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JOINT DEVELOPMENT REVIEW (JDR)
AND
PERSONAL DEVELOPMENT PLANNING (PDP) (Including e-KSF)
GUIDANCE
EQIA Engagement and Consultation Groups
Rapid Impact Assessment HR Directorate/LPF/ managers and staff
Approval Record Date
LPF
Staff Governance Committee
SECTION
PROCEDURE 14
Version Control Date
Implementation Date Oct 07
Last Review Date Jun 09
Next Formal Review Date Jun 14
Contents
1. STATEMENT ON PERSONAL DEVELOPMENT PLANNING AND REVIEW ..... 3
2. STRATEGIC FRAMEWORK/ORGANISATIONAL CULTURE ............................ 4
3. PRINCIPLES/VALUES ........................................................................................ 4
4. ROLES AND RESPONSIBILITIES ...................................................................... 6
5. PROCESS ............................................................................................................ 7
6. PAY BANDS - GATEWAYS (AGENDA FOR CHANGE STAFF) ........................ 7
7. DOCUMENTATION .............................................................................................. 8
8. TRAINING ............................................................................................................ 8
9. E-KSF ................................................................................................................... 9
10. AT-LEARNING ..................................................................................................... 9
11. EVALUATION ...................................................................................................... 9
12. LINKS TO OTHER DOCUMENTS/WEB SITES ................................................. 10
APPENDIX .................................................................................................................... 11
1) FLOWCHART OF KSF PROCESS ........................................................................ 12
2) AGENDA FOR CHANGE SECOND GATEWAY ON PAY BANDS .................................. 13
3) E-KSF REPORTS AVAILABLE (NOT EXHAUSTIVE) ................................................. 14
4) DISCUSSING EVIDENCE AT YOUR KSF PERSONAL DEVELOPMENT REVIEW ......... 15
5) NHS KNOWLEDGE AND SKILLS FRAMEWORK POST OUTLINE .............................. 21
6) GLOSSARY OF TERMS ...................................................................................... 26
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1. STATEMENT ON PERSONAL DEVELOPMENT PLANNING AND REVIEW
1.1. It is essential that all staff undertake a personal development planning and review session within the Board. There are no exceptions to this and it is everyone‟s responsibility (not just management) to ensure that this takes place effectively. All staff have a role in this. Shetland NHS Board (the Board) is committed to the personal and professional development of all its staff. This is best achieved by line managers and staff working together to identify objectives, development needs and take appropriate action. This statement and guideline is intended to provide a structure for the local Personal Development Planning and Joint Development Review framework.
1.2. Successful Personal Development Planning and Review enables the cascade of the Board‟s aims and objectives as contained in the Local Delivery Plan and other strategic documents such as the Corporate Action Plan, so that all staff can identify their contribution to improving health and health services locally. It enables an understanding of an individuals educational/training needs at both a management and organisational level and helps to equip staff for the changes and challenges ahead. It underpins Staff Governance and Clinical Governance, as good staff performance has a direct impact on the quality of teamwork and patient care.
1.3. The system of Personal Development Planning and Review is an essential foundation for individual lifelong learning and the formulation of the organisation‟s Local Learning Plan. It ensures a Board focus on education to ensure that is able to develop and sustain services to the population it serves.
1.4. Performance Management should be implemented in all departments and apply to every member of staff. This includes staff who are subject to Agenda For Change (AFC) Terms & Conditions as well as Medical, Dental and some Senior Managers who are subject to different Terms and Conditions.
1.5. Non AFC Staff may have separate professional arrangements for Personal Development Planning and Review which are comparable with those outlined below. Where this is the case, they will not be required to adopt these guidelines in addition, provided that their separate professional arrangements are consistent with these guidelines and include:
1.5.1 a minimum of a once-yearly meeting with the line manager
1.5.2 explicit links with the aims and objectives of the organisation
1.5.3 a formal record of the outcomes of the discussion
Non AFC staff groups can use the e-KSF (electronic Knowledge & Skills Framework web site www.e-ksf.org) to record Personal Development Planning and Review. Contact local e-KSF administrator via Staff Development Department.
