“What’s this thing called Workforce Development?: A ...drugandalcoholresearchcentre.org › wp-content › ...14 “A range of organisations and individuals have important roles

“What’s this thing called Workforce Development?: A

Scottish Perspective”

George Burton

Workforce Development Programme Manager

A national resource of expertise on drug issues

1. Who are we? 2. Context. 3. Structures in Scotland. 4. STRADA/SDF - from training to workforce development. 5. Case Study: Forth Valley ADPs. 6. “Making training stick”. 7. Challenges & Opportunities. 8. Summary.

2

Scottish Drugs Forum (SDF) aims to:

• improve the quality, range and effectiveness of service and policy responses to problematic drug use in Scotland.

• reduce future and recurring problematic drug use.

• promote and sustain recovery from drug problems.

• National Naloxone Programme.

• National Quality Development.

• Addiction Worker Training Project (AWTP).

• User Involvement.

• Hepatitis Scotland.

• Current Research & Policy Development:

Decriminalistation, Supervised Injection Facilities, Older Drug Users, NPS, Chemsex.

• National Workforce Development Programme.

5

Scotland has a “long-standing and serious” alcohol and other

drug problem.

(Scottish Government, 2008)

6

• Population: 5, 295,000 • 32 local authorities • 14 Health Boards • 70% of population live in Central Lowlands.

7

• High levels of poverty & unemployment. • Poor quality housing. • Alcohol – whole population. • Opiate/opioid use in cities associated with HIV outbreak in Edinburgh and Dundee amongst IDUs in the 1980s & 1990s.

8

• Policy responses from 1980s onwards tended to be rooted in harm reduction. • 2007 – Scottish Parliamentary election. SNP are largest party - forms Government ousting a Lab/Lib coalition. New alcohol and drug policies developed & published in 2008/9.

“If you need to visit a doctor in the UK you can rest assured that the

person you will be seeing has had a medical education lasting

many years. If you want to buy a house you know that the solicitor you

will be dealing with has been educated to degree level at least and

if you need to contact a social worker you know that the person you will be

seeing will have had a university education. If you need to take

your much loved cat or dog to a vet you know you that the person you will be

seeing is one of the most highly trained professionals around.

And if you did not know that at the outset you surely will when you receive

the bill! If by contrast you need to contact a drug worker you will in all

probability be seen by someone who has not been to university, who may not

have a professional or a post graduate qualification, and who may have only entered the field in the last few years. None of this is to suggest that they will not be good at their job, but if the same standards applied in each of the other areas of

professional work mentioned above you could be forgiven for sleeping a little less comfortably in your bed at night.”

(McKeganey, 2010)

10

11

Recovery is “a process through which an individual is enabled to move on from their problem drug use, towards a drug-free life as an active and contributing member of society.”


12

“The quality of services offered to those who seek help for alcohol or drug problems depends on the quality of the professionals delivering them. It is essential that this workforce is well trained, motivated and responsive to changing needs.”


13

“In the near future, it is likely that the more traditional ‘workforce’ will be joined by people in recovery themselves, recruited because of their ‘lived experience’ of addiction.”

(Scottish Government/COSLA, 2010)

14

“A range of organisations and individuals have important roles to play in the development of the drug and alcohol workforce: Commissioners of services have responsibility to ensure their needs assessment and planning takes account of the capabilities of the current workforce. This means that commissioned services can support an integrated services approach that is person-centred and responsive to the changing needs of individuals and delivered in a flexible way.


15

Professional bodies and education and training providers will ensure professional qualifications and standards reflect the needs of the workforce and the service users and support the aims of the Road to Recovery and Changing Scotland’s Relationship with Alcohol. Service providers have a responsibility to ensure that their workforce has the appropriate values and attitudes, knowledge and skills, and are supported, developed and supervised.


16

Service providers and managers should recognise that a skilled and competent workforce and strong clinical governance are a vital link to improved outcomes and high quality services, and support these developments. Individuals within the drug and alcohol workforce should be supported in taking responsibility for their own continuous learning and development.


