
This half day workshop is aimed at supporting managers to read
and interpret their budget statements. This involves techniques
required for ensuring that budgets are monitored and in balance
throughout the financial year, identifying and dealing with any cost
pressures encountered.
The objectives are for managers:
 To be able to understand and interpret monthly budget
statements
 To identify any cost pressures and flag appropriately
 To monitor expenditure to ensure a balanced budget
 To understand the resources they have, ensuring delivered
within allocated budget
 Where appropriate, understanding sources of income,
funding and income generation
The workshop is a half day session. Please book a place via the
Electronic Study Leave System on the Trust intranet.
February 2010
8
Managing Maternity, Annual and Special Leave
This workshop provides advice and guidance on the legal position
and Trust policies when dealing with applications from staff for
annual; maternity; adoption; paternity; parental; and special leave.
The workshop outlines:
 Current maternity leave guidelines and procedures
 Current adoption leave guidelines and procedures
 Current paternity, parental (maternity support) and parental
leave guidelines and procedures
 Entitlements, calculation and accrual of annual leave
 Guidelines for managers on how to assess and decide upon
applications fro special leave
 Clarification of roles and responsibilities of line managers
and Human Resources in the management of leave.
This half day workshop is held regularly throughout the year.
Please book a place via the Electronic Study Leave System on the
Trust intranet.
February 2010
9
Management Development
As part of your induction programme, you will be able to attend a
management development training course. This will either be in
the form of a Leading Empowered Organisations (LEO) course, or
on the Trust’s internally developed Management Development
Programme.
You should discuss with your manager which would be more
appropriate for you and ensure that you are booked on to one or
the other within 6 months of commencing your new role.
a) Leading Empowered Organisations (LEO)
The LEO programme is a 3 day workshop run by Leeds University
in conjunction with the Centre for Development of Healthcare
Policy and Practice. The programme provides practical tools for
leaders to create an environment where responsibility, innovation
and change are supported. It aims to enhance decision making,
communications skills, problem solving, relationship building,
innovation and creativity.
Day One of the programme includes a conceptual framework of
management and leadership approaches, responsibility, authority
and accountability.
Day Two explores empowerment and
leadership development, building relationships and developing
capacity.
Day Three focuses on leading change and action
planning.
February 2010
10
Please contact the Education Office on ext 8088 to find out about
course availability.
b) Trust Management Development Programme
The Trust management development programme is a modular
course run over 7 sessions. It covers the leadership competencies
identified by the Trust as essential to managers, based on the
Leadership Charter.
These 7 modules, each lasting half a day, will run over a period of
approx. 20 weeks, and includes sessions such as;
 Developing leadership skills and motivating teams
 Change Management
 Supervision Skills
 Negotiation Skills
 Communication Skills
Participants will be expected to complete a developmental workrelated project/assignment as part of the course in order to embed
the learning acquired during this programme.
Please contact the Education Office on ext 8088 to find out about
course availability
February 2010
11
Report Writing and Preparation of Business Cases
for Managers
The report writing course is designed to support managers in
structuring and presenting reports for the appropriate forum.
It
also describes the process for preparing a business case.
This is a half day course. The objectives are:
 Describe the process for planning the content of the report
 Describe the process for structuring the report
 Discuss ways of presenting key information
 Discuss ways of presenting data
 Explore techniques for expressing ideas clearly and
succinctly.
 Explain guidance on preparing a business case, using the
Trust template
This half day workshop is held regularly throughout the year.
Please book a place via the Electronic Study Leave System on the
Trust intranet.
February 2010
12
Communications and Team Building
This half day workshop supports managers in planning and
delivering communications to their teams effectively.
The
workshop covers:
 The importance and value of team brief
 The responsibilities of managers to provide information and
updates to team members
 The value of regular communication and team meetings in
helping to improve team work, morale and motivation, and in
reducing stress levels
 Consideration
of
the
most
effective
communication
style/medium to use in different situations
 Planning a team building event
 The importance of encouraging feedback
This half day workshop is held regularly throughout the year.
Please book a place via the Electronic Study Leave System on the
Trust intranet.
February 2010
13
Health and Safety Training for Managers
This workshop is designed to outline the health & safety laws and
regulations; Trust’s policies and procedures involved in managing
issues of health and safety; implementing safe systems of work
and the carrying out of Risk Assessments
This one day course will cover the following objectives:
 To act as an introduction to how to manage health and
safety in the ward/department for new managers or as a
refresher session for more experienced managers.
 To provide an interactive discussion around the relevant
health and safety laws and regulations and the procedures
involved in managing safe systems of work.
 To discuss implementing Trust Policies and Procedures in
their area.
 To clarify the roles and responsibilities of line managers
concerning health and safety.
 To support managers in risk assessments and health and
safety audits.
 To provide an interactive discussion around managing
stress in the workplace.
February 2010
14
Support for you……
To support you personally as you embark upon this programme of
development, you may wish to take up the opportunity to have
either a coach or a mentor assigned to you. A coach could provide
you with the broad experience and knowledge associated with
your job or a mentor could provide you with knowledge, and skills
to support you in your own personal development
The Trust has an established a database of both clinical and non
clinical mentors and coaches within the Trust who have been
trained to undertake this type of support.
Should you require any further information, or would like to take up
any offer of support, please contact the Education Office on
extension 8088 or 4386
Your future development…..
Either during or after the completion of this programme, you should
be thinking about how you wish to develop or expand your
learning.
This should be done as part of your appraisal and
supported by a jointly agreed personal development plan with your
own line manager. The Trust Training Manual provides information
about a wide variety of both internal and external training
opportunities available to all staff.
February 2010
15
Record of Completion of Induction Modules
Management Development Programme modules
Name of workshop
Date
attended
Recruitment & Selection
Managers’ Role in Induction
Sickness Absence
Management
Managing Work-related Stress
Appraisal Training for
Reviewers
Managing Budgets
Managing Annual, Maternity
and Special Leave
LEO or Trust Management
Development Programme
(delete as appropriate)
Report Writing and Preparing
Business Cases
Communications and Team
Building
Health and Safety
February 2010
16
Signature of course leader
On completion
Congratulations!
You have completed the Trust’s induction
programme for line managers. We hope the knowledge and skills
you have gained, together with the network of colleagues you will
have met along the way, will help you in feeling increased
confidence in your management and leadership competence, as
you lead your team successfully through the changes and
challenges that meet us in the future.
Please ensure that having completed this programme, you arrange
to meet with your manager to give him/her feedback on the
contents and to discuss your future development needs.
February 2010
17
Notes
February 2010
18