1.6. AFC Staff must record all Joint Development Review and Personal Development Plans in the e-KSF.
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2. STRATEGIC FRAMEWORK/ORGANISATIONAL CULTURE
2.1. Learning Together provides a vehicle for staff throughout the NHS "to be encouraged to take greater responsibility for their own learning". It should be recognised that learning can take many forms and does not need to involve attending a formal training course, which is a common misconception. In return all staff can expect;
2.1.1 support from their employer in helping them keep up to date and acquire new skills, including access to appropriate learning resources and to induction training;
2.1.2 the opportunity to sit down with their managers/senior professional colleagues at regular intervals to discuss their development needs and identify learning opportunities;
2.1.3 help in preparing Personal Development Plans which support their career development and achieve the required knowledge and skills identified in the KSF post outline, to progress though the Pay Band „Gateways‟;
2.1.4 local decisions about investment in education and training activities, including access to funding based on a reasoned assessment of learning needs and the service development objectives of the NHS.
2.2. These procedures are intended to assist in achieving the above through the Personal Development Planning and Review system, which is the minimum standard expected throughout the NHS in Scotland.
3. PRINCIPLES/VALUES
Stage 1Joint review of work against the demandsof the post and any agreed objectives and
targets
Stage 4Joint evaluation of learning anddevelopment and its application
Stage 3Learning and development by individual
supported by their line manager
Stage 2Jointly produce Personal Development
Plan - identifying learning anddevelopment needs, goals and how these
will be met
3.1. All members of staff have the right to know what is expected of them in their work and have the opportunity to develop their potential. Staff have a right to feel valued and to have their contribution to the organisation recognised.
3.2. All staff, whether full-time, part time, substantive, temporary or bank staff, should understand their role in the organisation and receive ongoing feedback from their line managers on how they are performing, together with access to guidance on Personal Development Planning.
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3.3. Staff should understand clearly what documentation will be held in respect of Personal Development Planning and Review, together with where and how this will be held (see Section 7.0)
3.4. Reviews will normally be undertaken on a one-to-one basis.
3.5. The Personal Development Planning and Joint Development Review process must be as wide as possible, discussing achievement of personal development objectives, behaviour and values.
3.6. The individual's potential and future development needs must be jointly agreed. This could include study leading to the award of qualifications, which enhance the individual's prospects of career advancement. Assistance will also be given to individuals whose profession demands a level of accredited study for registration purposes.
Staff may also be supported in personal learning or via various awards that operate within the Board which are linked to learning and development. These are for motivation / retention purposes and are in no way linked to the essential requirements of their role. This will not incur any changes to staff‟s existing Terms & Conditions unless agreed prior to the training and through a formal agreement signed off by the relevant Director of Service to ensure that it A) meets the needs of the service B) is within the financial envelope of the department/directorate .
3.7. Where there is disagreement on an individual's potential and future development needs, the Reviewee will have the right to discuss the matter with their line manager before deciding to escalate to the next level of management.
3.8. All staff also have access to the Grievance Procedure for unresolved issues, but only after informal processes have been exhausted An up to date and accurate job description, KSF post outline (Agenda for Change staff) and agreement on a set of individual objectives are key elements in helping staff achieve their potential and ensuring that organisational objectives are met. They can also be useful in managing expectations and are helpful starting points for discussions about many aspects of work.
3.9. To ensure that the learning and development activity is focused and meets the current and future requirements of NHS Shetland in line with the organisations Organisational Development Strategy, a clear link must exist between the individual Personal Development Plan, the Board‟s Local Delivery Plan and the relevant needs of the Board, e.g. Local Delivery Plans.
3.10. To ensure that Reviewers can fulfil their obligations effectively, the number of staff whose Personal Development Plans and Joint Development Reviews they assist with, must be kept manageable. This should be agreed at an individual level.
3.11. This process must be kept distinct and separate from disciplinary action, although line managers and staff may discuss issues of poor performance in the Personal Development Planning and Review meetings and issues of more serious poor performance may result in recourse to disciplinary or other employment procedures. Where an individual has some elements of improvement to be made as a result of conduct or capability the actions may be included in their personal development plan as a way of monitoring progress against these.
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3.12. Personal Development Planning and Review is not:
About creating unrealistic expectations or rewards.
A vehicle for evaluating/increasing pay entitlements.
To be used as a counselling exercise for non-learning and development issues.
A variant or sub-set of disciplinary procedures.
A substitute for the reviewer's responsibility to provide ongoing feedback to staff.
4. ROLES AND RESPONSIBILITIES
4.1. The Board will: -
4.1.1 In partnership with Local Partnership Forum, agree a Personal Development Planning and Review system and ensure this is introduced throughout the Board.