17

Level 1 – The “Wider Workforce” • Understanding of the values and attitudes associated with a successful recovery-focused workforce. • Awareness and understanding of the wider range of effects (social and economic effects and also effects on physical and mental health) that alcohol and drug misuse can have on individuals, their families, and their role as workers in reducing it. • Understanding the principles of sustainable recovery (including a person centred approach).


18

Level 1 – The “Wider Workforce” contd... • Understanding referral, signposting, and availability of other services as an essential component of a person-centred approach.

• Skills to recognise and identify alcohol and drug related problems. • Ability to use basic screening tools. • Skills in providing harm–reduction messages.


19

Level 1 – The “Wider Workforce” contd... • Understanding of responsibilities in relation to children who may be at risk from alcohol and drug misuse by a parent or carer, skills to recognise these risks and knowledge to act promptly and appropriately to protect such children.

• Skills in reducing immediate harm (basic life support training and suicide prevention skills).


20

Levels 2 & 3 – (Workers who engage on a regular basis and provide services for people who have alcohol/drug related problems) All the preceding in Level 1, plus: •Ability to select and use appropriate screening and assessment tools. • Skills to tailor and co-ordinate person-centred treatment and support through effective engagement and partnership with other service providers.


21

Levels 2 & 3 – contd... • Skills in carrying out appropriate interventions (relating to behaviour change and / or treatments). • Ability to recognise complex needs; and, for level 3, skills in supporting those with complex needs). • Skills in advising and supporting those affected by another person’s alcohol and or drug related problem.


22

Level 4 – (Workers who provide intensive specialised support e.g. in residential settings) Learning Priorities All the preceding from Levels 1 – 3, plus: • Ability to recognise, assess and treat multiple and complex needs.


• Scottish Government Drugs Policy Unit.

• Minister for Community Safety & Legal Affairs.

Paul Wheelhouse MSP

• Scottish Government Drugs Policy Unit.

• Ring-fenced funding for ADPs administered via local health boards.

• Health Boards divide up the pot across their ADPs.

• 4 National Commissioned Organisations (NCOs)

• STRADA (2001-2015), now part of SDF

• Scottish Drugs Forum

• Scottish Recovery Consortium

• Scottish Families Affected by Alcohol & Drugs

• Alcohol Focus Scotland

2 x DPU National Support Officers.

• 30 ADPs across Scotland.

• Most are aligned to one local authority.

• 2 ADPs straddle 2 local authorities.

• Most NHS Board areas contain more than one ADP.

• Chairs tend to be strategic leads from NHS, Local Authority or voluntary sector although occasionally Police or Prison.

• Independent chairs occasionally.

• Lead Officer

• Development Officer(s) / Co-ordinator(s)

• Policy Officer

• Research/Information Officer

1. Health

2. Prevalence

3. Recovery

4. Families

5. Community Safety

6. Local Environment

7. Services

1. Health

People are healthier and experience fewer risks as a result of alcohol and drug use.

2. Prevalence

Fewer adults and children are drinking or using drugs at levels or patterns that are damaging to themselves and others.

3. Recovery

Individuals are improving their health, well-being and life-chances by recovering from problematic drug and alcohol use.

4. Families

Children and family members of people misusing alcohol and drugs are safe, well-supported and have improved life-chances.

5. Community Safety

Communities and individuals are safe from alcohol and drug-related offending and anti-social behaviour.

6. Local Environment

People live in positive, health-promoting local environments where alcohol and drugs are less readily available.

7. Services

Alcohol and drugs preventions, treatment and support services are high quality, continually improving, efficient, evidence-based and responsive, ensuring people move through treatment into sustained recovery.

Head of National Quality Development

and Workforce Development

Workforce Development

Programme Manager

Strategic Support and Research

National Training Officer



• Introduction to Motivational Interviewing (2)

• Intermediate Motivational Interviewing (3)

• Working with People Who Use Alcohol and Other Drugs (4)

• Substance Use and Stigma (1)

• Recovery Outcomes Web Tool (1/2)

• New Drugs, New Trends eLearning module

• Work with ADPs to support their strategic workforce development and planning.

• Work closely with National Quality Development (BL-funded) team with reference to National Quality Principles and ROSC.

• Host bi-annual ADP reference groups to discuss workforce development.

• Mapping of key role job descriptions, person specifications vs interventions in a ROSC.

