Workforce development and Real skills

What is workforce development?

 Right people  Right place  Right time  Doing the right thing

Planning process

 Plan future services  Analyse current workforce  Workforce competencies  Assess future workforce  Recruitment and Retention  Organisational Development

Planning process

 Labour markets  Education and training supply  Address gaps/issues  National planning includes projects to address  Gaps in research and evaluation  Infrastructure to support wd

Lets get real

 New name for the core competencies project  Youth-orientated language  A challenge to the sector  Key project for all of workforce development

International and local context

 England, Scotland, Australia, US all developing values-based mental health capabilities  Adapt and pilot UK tools and training approaches  New Singapore work drawing on NZ methodology  Midland common capabilities

How the framework was developed – 2.5 years in the making!

 Literature review  Environmental scan – earlier and emerging work  Sector meetings  Draft Real Skills  Workshop and feedback  Further development of draft Real Skills

What is does

 Documents essential knowledge skills and attributes  All people working in mental health and addiction services  Based on service user and family/Whanau need

Benefits

 Common language, shared understandings  Affirms best practice  Better transferability  Complements HPCA Act  Effective workforce development (underpins all areas)

General feedback from sector on development

 Values and attitudes  Engagement, and therapeutic relationships  Trauma and abuse history  Whole of life developmental approach  Include skills focus  Community focus  Be practical

How the Real Skills work

 Core values and attitudes  Seven skills  Three levels  Links to current frameworks e.g. HPCA Act, KPIs, NSF

Real skills

 Working with service users  Working with Maori  Working with families/whanau  Working with communities

Real skills

 Challenging stigma and discrimination  Law, policy and practice  Professional development

How will it be implemented

 Develop and pilot tools and guides e.g. for reviewing education programmes, use in performance appraisals  Phased implementation plan    Current workforce Developing education and training – the future workforce Linked to national training plan

At local level – embed in

 Undergrad and other education and training incl skills matter, ‘key worker’ training, CLIMATE MH e-learning  Recruitment and other HR practices  Orientation packages  Performance management  Professional development

At national level – end of implementation transition phase

 Requirement in national service framework  Take opportunities to implement via professional bodies standards

Since the framework….

 Awareness raising  Development and testing of enablers  Implementation plan  Development of ‘real skills plus’ – child and youth and Sei Tapu  Some implementation already underway

Next….

 Produce enabler resources for sector  Target training (Managers are a priority)  Take opportunities to implement  Embed in practice  Keep raising awareness  Build into recruitment, orientation, leadership development, professional bodies

Te Pou’s role

 Facilitate  Lead  Link  Enable  Train  Supervise/mentor  Advise  Evaluate