TRUST POLICY AND PROTOCOL FOR LEARNING AND DEVELOPMENT

Version / 6
Name of responsible (ratifying) committee / HR Policy Group
Date ratified / 4th April 2013
Document Manager (job title) / Director of Education
Date issued / 10th April 2013
Review date / September 2015
Electronic location / Human Resources Policies
Related Procedural Documents / APDR Policy; Induction and Mandatory Policy
Key Words (to aid with searching) / Learning, Development, Study leave, Training needs analysis; In service training; Professional education; Skills development; Personal development; Training; Appraisal and Performance Review; Job safety training; ; Personnel procedures Checked; Essential training; statutory training; Mandatory training; core elements; Human resources; Equality Act 2006; Conditions of employment; Salary scales; Training resources; Professional development; Electronic service delivery
In the case of hard copies of this policy the content can only be assured to be accurate on the date of issue marked on the document.
For assurance that the most up to date policy is being used, staff should refer to the version held on the intranet

CONTENTS

QUICK REFERENCE GUIDE 3

1. INTRODUCTION 4

2. PURPOSE 4

3. SCOPE 4

4. DEFINITIONS 5

5. DUTIES AND RESPONSIBILITIES 5

6. PROCESS 8

7. TRAINING………………………………………………………………………… .. 10.....

.8 REFERENCES AND ASSOCIATED DOCUMENTATION 10

9. EQUALITY IMPACT STATEMENT 11

10. MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS 12

APPENDIX A: 13

APPENDIX B 14

APPENDIX C 15

Policy for Learning and Development. Version 6. Issued: 10th April 2013 (Review date: Sept 2015)

03/02/201410/04/2013 Page 2 of 16

QUICK REFERENCE GUIDE

For quick reference the guide below is a summary of actions required. This does not negate the need for the document author and others involved in the process to be aware of and follow the detail of this policy.


1. INTRODUCTION

Portsmouth Hospitals NHS Trust (“the Trust”) is committed to being a great place to work and learn. Personal and professional development for all staff is a key trust priority through constantly improving the opportunities available to enable them to reach their full potential. To fulfil this commitment, the Trust has a robust and systematic approach to the planning and prioritisation of learning needs, ensuring these needs are linked to the Trust strategy and Quality Improvement Framework, focussing on delivering the best patient care.

2. PURPOSE

This policy describes the responsibilities of individual staff and managers in implementing key aspects of the training cycle, and is intended to guide all individuals in meeting their learning and development requirements and responsibilities.

3. SCOPE

3.1 This policy applies to all employees of the Trust except for trainee medical staff who are covered by a separate procedure. Senior medical staff and staff from some other professions may have additional locally agreed arrangements for study leave and should refer to these.

3.2 This policy should be used during the following activities:

·  Undertaking appraisal and performance review

·  Devising Personal Development Plans

·  Setting Personal Objectives

·  Planning learning activities to meet Knowledge and Skills Framework (KSF) outline requirements, including agree objectives for these activities

·  Providing evidence of competency achievement to meet KSF requirements

·  Applying for and approving study leave and/or funding

·  Allocating/prioritising resources for learning activities

·  Devising annual training plans

·  Evaluation of learning

3.3 Access and Equality

The Trust is committed to:

·  Ensuring Learning and Development opportunities are provided for ALL staff, as detailed on the Learning and Development Department Website on the Trust’s Intranet (the Learning and Development Zone).

·  Ensuring resources for learning and development are distributed fairly, appropriately and in a timely cost effective manner.

·  Widening learning opportunities for staff requiring help with Skills for Life including literacy, numeracy and IT.

·  Meeting different learning styles and needs.

3.4 Balancing Requirements

The Trust aims to provide or commission learning and development activities that balance the requirements of:

·  Essential Training

·  Minimum Essential Professional Requirements

·  Role Essential Requirements to meet Trust strategic aims and operational targets

·  Individual and personal aspirations for development.

In the event of an infection outbreak, flu pandemic or major incident, the Trust recognises that it may not be possible to adhere to all aspects of this document. In such circumstances, staff should take advice from their manager and all possible action must be taken to maintain ongoing patient and staff safety.