• Mapping of qualifications, pre- and post- registration training across the workforce.

• Development of workforce development strategies using Logic Modelling approach.

40

What the workforce tells us

it needs

What service users tell us

the workforce needs

What we think the workforce

needs

41

Recent example: NPS / “Legal Highs”

42

• Local knowledge. • Flexibility. • Non-judgemental practice. • “Lived Experience”?

In 2001, the Scottish Executive established and funded a partnership between the University of Glasgow Centre for Drug Misuse Research, and Drugscope.

This partnership, Scottish Training on Drugs and Alcohol (STRADA) provided learning and development for the workforce at various levels.

Taught academic programmes at both undergraduate and post- graduate levels were delivered from 2001 – 2015 through the University of Glasgow CDMR, then School of Social Sciences, and ultimately School of Education, including:

• MSc/PGd/PGc Drug and Alcohol Studies.

• BEd Elective Module - Children Affected by Parental Substance Use.

• Cert HE – Drug and Alcohol Practice.

CPD modules were provided across the country by a network of regional trainers.

These trainers tended to be home-based workers who lived in the regions they supported.

Virtual team, managed centrally, with only occasional meetings at the office.

Supporting Behaviour Change

Responding Early: Information Sharing

Relapse Prevention

Working With Drug and Alcohol Users

Substance Use and Young People

Alcohol and Older People

Blood-Borne Viruses

Alcohol: Impact on Individual, Community and Society

Motivational Interviewing

Involving Service Users

Children and Families Affected by Parental Substance Misuse

Understanding and Supporting people with Alcohol-Related Brain Damage

Understanding Risk, Reducing Harm

Treatment, Support and Recovery

Substance Misuse in Pregnancy

Dual Diagnosis

Alcohol Brief Interventions

“STRADA...is funded by the Government to provide drugs and alcohol misuse training across Scotland. They will have a key role in delivering this cultural change, for example, by embedding the recovery concept in all of its training courses, examining values, beliefs and principles of practice.”


Bespoke commissions delivered on an income generation basis.

e.g. “Understanding Alcohol & Drugs in a Housing Context”

“Supporting Recovery in Community Pharmacy Settings”

“Why do mum and dad use drugs?”

Over the years 2010, 2011 and 2012, STRADA’s core activity changed in response to the Scottish Government/COSLA Workforce Statement.

Core learning and development was reduced over this period and the number of trainers reduced significantly as strategic support for ADPs increased.

When Drugscope went into liquidation in March 2015, the partnership with the University of Glasgow dissolved.

Initially, a new partner was sought, but Scottish Government made a decision that they no longer wanted to be in partnership with the University.

Funding for the academic programmes was withdrawn. The University was given the opportunity to run the courses independently, but chose not to.

Current students are being allowed to complete their courses, taught out by single member of staff.

Funding for the Strategic Workforce Development and learning and development arms of STRADA was continued and in July 2015, the SDF Workforce Development Programme was launched.

Much of the infrastructure, some of the staff and all the intellectual property transferred to SDF.

Over the years we have developed a bespoke, online events management system. This has evolved over time to accommodate changes in our activity, and also WFD activities from other NCOs.

Benefits are:

• Reducing administration

• Speeds up the process of report writing

• Helps to manage workload

• At-a-glance view of activity

• Consistency across NCOs

• Helps us to monitor the areas of the country we have worked in.

• Enables us to spot trends;

e.g. Lots of social workers in Area X attending CAPSM courses or;

Unusually high number of peers/volunteers attending Course Y in area Z.

• Scot Gov, ADPs and commissioners have found this

level of data and the analyses useful for planning.

In 2009-10, Scottish Training on Drugs and Alcohol (STRADA) moved from paper evaluations carried out at the end of the training day to an online system. There were several reasons for this:

• Reducing administration

• Increasing quality of data in responses

• Internal quality assurance

• Ready access to data for reporting purposes

• Ability to follow people up

Challenges associated with online evaluations:

• 100% returns are rare

• Not everyone has an email address

• Changing workforce

• Firewalls

• Inappropriate comments

• Level 1 - Reaction

• Level 2 - Learning

• Level 3 - Behaviour

• Level 4 – Results

(Kilpatrick, 1975)

Page 58

Participants are asked to complete an on online evaluation for the events that they attend. No evaluation – no certificate! General questions are asked around the whether the intended learning outcomes were met, was a sufficient range of training techniques employed, venue etc. They are asked whether they plan to make any changes to their practice as a result of attending this event. (Yes/No).

