1. The Grey Matter Group www.TGMGroup.net Evidencing Competence and Observation in Adult Social Care 9.30am to 1.30pm Sarah Knapp

2. www.TGMGroup.net Content: Implementing induction & refresher systems Implementing induction & refresher systems Ensuring staff attend training where necessary Ensuring staff attend training where necessary Undertaking regular checks and observations to ensure each employee is competent Undertaking regular checks and observations to ensure each employee is competent Checking the employee has the relevant knowledge Checking the employee has the relevant knowledge Updating records to show staff are competent for their role Updating records to show staff are competent for their role Aims: Support participants to evidence staff competence and encourage a culture of continuous development and lifelong learning. Focus on the Induction (Care Certificate) and Refresher Procedures for Adult Social Care.

3. Why evidence competence? Part of supervisor/manager’s role CQC / WBC / SfC / HSE requirement Health and Safety ID and praise strengths ID weaknesses Manage poor performance People are expensive resources You could be dismissed or charged Duty to public and to customers Part of your own competence What is more important than a manager checking their staff are doing their job? What is more important than a manager checking their staff are doing their job?

4. Observable Measurable Linked to the workplace Linked to the workplace Transferable Based on performance Based on performance Competence The ability to do something successfully or efficiently The ability to do something successfully or efficiently The scope of a person’s knowledge or ability The scope of a person’s knowledge or ability Knowledge assessment Knowledge assessment Supervision / discussion notes Supervision / discussion notes Witness testimonies Witness testimonies Reflective account Reflective account Visual or sound recording Visual or sound recording Observation notes Observation notes Examine their work products Examine their work products Some Examples Some Descriptions

5. Why observe? Part of supervisor/manager’s role Part of supervisor/manager’s role CQC / WBC requirement Check competence Health and Safety ID and praise strengths ID weaknesses So you can plan L&D Evidences competence ID and stop poor practice Check L&D has worked By watching people at work in everyday settings and observing their activities over time in different circumstances, we can study and document their practice increasing the chances of seeing “maintained competence” By watching people at work in everyday settings and observing their activities over time in different circumstances, we can study and document their practice increasing the chances of seeing “maintained competence”

6. SuperviseWatch SuperviseWatch InvestigateMeasure InvestigateMeasure ExamineReport ExamineReport Observation The action or process of observing someone carefully in order to gain information. The action or process of observing someone carefully in order to gain information. Ability to notice significant details. Ability to notice significant details. ExamplesDescriptions Work with your staff Work with your staff Stand back and watch Stand back and watch Observation Forms Observation Forms Observation Checklist Observation Checklist Examine work products Examine work products Witness testimonies Witness testimonies

7. Forgetting curve: http://en.wikipedia.org/wiki/Forgetting_curve Hermann Ebbinghaus If you ONLY send people on a training course they will forget!

8. 70/20/10: http://en.wikipedia.org/wiki/70/20/10_Model “There’s no substitute for hands on learning” “There’s no substitute for hands on learning” Ella’s story, Imperial Care Ella’s story, Imperial Care Evidence workplace learning and feedback Use supervision to facilitate learning, improve the quality of service and evidence feedback. Recommend Blended Learning & Repeated Exposure

9. “The essential standards of quality and safety are not specific about training requirements whereas previous standards were” “The essential standards of quality and safety are not specific about training requirements whereas previous standards were” CQC Supporting note: Training qualifications – adult social care (page 1) CQC Supporting note: Training qualifications – adult social care (page 1) “Although training can be important… it should not be assumed that the training alone will ensure safe manual handling. It should be supplemented with monitoring and reviews… to ensure that training is understood and being applied.” HSE FAQS: Manual handling “Although training can be important… it should not be assumed that the training alone will ensure safe manual handling. It should be supplemented with monitoring and reviews… to ensure that training is understood and being applied.” HSE FAQS: Manual handling Methods of learning

10. Web link: http://www.westberks.gov.uk/CHttpHandler.ashx?id=15436 Recommend Blended Learning & Repeated Exposure

11. http://www.brainboxx.co.uk/a2_learnstyles/pages/roughandready.htm Recommend Person Centred Learning