4.1.2 Ensure that everyone involved is sufficiently skilled to work within the system.
4.1.3 Ensure a Local Learning Plan exists to meet the needs of the Board, e.g. Local Delivery Plans, with clearly identified resources which are distributed equally among staff groups based on need reflecting the principles of equal opportunities.
4.1.4 Ensure that a reasonable proportion of the Board‟s available resources including time will be allocated to learning and development
4.1.5 Ensure that the system is audited and any identified areas of improvement are implemented
4.1.6 Provide appropriate training for all staff in the process.
4.2. The Line Manger (can also be the Reviewer) will:-
4.2.1 In partnership with staff create, amend and keep up-to-date the KSF Post outlines relevant to staff within their department.
4.2.2 Ensure that all their staff (under Agenda for Change) have been assigned a KSF Post Outline.
4.2.3 Be appropriately trained to participate fully in the process.
4.3. The Reviewer (can be a member of staff who is not a Line Manager) will: -
4.3.1 Ensure timely delivery of the process.
4.3.2 Ensure that the Reviewee is fully aware of their duties and responsibilities to participate in the process.
4.3.3 Ensure adequate time is given to prepare for, conduct and document the discussion (in e-KSF) and undertake appropriate follow up action throughout the year.
4.3.4 Be appropriately trained to participate fully in the process.
4.4. The Reviewee will: -
4.4.1 Fulfil their role within the Board.
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4.4.2 Participate fully within the Review process and aim to meet the requirements as documented in the KSF Post Outline assigned to them.
4.4.3 Take an active interest in their own learning and development and take responsibility to fulfil the agreed resourced training requirements within their Personal Development Plan.
4.4.4 Be appropriately trained to participate fully in the process.
4.5. The Local Partnership Forum will: -
4.5.1 Agree a Personal Development Planning and Review system in line with the national framework.
4.5.2 Raise awareness of the benefits of and the approach to Personal Development Planning and Reviews.
5. PROCESS
5.1. Personal Development Planning and Review must be undertaken at least on an annual basis. Half-yearly or quarterly discussions are recommended to ensure progress towards objectives is satisfactory and that objectives are amended as necessary to take account of personal and organisational developments.
5.1.1 HEAT target - "NHS Boards to ensure that all employees covered by Agenda for Change have an agreed completed i.e. signed off by both Reviewer & Reviewee, Annual Personal Development Review (appraisal) by the end of March 2011."
5.2. Emphasis must be placed on the Reviewee's self-assessment, supported, guided and facilitated by the reviewer.
5.3. There must be recognition of the time required both by Reviewer and Reviewee to ensure the process is carried out effectively. This includes completion of the relevant documentation and data entered into the e-KSF (Agenda For Change Staff).
5.4. A jointly agreed assessment must be made of the individual‟s potential and future development needs as pertaining to the assigned KSF Post Outline (AFC staff) and the Boards‟ objectives.
5.5. Each member of staff must have an agreed Personal Development Plan for which mutual responsibility exists to fulfil the agreed learning requirements. The plan should be realistic and achievable by explicitly reflecting the Board‟s Corporate Action Plan and Local Learning Plan, and include outcome measures which can be evaluated.
5.6. AFC Staff & Pay Progression
Under AFC Terms & Conditions, staff are required to provide evidence of their knowledge and skills at up to 2 Gateway points.
6. PAY BANDS - GATEWAYS (Agenda for Change Staff)
6.1. See Gateway Review Procedure for full description and actions required. (See Appendix 2 for Gateway points within pay bands.)
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6.2. Staff are required to achieve the levels set out in their assigned Knowledge & Skills Framework Post Outline at 2 separate points i.e. gateways.
6.3. The Foundation i.e. first, gateway is after 12 months in post. The full or second gateway, is dependent on which pay band the staff member is on.
6.4. Failure to achieve the gateway levels may prevent the staff member from progressing to the next pay point. A Short term Action Plan (STAP) must be created to address any knowledge & skill shortage.
6.5. The e-KSF will monitor and record staff progress pertaining to gateways.
6.6. Managers & Directors are able to access reports on Gateway progress (See Appendix 3).
7. DOCUMENTATION
7.1. A record must be kept of Personal Development Planning and Review meetings, in line with the requirements of the Data Protection Act 1998.