If the answer is “No”, we ask them: “Please help us to understand why you feel your practice will be unaffected”. (Open Text) If the answer is “Yes” we ask them to detail what these planned changes are. (Open Text). They are then asked what support they feel they will need to implement these changes in the workplace. (Open text).

3 months later they receive an automatically generated email which links to a survey using the following form. After participating in course X, you said that you planned to make the following changes to your practice as a result. <Practice Change> You said that you felt you would need the following help and support in order to implement these changes. <Support>

Did you achieve your planned action? (Yes/No). If Yes, what enabled you to implement these changes. If No, what barriers and challenges did you face? (Open Text).

Functionality exists to repeat this for a further 3 or 6 months.

We looked at the responses from a variety of courses types from 2013-15, including the following: • Children Affected by Parental Substance Use • Working with Drug and Alcohol Users • Recovery Oriented Systems of Care • Motivational Interviewing (at various levels) 9 key themes emerged from the analysis of the responses.

Themes 1. Time 2. Support from colleagues/management 3. Management buy-in 4. Colleague training 5. Further training/practice 6. Peer Support (esp. MI) 7. Partnership Working (esp. CAPSM) 8. Resources 9. Self-motivation

Theme 1: Time Time is an important factor for the majority of participants attending training, regardless of the topic. Respondents frequently report that they need more time to listen to clients and more time in sessions to use tools they have learned about. Many note that they feel these are unrealistic expectations.

“Having the time to think/plan rather than just react would help, however, how realistic this is I’m unsure.”

Theme 1: Time

“Although I will be able to use these planned actions, the allocation of more time to carry [out] individual task-centered work would be beneficial.” “We are a supportive small group of Social Work staff. Ensuring that colleagues and myself have the time and space day-to-day to ensure that information is processed as fully as possible.”

“More time to deal with children. Also information on when pupils may have these issues.”

Theme 1: Time

“I need to ensure that I plan enough time to spend with clients in order that I am not rushing them and give them time to get to know me in order to make an appropriate action plan together.” “Just having time to reflect and discuss.”

Theme 2: Support from colleagues/management Respondents suggested that in order to make changes to their practice they would require support from their colleagues and management to, for example: • Provide time and space to reflect on training. • Have more time to work with people. • Time to discuss cases with colleagues.

“I would expect support from my colleagues and I will also give them advice on the information I have been taught/given.”

Theme 2: Support from colleagues/management

“Ongoing support from my line manager.” “Talking situations over with other colleagues and taking their opinions on board.”

“I intend to type up the notes I took and circulate within the team. We will then discuss and support each other to offer support and advice to patients.”

Theme 2: Support from colleagues/management

“I have support from other colleagues working in the field. I would require the support from my social work colleagues.”

“The support of other staff who also believe in delivering a ROSC (and more resources would be good!”

Theme 3: Management buy-in Respondents often express that management buy-in is crucial in terms of supporting different models of practice and techniques that they had been exposed to at training. This “buy-in” tends to be discussed at two levels: • The managers themselves attending the training. • Commitment from the managers to make practice changes possible.

“For my manager to agree to letting me do more training in this field.”

Theme 3: Management buy-in

“My manager is supportive of new approaches.” “Understanding from senior management around relevance to mental health.”

“Support in emphasising ROSC to higher levels of management, in particular funding and commissioning organisations to enable front-line staff to be judged on their ability to implement ROSC-like practice.”

Theme 3: Management buy-in

“Further discussion with my manager as to where the service we provide fits within ROSC.” “For my manager to have had the same training.”

Theme 4: Close colleagues being trained Respondents frequently suggested that in order to make changes to their practice, it would be helpful if their close colleagues had attended the same training so they could: • Support each other. • Use consistent language and approach across team. • Be up to date with latest thinking and practice.

“For my colleagues to attend this training so we are all on the same page and stage.”

