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The role of education in workforce development November 2010

The role of education in workforce development November 2010. Stephanie Fade: Head of Strategy and Development (EC and WP). Workforce Development in a Liberated NHS. Supporting shared decision making and choice

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The role of education in workforce development November 2010

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  1. The role of education in workforce developmentNovember 2010 Stephanie Fade: Head of Strategy and Development (EC and WP)

  2. Workforce Development in a Liberated NHS Supporting shared decision making and choice • The ability to share expertise including tacit knowledge in an accessible way with colleagues and patients. Improving outcomes and productivity • The ability to innovate to enhance outcomes and productivity. Autonomous and accountable at the frontline • The confidence to make difficult decisions in management as well as direct patient care. DoH 2010 Equity and Excellence Liberating the NHS

  3. The role of education • Support communities of practice • Transform teams • Develop research skills • Disseminate innovations • Empower individuals to extend their scope of practice • Boost confidence • Inspire

  4. Managing the pace of change Needs assessment • Patient-centred workforce planning = competences you need cp competences you have. Tineka Bosma’s workshops in the sectors (London) The education market • Know the market – commissioners and healthcare providers • Stimulate the market - commissioners • Facilitate awareness of what is available in the market – commissioners and HEIs

  5. Competence-based education • Protection of title and enhanced professional status (Landman et al 1998) • Public accountability (Gonczi et al 1990,DoH 2000, 2001) • Development of skills and knowledge relevant to the workplace (Dearing 1997, European Ministers of Education 1999) • Development of new healthcare roles (NHS Management Executive 1991) • Global workforce mobility (European Ministers of Education 1999, DoH 2000)

  6. The challenges of competence-based education • Understanding competence helpfully • The “seductive promise of clarity” vs “a forest of verbiage” Wolf 1993 • Tensions between andragogy and the potentially technical rational nature of competence-based education • The temptation to focus on summative assessment at the expense of formative assessment and learning – box ticking

  7. Meeting the challenges • Competence in its fully human sense is having and choosing to consistently apply knowledge, skills and attributes at the relevant level of expertise required to function effectively in a given role • Competence statements may be broad criteria but educators together with learners need to use dialogue to explore the meaning contextually - the curriculum as experienced as well as the curriculum as planned (Mabry 1999)

  8. Specific challenges of supporting extended practice (role substitution) Direction Coaching Supporting Autonomy Support development towards autonomy whilst ensuring strong governance (Situational Leadership) Blanchard K, Hersey P, Johnson D (1996) Management of Organisational Behaviour. 7th Edition. New Jersey, Prentice Hall

  9. Questions and Discussion • What challenges have you faced? Needs assessment Staff time Market readiness – availability and quality of education Market awareness Funding

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