7.2. AFC Staff
7.2.1 The Board‟s format for recording Personal Development Plans and Review meetings for staff under Agenda for Change Terms & Conditions is via the e-KSF website.
7.2.2 Review and PDPs can only be viewed by the Reviewer and Reviewee.
7.2.3 Copies of the documentation are not required to be forwarded to the Staff Development Manager.
7.3. Non AFC Staff
7.3.1 Staff groups with separate professional arrangements for Personal Development Planning and Review must complete and retain copies of the appropriate paperwork.
7.3.2 The Review information will be kept by the individual and their line manager only.
7.3.3 Copies of Personal Development Plans should be sent to the Staff Development Manager for the effective planning of training and development events and resource allocation.
7.4. Staff whose details are recorded on the e-KSF are not required to forward any copies of Personal Development Plans or Review documentation to the Staff Development Manager.
8. TRAINING
8.1. The Board ensures that appropriate training opportunities are available. It is every member of staffs own responsibility to ensure that they attend the relevant activities.
8.2. An ongoing programme of training events for Line Managers, Reviewers and Reviewees' is available to promote the Personal Development Planning and Review process and ensure that all staff have access to training to enable them to improve their individual level of skill.
8.3. The organisation is committed to provide ongoing training and support to all staff who are required to use the e-KSF.
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9. e-KSF
9.1. e-KSF (www.e-ksf.org) is the NHS Scotland‟s system of choice for staff under Agenda for Change Terms & Conditions for the mandatory recording of Joint Development Reviews and Personal Development Plans.
10. AT-LEARNING
10.1. AT-Learning is NHS Shetland‟s Learning Management System (LMS) and is fully integrated with the e-KSF.
10.2. All course attendance at local events are recorded. Where the staff member is under the Agenda for Change Terms & Conditions, their e-KSF Personal Development Plan will be updated. This also applies to non Agenda For Change staff who wish to use the e-KSF.
11. EVALUATION
11.1. The Local Partnership Forum will be responsible for reviewing/auditing all aspects of the delivery of Personal Development Planning and Review on a 6 monthly basis. This will take into account "Learning Together", compliance with the Staff Governance Standard and other appropriate strategy documents, together with arrangements for separate staff groups.
11.2. Key features of the review/audit are as follows :-
11.2.1 Quantitative data e.g. number of Personal Development Planning and Review discussions which have been completed and documented;
11.2.2 Qualitative data, e.g. how beneficial the reviewer/reviewee found the Personal Development Planning and Review discussions.
11.3. To provide quantitative/qualitative data the Board will utilise the reporting features within the e-KSF (See appendix), including for example: -
11.3.1 Random sampling
11.3.2 Audit process
11.3.3 Staff Surveys
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12. LINKS TO OTHER DOCUMENTS/web sites
12.1. Documents
12.1.1 Staff Development Policy
12.1.2 Gateway Review Procedure
12.1.3 Equal Opportunities Policy
12.1.4 Race Equality Scheme
12.1.5 Induction Policy and procedures
12.1.6 Management of Employee Capability
12.1.7 Reporting of Poor Work Performance and Practice Policy
12.1.8 Using the E-KSF Procedure
12.1.9 NHS Scotland Knowledge and Skills Framework
12.1.10 Capability Procedure
12.1.11 Grievance Procedure
12.1.12 Recruitment & Selection Policy
12.2. Web-sites
12.2.1 www.e-ksf.org
Where all Reviews and Personal Development Plans must be recorded for Agenda for Change staff.
12.2.2 www.e-ksfnow.org
Newsletter site detailing the current and future plans for the E-KSF. On-line training is available.
12.2.3 www.at-learning.org
Learning management system AT-Learning used by Staff Development.
Staff using their e-KSF login can also use it to:-
.1. Complete log of attendance and future attendances to courses
.2. Find / Book / Cancel attendance on courses
.3. Provide feedback on any courses
.4. Attendance Certificates
.5. Register their interest
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Appendix
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1) Flowchart of KSF Process
Create / copy /
amend Post
Outline
Send for
Organisational
Approval
Approved
Line Manager
Assign Post
Outline to Staff
No
Create Personal
Development
Review (PDR)
record
Enter draft
evidence etc. into
PDR record
Enter / agree
learning activities
into Personal
Development Plan
Yes
Gateway
Year?Conduct Review
Record and Agree
Review and PDP
record
Yes
Achieve Gateway
Requirements
Develop PDP to
help achieve
Gateway
No
No
Develop PDP to
help sustain
Gateway
Yes
Recording
Learning
Activities
Conducting a
Gateway
Review
KSF Process
Describing the steps required to complete the recording of
Personal Development Reviews (PDR) / Appraisal
and Personal Development Plans (PDP‟s).