Theme 4: Close colleagues being trained

“I need to ensure my colleagues have a better understanding of the drugs/alcohol field i.e. less judgemental.” “All professionals working with families affected by substance use should attend training.”

Theme 5: Further training/practice Respondents regularly identify they require further training and practice. This is particularly true with MI courses. This is encouraging, as it shows people appreciate what is involved in developing practice. Other areas people identify for further development are: • Attachment patterns & disorders. • New Psychoactive Substances a.k.a. “Legal Highs”

“More specific attachment training”

Theme 5: Further training/practice

“Continued learning and development in this field, particularly surrounding legal highs, as these are prominent in my field.” “I would like continued support from my line manager in order that I may attend further relevant training.”

“I think occasional training days for all staff to reinforce their practice as sometimes we just use certain aspects and a refresher course would be great.”

Theme 5: Further training/practice

“Practice, and reflecting on how my sessions go.” “More practice.”

Theme 6: Peer support (esp. MI) Respondents to surveys who have attended MI courses frequently cite the need for peer support from people also trained in MI. This can take the form of: • Forums & Networks • Protected time. • Supervision.

“Peer support, mostly.”

Theme 6: Peer support (esp. MI)

“Already have support in place as we have an MI coach group up and running in Dumfries.” “Time to attend the MI monthly meetings in my locality and try to remember to use the techniques!”

“In my place of work it would help to have an MI peer support group. This way we could keep our skills and knowledge fresh and continue to learn from each other through shared practice.”

Theme 6: Peer support (esp. MI)

“Knowing that I could email other participants to discuss when I am stuck.”

Theme 7: Partnership working (esp. CAPSM) The requirement for partnership working across agencies and disciplines appears very frequently following children and families affected by substance use training. This is encouraging as this is a key learning point on such courses.

“More interagency working, further training within the different disciplines within social work. Communication, working together with colleagues and outside agencies.”

Theme 7: Partnership working (esp. CAPSM)

“The support from professionals in other agencies.”

“The importance of working together with different organisations.”

“By working collaboratively with other members of health improvement and community mental health teams.”

Theme 7: Partnership working (esp. CAPSM)

“Close inter-agency working relationships ensuring that information is given and shared.

Theme 8: Resources Many participants suggested that they would find the participant packs a good source of support. They are evidence-based, referenced and up-to-date (reviewed annually). Well printed, bound packs *seem* to be more valuable to participants than when asked to print off own copies.

“I can use the pack and the slides that have been emailed to me for colleagues. I can remind myself of the learning and be re-reading the pack etc.”

Theme 8: Resources

“I think access to quality information, for instance internet with quality journal articles available via Moodle or something similar.”

“I have accessed [one of the online references in the pack] for further advice on this topic and approaches to use.”

Theme 9: Self-Motivation Perhaps the most interesting theme to emerge from this analysis. Several participants recognise that even if other factors allow, such as protected time, support & supervision, opportunities to practice are all in place, ultimately it requires motivation on the part of the individual worker to change their practice.

“The changes are in my perception and personal practice, so it is my efforts which will enable it.”

Theme 9: Self-Motivation

“I think being more pro-active in setting up peer support services/groups will assist us at getting better at the last two stages of treatment.

“I believe I need to educate myself in more detail on a continuing basis.”

“Need personal motivation. I will have support if I need it from team and supervisor. Continued learning will be important.”

Theme 9: Self-Motivation

“I will do my own research and enquire about additional training…I will speak to my supervisor about how this will benefit the service and the service users.”

We had a look at the responses of people who explicitly said they would NOT be making any changes to their practice as a result of attending the course. The themes were: “I am already doing this” “This is a new name for an old idea” “I don’t work with/support people”

One of the most effective pieces of work in recent years involved taking the same 20 people through 9 days of learning and development over a period of 4 months. This was multi-disciplinary, multi-agency training around Children and Families affected by Parental Substance Use. Structure was 3 x 2 days sessions, and a 3 day practice-based workshop (PBW). The PBW format is delivered as 2 concurrent days training then a follow-up 3rd day at which participants reflect on their experience of trying to implement some of the knowledge/skills developed over the 2 days.

