Cumbria & Lancashire
Single Assessment Education, Training & Development Group
A Strategy for Joint Staff Development
Successful implementation of the Single Assessment Process will depend on stakeholders
working collaboratively to effect a programme of education, training, development and
information, which will enable clients, carers, staff and managers to work in an integrated model
of practice. This model should follow integrated care pathways and will allow for the vision of
service development to formulate delivery.
This strategy will form the over-arching framework, which will support the delivery of an
education and training plan together with the formulation of tools to meet the needs of education
delivery, the target educational group and local priorities.
Training Needs Investigation
A detailed enquiry will need to be undertaken with each stakeholder organisation and group,
this should ensure delivery of a planned and progressive educational programme to meet the
needs of the varied workforce and differing localities whilst maintaining equity and cohesion
across the County.
Content of Programmes
It is envisaged that a comprehensive range of educational, training and development
programmes be developed, together with a range of multi-lingual information (inclusive of Braille
and Taped information). This will form the structure and whole of the programme; delivery of the
elements of the programme will be dependent on local need as indicated by training needs
investigation, an indication of content is highlighted below:
By targeting education, development and training appropriately using a competency framework,
learning could be linked correctly with staff grade, expectation and area of involvement in Single
Assessment. Thus competency could be reflected in two domains, one whereby there is direct
client involvement, in assessment tools, communication, consent and confidentiality. The other
in the H.R. aspects of workforce development, of profiling/re-profiling, skill mix, recruitment and
staff appraisal, and professional risk management. Designing suitable training programmes that
are linked to competencies will be included in a Training Plan.
Multi- Agency Work
Managing the change process in the implementation of modernising the workforce will impact
on all areas of the introduction of Single Assessment Process. The management change must
incorporate equitable access to timely and relevant information.
Any training programmes will have to encompass the following organisations:
Primary Care Trusts
Acute Hospital Trusts
Mental Health Trusts
Local Authorities including Social Services and Housing
Independent Sector, Care Providers and Housing Agencies
Carers and Users
A shared value base has been developed across the relevant agencies. This now needs to be
understood and the principles embraced by all staff groups. Definitions of terminology have
been agreed, but these now need to be incorporated into the general language of working
practice across all groups. Monitoring systems need to be adopted to ensure integration or
alignment. Any auditing system or process must include feedback from users and carers.
Training and development must reinforce the integrated care process by taking place on a multi-
agency basis between health, housing and social care teams. By developing an approach
whereby the user of services is placed at the centre of the Single Assessment Process a
greater understanding of the roles and responsibilities of the extended team will ensue.
Maintaining user focus will enable the sharing of peripheral skills across the team, an efficient
application of key skills and value of professional core skills. Training and education should
provide the workforce with a recognized level of competency to work within this philosophy.
Fundamental to any training programme is the shared understanding of local delivery patterns
and the implications of effective care delivery.
The Older Person
The under lying theme for training and development of the workforce should be the ethos of
empowerment of the older person, staff awareness of age discrimination and the promotion of
health and well being of the older person. The training plan, when devised, will incorporate a
coordinated approach to delivery of a graded programme of awareness of issues, physical,
sociological, psychological and cultural, associated with ageing. Consideration and involvement
of carers in a needs led assessment would form the basis of a harmonised approach to
objective setting with patients or clients and within teams.
All methods of delivery of education, training and development for the Single Assessment
Process will be, as far as is reasonably practicable, multi-agency and multi-disciplinary, e.g.
health, both Primary and Secondary Care, Social Care, Housing and where applicable the
Independent and Voluntary Sectors, Users and Carers
It is anticipated that education, training, development and information distribution would take
place on three ascending levels of need. The three discrete target groups would reflect the
levels of educational need within the workforce, external stakeholder groups and the wider
A profile of the target groups could be as follows;
A. Operational Group
Those staff directly involved with the Single Assessment Process and with the use of the
assessment tools at all levels of all organisation.
Qualified staff from Health, Primary and Secondary
Social Care Staff
B. Strategic Group
Those members of staff who would directly influence and support single assessment process
and the operational staff responsible for the assessments.
Service Managers and Senior Managers from both the Clinical, Financial and H.R. areas of all
C. Information Group
This group comprises those persons who have a vested interest in Single Assessment and
need knowledge of the intent and process.
These could encompass Service users and Carers, senior staff from Service Provider Agencies,
Health and Social Care administrative staff, the general public. It may not be practicable to
deliver information in mixed groups to this set of people.
Approaches of Delivery
The production of a toolkit and approaches of education, training and development would be
wide ranging some will be mentioned below. They may include employment of a Specialist
Trainer to undertake a programme of education, training and development and to deliver a
cohesive and consistent package of training across the health and social care economy in
Lancashire and Cumbria. This must take into account the dynamics of areas, which directly
impinge on county boundaries. Tools would be developed to meet the educational need of the
A. Operational Group
Education and training could include seminars, forums, case studies, which would encompass
areas of practice guidance and examples of person centred approaches to care such as,
common assessment tools, their uses, skills and techniques of assessment, management of
risk, common language and common values. It will relate to conditions of old age in health and
social care, which will move organisations towards greater understanding facilitating the
progress towards organisational change. Production of a ‘Staff Manual’ which organisation may
use to form a basis of policy, procedures and protocols and eligibility criteria – a reference
document which may be used to ratify and review organisational information and may form the
basis for induction for new staff thus ensuring sustainability and equity.
B. Strategic Group
Strategy, support, supervision, sustainability should be key elements incorporated into an event
which informs senior managers. Recognising the complex changes and, as leaders, the
sympathetic management of this change. The understanding of processes but no direct
involvement in them. An informative event would accomplish this objective, this would bring
together Department of Health, senior managers in health and social care, housing and finance,
to explore issues of ongoing professional advice, management support, risk, accountability to
support effective working.
C. Information Group
Users and Cares, the Public, who are future users and carers, administrative staff in health,
housing and social care should be informed in a timely and appropriate manner about what
Single Assessment means, the possible changes in provision of care, alignment of roles of
health and social care professionals. Information should be given in a variety of ways and by a
variety of methods, from the printed word (in numerous languages and Braille), to the spoken
word on radio, television Forums, User and Carer groups, web-sites both Inter and Intranets.
D. Education Institutes
A fourth target group could be incorporated into A and B above, that being the Higher and
Further Education Institutes. To ensure long term sustainability of single assessment pre-
registration educational programmes must include single assessment within the curriculum.
Ideally, and more easily where common foundation programmes are in place, in a multi-
disciplinary framework. National Vocational Qualifications and Learning Accounts should assure
that work-based learning includes appropriate tools to skill this section of the workforce with
appropriate knowledge of single assessment.
The costing for the delivery of a planned programme of education, development, information
and training will be within resources available to the commissioning group.
Possible sources of funding include:
The Workforce Development Confederation
Strategic Health Authority
Celia Granell 09-07-2003
Training and Development Sub-Group of Single Assessment