Staff must complete this
section as much as possible
prior to the actual Review
Meeting
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2) Agenda for Change Second Gateway on Pay Bands
Point Band
1 Band
2 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8 Band 9
Range
A Range
B Range
C Range
D
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
Pay Band 1 Before final point Pay Bands 2-4 Before first of last two points Pay Bands 5-7 Before first of last three points Pay Bands 8a-d Before final point Pay Bands 9 Before final point
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3) e-KSF Reports Available (not exhaustive)
Organisational (Administrator or Delegated Access) KSF Personal Review Reports
Summary Progression Through Gateways (Department Wise) Individuals Passing Gateway Individuals with Problems at Gateway (Department Wise) Analysis of KSF Dimension Requirements for the Organisation vs. Achievements View Pending Reviews List of Staff Without a Review Recorded Details of Staff‟s Gateway Progress KSF Review Outcomes Detail of Staff‟s Gateway Progress (Upcoming Gateways)
PDP & Learning Reports
Detail Report Number of Learning Needs Learning Needs Analysis (by Dimension) Duplicate Learning Activities
KSF Monitoring Reports
KSF – Overall Summary of Progress KSF – Post Outline Progress KSF – Gateway Outcomes KSF – Gateway Progress KSF – Development Review Progress Detail of Comments about Gateway Outcomes Summary of Reviews, Objectives, PDPs by employee Name Implementation Status Summary
Workforce Planning Graphs KSF Dimensions by Pay Band KSF Dimensions by Ethnicity or Gender Completion Rates of PDP Activities by Department Completion Rate from PDP by Dimension Demand for Dimension by Level Demand for Dimensions and Levels for Individual Pay Band Undersupply of Knowledge And Skills by Dimension and Level Oversupply of Knowledge And Skills by Dimension and Level
Manager Reports
KSF Review Progress Summary of Review, Objectives, PDPs KSF Review Outcomes Staff Pay Data PDP Activity Agreed Learning Needs Analysis (by Dimension) Detail Report-Number of Learning Needs
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4) Discussing Evidence At Your KSF
Personal Development Review
This guide has been produced to help staff at their first Personal Development
Planning Review (PDP&R) to discuss with their reviewer what evidence they
should gather against their KSF Post Outline for future PDP&Rs.
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Your Portfolio
NHS Shetland staff will be encouraged to keep a portfolio of evidence relating to their KSF
Post Outline. This will be used in Personal Development Planning Reviews (PDP&R) to
enable learning and development needs to be identified. You may already have a suitable
portfolio that you can use. It may be a training record or Continuous Professional
Development (CPD) record. If this is not the case you may need to discuss with your
reviewer/manager whether you need to set up a simple KSF portfolio (an ordinary folder is
perfect for this).
Evidence - Why, What, Where and How?
Why do you need to gather evidence?
Evidence shows the level of knowledge and skills you use to perform different tasks within
your post. If your reviewer cannot determine this, it would be difficult to identify your
learning and development needs based on your KSF Post Outline.
Although evidence gathering is used for other means, e.g. Scottish Vocational
Qualifications (SVQs), evidence for KSF is not as formal. In fact, the NHS KSF policy states
that:
„The development review should not be a “paper chase” – all of the evidence should be
available naturally in the workplace as the development review is about what an individual
does at work.‟
(NHS KSF Oct 2004, 3.3.2)
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What sort of evidence do I need?
Before, or during your first PDP&R meeting, discuss with your reviewer what kinds of
evidence you will need to gather for the present and in the future. As well as the evidence
being easily accessible in your workplace (you probably have lots of evidence to hand right
now, you just may not be aware of it), there are other requirements:
There must be ‘sufficiency of evidence’. Enough evidence must be available to
confirm your work against the dimensions, levels and indicators within your KSF Post
Outline. However, one piece of evidence can be used for more than one indicator
across different dimensions if relevant.