“I think one of the benefits, I didn’t realise the wide range of services available and workers within...[NHS Board]. I think everybody walked out with a name and a contact. I think that’s better than phoning up an organisation or an agency, I’m going to be phoning a particular person I know and quite easily ask the questions. I didn’t realise there were so many resources and workers in different aspects of addiction in relation to parents in [NHS Board]”.

“For me ... I find it difficult to understand how parents don’t make any changes that they’re required to make. As a parent myself, I kept thinking, well, if that was me, if these were the choices I was faced with... I really struggled with that and I suppose that’s really helped my understanding, to help with my attitudes and my views.”

“I’m more confident to talk about the effects that substances has on people’s children. I’ve been able to, with one of my patients, have that conversation with her about her child and about what he’s going through and able to have some really good discussions about that.

Obviously now I know of services that are out there that can support him as well which I was able to talk to her about and although she was putting up all sorts of barriers to that...[being] able to just have that conversation and know what’s available.”

“Also I spoke a little bit earlier on about my interactions with other people who are involved with the children and we would always get in touch with the health visitor, the school nurse at the start and at the end of an intervention and we would always do that. I probably started doing it consistently throughout my intervention a lot more than I was before. So I’ll phone up and say, look, there’s been a slight change. This is what’s happening now and keep them in the loop about that. So that’s been a big difference to my practice since we’ve done this course.”

“I thought that was so important for everyone in the group to get to know each other, but also to get to know the facilitators. You were safe to say what you wanted to say and feel comfortable, I thought that was really important. The length of time it was and that it was exactly the same facilitators each time.”

• Effective model of learning and development delivery – feedback and focus group evidences this.

• Time and resource intensive.

• Important to commit to using same trainers across the commission.

• Things happen – people are bereaved, patients and service users can die, people change jobs.

• Effective technique in multi-disciplinary training groups.

• Allows for experienced and less experienced workers alike to hear perspectives on a case.

• Can trigger “ah-ha” or “lightbulb” moments.

• On several occasions people have made phonecalls immediately after the activity.

• Group supervision in a safe environment.

• Trainers have to make the environment safe (exercise normally held on 2nd day).

• Some report that it has been the first chance they have had to discuss their cases in detail for a long time.

• Joyce Nicholson, University of Glasgow carried out some research on the impact short courses can have on practice, and how adult education links to praxis.

• 8-10 weeks post course, telephone interviews were carried out.

• Assessment processes had changed in two teams as a result of attending the course.

• Multi-agency/multi-disciplinary events offer a unique opportunity to hear the voice of other sectors.

“What stuck with me was that social worker saying about the wee baby, in the pram, in the corner, eating his own knees. Neglect - that’s awful. Just awful.”

Telephone interviewee.

(Nicholson, 2013)

Who suggested you attend this course? Different/same sessions for line managers? Differences in sectors/professional groupings? Proper baseline assessment/post-event observation. The use of training provider reports with recommendations. Follow-ups – impact on worker/commissioner.

Relevance to practice must be established early on in course. Line managers should understand the course and the implications of sending their staff to participate. Training providers should be prepared to say “NO” when asked to compromise too much. Practice observation with skills-based courses should become the norm.

Extended learning and development programmes where relationships are built over a number of weeks and months are useful. Pre-registration training in nursing/social work does not adequately prepare people for practice. The right conditions for on-the-job learning to take place must be prioritised. A good trainer can inspire, enthuse and make a difference to someone’s practice therfore trainer competency (experience , style, knowledge, passion, flexibility) is important. Many services purport to offer lots of interventions, but clearly don’t have the required support structures in place…

Training teams is sometimes very effective and facilitates team building. The online events booking system frequently results in serendipitous comings together of people who form close professional relationships across sectors. Some people change jobs as a result of training. Education and training for its own sake should be not be lost as the cuts bite.

When learning and development takes place within a broader strategic plan, the opportunities for practice change are significantly increased. It is possible to measure impact at Kilpatrick Level 3 with good planning. Kilpatrick level 4 evaluation is very difficult to achieve under the current arrangements.

• 3 ADPs (Clackmannanshire, Falkirk and Stirling), 3 local authorities, across single NHS Health Boards.

• Mix of rural, urban settings.