12. Adult Social Care Induction Procedures Adult Social Care Induction Procedures Holistic Observation Assessment Holistic Observation Assessment Adult Social Care Refresher Procedures Adult Social Care Refresher Procedures Safe to Practice Matrix Safe to Practice Matrix Induction Triangle and Programme Induction Triangle and Programme www.TGMGroup.net West Berkshire Council’s Policies & Procedures

13.  What are the key points of each of these documents?  What is different?  What are the key challenges? www.TGMGroup.net Exercise: West Berkshire Council’s Policies & Procedures

14.  Replaces Common Induction Standards & NMTS  Commenced April 2015  Recommendation from the Cavendish review that found that role preparation was inconsistent  First time agreed standards defining min expectations are the same across both Health and Social Care  Created by Skills for Care, Skills for Health and Health Education England  Focus on evidencing competence  Requirement to assess learning, undertake observations of real work activity and keep auditable records  Includes bank staff, part time & temps  Registered Manager is responsible for signing staff off as met the standards & ensuring standard of teaching and assessment is of sufficient quality

15. 1. Understand Your Role 1. Understand Your Role 2. Your Personal Development 2. Your Personal Development 3. Duty of Care 3. Duty of Care 4. Equality and Diversity 4. Equality and Diversity 5. Work in a Person Centred Way 5. Work in a Person Centred Way 6. Communication 6. Communication 7. Privacy and Dignity 7. Privacy and Dignity 8. Fluids and Nutrition 8. Fluids and Nutrition 9. Awareness of mental health, dementia and learning disability 9. Awareness of mental health, dementia and learning disability 10. Safeguarding Adults 10. Safeguarding Adults 11. Safeguarding Children 11. Safeguarding Children 12. Basic Life Support 12. Basic Life Support 13. Health and Safety 13. Health and Safety 14. Handling Information 14. Handling Information 15. Infection Prevention and Control 15. Infection Prevention and Control

16. “5.4 Assessing knowledge Knowledge cannot always be inferred from observed “5.4 Assessing knowledge Knowledge cannot always be inferred from observed actions, especially at induction level. Questioning, actions, especially at induction level. Questioning, whether written or verbal, is generally the most whether written or verbal, is generally the most straightforward way to assess knowledge. straightforward way to assess knowledge. Each outcome will therefore need to be broken down into one or more specific questions that assess the new worker’s knowledge and understanding about the content of that standard. A decision as to whether the outcome has been met will need to be made in the light of the answer given.” Each outcome will therefore need to be broken down into one or more specific questions that assess the new worker’s knowledge and understanding about the content of that standard. A decision as to whether the outcome has been met will need to be made in the light of the answer given.” Skills for Care Guidance for those responsible for workers in an induction period

18. Assess Worker takes assessment Explain Worker adds evidence, examples & explanations Discuss Manager talks about results and evidence in supervision Plan learning against identified gaps Observe On the job monitoring Gather feedback from people you support, staff, families ie. witness testimonies Record Add evidence, examples & explanations. Update results Decide Are they competent? Manager reflects on evidence and process so far to support this decision Steps to Competency JD + Person Spec National & local standards Competencie s Agree learning objectives & time scales Consider learning style Check & organise learning resources Framework Interview Supervision Record

19. CIS-Assessment.co.uk CareCertificate.co.uk The Grey Matter Group Resources TGMGroup.net

20. LogonToCare.org.uk Learning Links The Grey Matter Group Resources

21. Other Resources

22.  Identify current good practice  What should you keep doing?  What should you stop doing?  What should you strengthen and do more of?  What will the impact be on you, your service and the people you support? www.TGMGroup.net Exercise and Action Planning: West Berkshire Council’s Policies & Procedures

23.  What should you start doing?  What will the impact be on you, your service and the people you support?  How will you implement these changes? www.TGMGroup.net Exercise and Action Planning: West Berkshire Council’s Policies & Procedures