Evidence should be up-to-date. Even if you have achieved the full KSF Post
Outline for your post, you must still provide evidence to your reviewer that your
knowledge and skills are being currently and consistently used. If not, further
learning and development may be required.
Evidence should be to the appropriate standard. It must relate to the dimensions
and levels in your KSF Post Outline.
There are many different types of evidence you could use – see under „How to record
evidence‟. The “examples of application” in your KSF Post Outline will give you specific
examples of what tasks you can provide evidence against to satisfy your KSF Post Outline.
You must ensure that the evidence you produce fits the levels defined in your KSF Post
Outline.
Example: Communication Level 2 – Communicate with a range of people on a range of
matters
The level requires that evidence should show what sorts of information you have
communicated and to whom. This should be a routine occurrence rather than a one-off. If
there were differing levels of understanding, you may have to adjust your communication
skills accordingly so that your communication can be understood by all (e.g. communication
with people who have a hearing disability, or for people who do not have English as their
first language)
Where should the evidence be stored?
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All staff should start putting together an organised record of evidence regardless of whether
it is contained within a specific KSF Portfolio or other development or personal portfolios.
The portfolio you use to store the evidence should provide:
A contents page or index - to link the evidence with the relevant parts of your KSF
Post Outline for easy cross-referencing.
A copy of your KSF Post Outline and PDP&R records
Any relevant personal information, for example CV, Job Description and Person
Spec, certificates of achievement/education, reflective logs etc
Traceability – as evidence has to be up-to-date, the date on which it was produced
should be recorded. The portfolio should also allow for evidence to be updated,
superseded and archived as appropriate
How should the evidence be recorded?
There are different ways of recording evidence depending on the area of activity it covers. It
can be presented in different ways as long as it provides „sufficiency of evidence‟ it is
relevant and aimed at the appropriate level.
Evidence can be:
Verbal – this can be discussed „live‟ during your PDP&R as long as the reviewer has
background knowledge of the examples discussed. Ideally however some written
record would be used to support verbal evidence, for example, witness statement or
summary of feedback received after an event from a patient, relative, carer,
colleague or supervisor.
Hand written – this includes reports (formal and informal) and other records such as
minutes from meetings
Electronic – databases, emails, presentations, graphs, diagrams, digital photos etc
that you have produced.
The following pages contain examples of evidence you could use in the future. Whatever
evidence you use it must fit with the requirements detailed above, otherwise it may be
rejected by your reviewer. If you are not sure, check with your reviewer at your first PDP&R
to make sure both parties are happy with what is required in the future.
Core Dimensions
Examples of evidence
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Communication Emails to colleagues providing information
Letters you have written providing information, explanation or a response to a complaint
Reports/summaries of projects/events
Memos describing how staff can overcome communication barriers with members of the public
Meeting minutes/notes
Presentations given to staff or public
Witness statements from colleagues, managers, patients, the public, etc on an issue you explained well or helped with
Advertising material for training events/meetings etc.
Ways in which the working environment was changed to aid better communication
Signs, leaflets or diagrams produced to simplify information
Ways you motivated staff, patients or the public to achieve an objective
Methods of maintaining confidentiality
Personal and people development
Records of those who you helped develop, train or assess (removing names)
Witness statement from those you have coached, encouraged to develop or given advice to
Evidence of mentoring/shadowing/coaching/secondment – e.g. what did you learn?