• Unusually, the 3 ADPs pool resources and sit under a “virtual” Forth Valley ADP. • Logic Model approach adopted, in conjunction with Health Scotland (equiv. Public Health England).

Process.

Proposal is agreed by all 3 ADP chairs. Outcomes development sessions (problem/solution trees). Frontline workforce session to establish relevance and whether they agree with the outcomes.

Short Term Outcome: “The workforce demonstrates appropriate competence and confidence in their role in addressing alcohol and drug use both in the community and the workplace.”

Indicators & Measures Leaders have improved clarity of their role and take action to develop a ROSC approach. ADP commissioning strategy is underpinned by ROSC principles. Increased evidence of job descriptions and person specifications making reference to ROSC competencies.

Ph

ase

1

Strategic Stakeholder Workshop to develop long term strategic outcomes for drug and alcohol workforce.

Ph

ase

2

Local service level workshops to develop short and medium term outcomes for drug and alcohol workforce.

Ph

ase

3

Development of Forth Valley ADP Strategic Workforce Development Logic Model. P

has

e 4

Ph

ase

5

Development of local Workforce Development Logic Model and Implementation Plan.

Development of local ADP indicators and measures.

Interview video clip

Some organisations are not keen to share JDs, PS. Some key providers do not have SLAs. Even those who buy-in to the idea of workforce development in a broader sense quite often end up steering back towards training. Reluctance to engage in attempting to shape pre-registration education, despite lots of complaints about it. “Traditional” and “non-traditional” workforce have different development needs. The workforce and the community.

Workforce Development is beginning to be understood as more than just training, but still early days. Our understanding of the “workforce” has broadened and we have had to reach out into wider sectors. It is possible to deliver high-quality support to the workforce in a co-ordinated manner with a relatively small team. Timing is crucial - it helps to “get in” before commissioning and procurement exercises so that changes are sustainable. Alignment to Scottish Government has paid dividends, but can be challenging if policies move in a particular way.

The absence of a clear pathway into the drug and alcohol field means that the workforce comprises a rich mix of people with a range of academic, vocational and lived experience. Worker burn-out and disillusionment remains a concern. Pay people properly! Race to the bottom is not acceptable. Practice what we preach – let’s ensure that the organisations who employ people to support those with alcohol and other drug issues have appropriately supportive policies for their own people. eLearning and blended learning will become more important.

Most people can’t do this type of job. We work with one of the most stigmatised and vulnerable populations in our society who need and deserve high-quality services staffed by enthusiastic, motivated, knowledgeable and skilled people. Being in recovery does not make you a good recovery worker per se just as not being (openly) in recovery is not a deficiency in your ability to be a good worker per se. National and local responses.

“Would have been helpful if the groups had been mixed up more at different intervals during the day. My group contained 2 others who were flirting!” “The music playing at the start of the course was excellent – would you be able to tell me who it was?” “The music at breaks was awful, please stop.” “[The trainer] had excellent hair.” “I give the trainer full marks for avoiding the very low light shades in the room.”

Any further comments regarding the course delivery: What could we do to improve future deliveries of this course?

“I hate role-play and it really restricts my ability to participate in the course.”

“Include more role-play exercises to allow us to practice techniques.

http://www.sdf.org.uk

http://www.sdfworkforcedevelopment.org.uk

http://www.sfaad.org.uk

http://www.nes.scot.nhs.uk

http://www.alcohol-focus-scotland.org.uk

http://www.scottishrecoveryconsortium.org

www.scottishdrugservices.com Scottish Drugs Forum (SDF) www.sdf.org.uk is a company limited by guarantee, registration no. 106295 with charitable status and is also a registered Scottish charity registered SC 008075. Registered Office: 91 Mitchell Street, Glasgow, G1 3LN

http://www.sdf.org.uk/










http://www.sdfworkforcedevelopment.org.uk/

http://www.sfaad.org.uk/

http://www.nes.scot.nhs.uk/

http://www.alcohol-focus-scotland.org.uk/





http://www.scottishrecoveryconsortium.org/

Documents

“What’s this thing called Workforce Development?: A ...drugandalcoholresearchcentre.org › wp-content › ...14 “A range of organisations and individuals have important roles