4. DEFINITIONS

Continuous Professional Development (CPD): the “…systematic maintenance, improvement and broadening of knowledge, skills and the personal qualities necessary for the execution of professional and technical duties throughout the individual’s working life.”

Development: growth and the realisation of potential. It is a longer-term investment, providing people with a framework that enables them to benefit from learning opportunities in a way that helps them personally, in their current role or future career.

Electronic Staff Record (ESR): for further details please access the following internet link The NHS Electronic Staff Record: ESR Projects

Essential Training[1]: training that is required by legislation, policy, protocol and by external regulating bodies such as the National Health Service Litigation Authority

Knowledge and Skills Framework (KSF): provides an NHS-wide framework which supports personal, service and career development. The framework is entirely generic and covers all staff groups, roles and levels except for doctors and dentists who have their own arrangements in place. The Appraisal and Performance Review Policy[2] (incorporating the NHS Knowledge and Skills Framework) provides detailed information about how the Framework is linked to learning and development activities and staff are referred to this document for more specific information about personal development plans, portfolios and evidence of learning. For further details please see the NHS KSF review process[3] or the Department of Health website[4]

Learning: an end result or outcome, defined as a change in perspective or capability (behaviour, knowledge or attitude) whether of individuals, teams, or the organisation as a whole.

Training: the acquisition of skills to a set standard, through instruction and practice, and takes a short term approach. It is usually concerned with improving capability of how something is done and covers business, technical and professional knowledge and skills.

Trainer Provider: individual, group or body providing a learning or educational experience or programme.

5. DUTIES AND RESPONSIBILITIES

5.1 All staff

Staff are responsible for:

·  Self-assessment of their achievements and competencies against KSF outlines and the professional requirements of their role, in order to inform their personal development plans (Doctors and Dentists are subject to alternative development planning and competency arrangements).

·  Discussing learning and development achievements progress and needs at APDR meetings and throughout the year with their line manager.

·  Agreeing an annual personal development plan with line manager.

·  Attending and completing all required elements of study days and courses providing feedback on the quality and effectiveness of learning activities.

·  Maintaining and providing evidence of learning at annual reviews ensuring all required essential training is completed.

·  Complying with any learning contracts related to specific courses e.g. OU pre-registration nursing programme.

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5.2 Line Managers

Line manager/team managers are responsible for:

·  Ensuring that all staff have equal access to Learning and Development opportunities.

·  Ensuring all new staff complete the corporate induction1 course on the first day of their employment and local induction within one month of commencing employment with the Trust. Completion of Local Induction to be reported to the Learning and Development Department.

·  Ensuring all staff complete booked training or cancel these in a timely way if no longer required.

·  Ensure release and attendance of staff at Essential Training. If in exceptional circumstances staff are unable to attend, ensure courses are rebooked and the course is completed.

·  Holding regular discussions and reviews with staff on their learning and development progress within the context of annual APDR.

·  Agreeing an annual personal development plan with all staff and providing support to meet this plan.

·  Considering and approving/refusing (with clear rationale) applications for study leave and funding within following departmental guidelines and ensuring staff development activities fall within the annual allocated budget. All agreed funded learning requires a Learning Contract to be agreed and signed by manager and retained in individual’s personal file (Appendix C).

·  Ensuring staff are aware of the changed requirements in role as a result of learning undertaken. Recording evidence of the examples of application of knowledge and skills for staff which demonstrate evidence against the KSF outline.

·  Collating information from PDPs and using this to inform training plans.

5.3 CSC Management Teams

CSC management teams are responsible for:

·  Analysing information from audits, complaints, incidents and untoward incidents using the learning from this to inform strategic direction for Learning and Development within their CSC.

·  Ensuring all staff are meeting essential training, minimum essential professional training and role essential requirements to meet Trust strategy and Quality Improvement Framework.

·  Ensuring CSC staff training budgets, where applicable, are set to meet CSC training plans and are managed appropriately..

·  Ensuring that each CSC is represented at the quarterly Strategic Education Meeting, and that learning and development is a regular agenda item at CSC Governance meetings..

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·  The provision of high quality practice/work based learning environments audited and monitored as part of the LDA process.

·  Ensuring robust records are kept of all Learning and Development activities undertaken within the CSC.

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·  Producing an annual TNA using the information from individual PDPs, linking to clinical workforce strategy and workforce plans.

·  Applying the ADPR policy to all staff and reporting information on completion of the review process as required.

5.4 Divisional Workforce Managers and Divisional Managers

The Director is responsible for:

·  Ensuring provision and delivery of the Learning and Development function across all sections of the Trust.

·  Providing adequate resources to support learning and development and to meet essential training, minimum essential professional training and role essential requirements to meet Trust strategy and Quality Improvement Framework Essential Training (minimum statutory, mandatory) and role requirements for learning.

·  Ensuring that progress is being made against the Trust’s Workforce and Organisational Development Strategy.

·  Accountable Officer for Learning and Development Agreement with the SHA / LETB,.

·  Informing the Trust Board of learning and development matters, and representing learning and development at a board level..

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5.5 The Learning and Development Department (LDD)

The Director of Education and the Learning and Development Team and members of the Learning and Development Department are responsible for:

·  Producing the Annual Trust Training requirements from the training needs analysis (TNA).

·  Making progress against the Workforce and Organisational Development Strategy and updating this regularly.

·  Utilising the TNA to produce an annual schedule of learning and development for the Trust.

·  Timely reporting of Learning and Development activities to Trust Board and Strategic Education Meeting.

·  Managing and supporting the ADPR/KSF process across the Trust.

·  Seeking to provide a wide range of learning opportunities to meet all staff learning needs, service delivery and overall Trust objectives.

·  Meeting standards for external and internal quality reviews of Learning and Development activity to include NHSLA, Care Quality Commission, GMC, NMC. HPC and the Health and Safety Executive.

·  Providing programme administration (incorporating, booking, confirmation, course materials, registers evaluation etc for LDD courses).

·  Maintaining central electronic records concerning Trust training activities and attendance for training delivered by the Learning and Development Department.

·  Providing clear information on available internal and external training resources across the Trust and ensuring these are equitably distributed.

·  Providing regular reports about uptake and non-attendance to managers and committees.

·  Building partnerships with the Strategic Health Authority, Professional Bodies and Education Providers, informing future development of training provision to ensure it reflects service and patient needs.

·  Providing evidence of the effectiveness and value for money of Trust and external learning activities.

5.6 Training Providers including Essential Training (not within LDD)

These training providers are responsible for:

·  Providing high quality learning experiences for Trust staff.

·  Ensuring staff are aware of the expected learning outcomes and content for training sessions prior to commencement.

·  Ensuring records of all Learning and Development activities are kept on the central database in accordance with Trust procedures.

·  Disseminating effective information about learning programmes via the Learning and Development Website and via posters, flyers and other media where necessary.

·  Ensuring that all staff have equal access to Learning and Development opportunities.

·  Evaluating every training course/activity to ensure effectiveness of the provision with appropriate learning.

·  Keeping themselves up to date with subject matter and learning and teaching methods.

·  Undertaking annual peer assessment as evidence that they are providing high quality education opportunities. Where an accreditation is applicable trainers must be able to demonstrate valid accreditation and demonstrate that they are competent to do so (via annual peer assessment).

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·  Producing and disseminating an annual training schedule which demonstrates how training provision will meet requirements of essential training (Essential Trainers).

6. PROCESS

6.1 Identifying Learning and Development Needs and Training Compliance

Trust Learning and Development needs will be identified via a Trust Training Needs Analysis (TNA), the process is described in detail below:

6.1.1  Staff members identify with their line manager their learning needs through the ADPR/KSF process5

6.1.2  CSC Managers complete an annual TNA which is returned to the Learning and Development Department and processed into a CSC and Trust Training requirement.

6.1.3  Trust Training requirements are produced by the Learning and Development Department that addresses Essential Training, Minimum Essential Professional Requirements and Role Essential Requirements.

6.1.4  The Trust training requirements are approved by the Learning and Development Team. This will determine allocation of resources to training activities and the content and format of the training schedule.

6.1.5  All essential Trust training and training provided through the Learning and Development Department will be recorded on the Trust training database.