Records of induction or ongoing training
Personal learning and development programmes/plans
Team/department training programmes you have developed
Copy of your personal PDP&R records
Examples of self-analysis or feedback – evaluation sheets or witness statements
Reflective logs
Examples of specific project work
Examples of private study – e-learning, distance learning, copies of relevant articles or internet/intranet pages
Qualifications and certificates of achievement
Health, safety and security
Copy of health and safety checklist/survey/audit
Examples of risk/manual handling/COSHH/DSE assessments
Witness statements about your role in Health and Safety
Copies of information you have distributed to other staff/public
Witness statement on how you dealt with a difficult situation
Copies of relevant articles or internet/intranet pages
Record of your intervention when people were at risk
Examples of practices, procedures or policies you developed
Examples of infection/contamination control
Evidence on how you improved the working environment
Records of qualifications or training
Any other evidence of your specialist role on this subject
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Service improvement
Records of surveys or audits you‟ve carried out
Risk assessments
Hazard and gap analysis
Reports on working practice reviews
Benchmarking exercises
Witness statements on how you have improved an aspect of your working environment or practices (e.g. redesign of a process or system)
How you have complied with legislation
Reflection logs and records of work-place observations
Minutes from improvement/quality meetings
Copy of emails identifying possible improvements
Communication with people/organisations outside of the NHS
Evidence of your involvement in delivering better or quicker services, e.g. care to patients, quicker/ more efficient turnaround times for deliveries
Examples of practices, procedures or policies you developed
Quality Any evidence of how you apply quality to your own job, team or environment in a responsible way
Copies of investigations or audits you were involved in
Evidence of your control over quality received by others, e.g. patients – procedures in place, witness statements, photos etc
Implementation of quality initiatives
Involvement in developing quality initiatives, e.g. posters, meetings, briefings, training, setting up systems
Evidence that you help maintain the quality of equipment, vehicles or premises – witness statements, photos etc
Examples of how quality of communication has increased
Graphs showing a reduction in complaints or errors
Evidence of your involvement in producing a better product
Report or witness testimony stating how a problem was prevented or resolved satisfactorily
Evidence of your compliance with quality systems/legislation
Any other evidence of your specialist role on this subject
Equality and diversity
Examples of how you have been sympathetic to peoples‟ beliefs, preferences or choices or rights to privacy/dignity
Evidence of your participation in partnership working
Evidence that learning and development is available to all staff
Work you have done where there are equality or diversity issues
Copies of reports/presentations showing equality or diversity in the workplace or across a service
Examples of how you have applied equality and diversity training in the workplace
Projects you have been involved in targeting minorities or providing for their specific needs
Evidence of your awareness of different cultures and beliefs
Examples of how you have modelled good practice
Any other evidence of your specialist role on this subject
Acknowledgement -This guide was developed from a document from the National Blood Transfusion Service
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5) NHS Knowledge And Skills Framework Post Outline
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6) Glossary of Terms
Activities (PDP) Relates to a learning activity to be undertaken. An activity can be a formal tutor led course, job shadowing, self learning etc.
AT-Learning
(www.at-learning.org)
Learning Management System. Contains a database of available courses. Provides full administrative functions to manage a training function. Fully integrates with e-KSF via the PDP „Link Activities‟ under the heading “Link Activity to Database”. Staff can log into AT-Learning using their e-KSF details.
Dimension Identification of the broad functions that are required by the NHS to provide a good quality service to the public.
E-KSF
(http://www.e-ksf.org)
Electronic Knowledge & Skills Framework. The tool by which all information on Joint Development Reviews and Personal Development Plans are recorded. Integrates with AT-Learning via the PDP „Link Activities‟ under the heading “Link Activity to Database”.
Examples of Application
Recorded in the Post Outline, these are actual examples of work or evidence that can be used to ensure that the post holder can be assessed against the Indicators identified in each level of a dimension.
Foundation Gateway
Takes place no later than 12 months after an individual is appointed to a pay band regardless of the pay point to which the staff member is appointed.
Foundation Level
The criteria identified in a post outline that a new appointed staff must attain to progress through the Foundation Gateway to the next Pay Point.
Gateway
The point in the pay band (scale) at which a staff member must fulfil the requirements of the Post outline to progress to the next pay point.. This (gateway) can be either the Foundation Gateway or the Full outline Gateway depending on the staff members pay point.
Indicator Describes how knowledge and skill need to be applied at that level. Individuals must meet all of the indicators at the assigned level.
JDR Joint Development Review or Appraisal.
Link Activity to Database (PDP)
A store of learning activities via AT-Learning. You can link an activity e.g. “improve computer skills” to a database entry of going on a formal computer course e.g. “word processing”. A database entry has been set-up to be linked to cover some-KSF dimensions.
Pay Band Assigned to the Post Holder based on the evaluation of the job description submitted under Agenda for Change. Post outlines do not impact on which band is assigned, only the location of the „Gateways‟ within the Band.
PDP Personal Development Plan.
Reviewee Individual staff member whose e-KSF staff record is being updated.
Reviewer Staff member who is in charge of conducting the JDR and PDP.
Second or Full Gateway
This is a set at a fixed point towards the top of a pay band as set out in the National Agreement.
STAP Short Term Action Plan. Created when a member of staff fails to achieve the requirements of a Gateway Review and in agreement with the Reviewer, create a plan of action to address the shortfall.
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Status (PDP)
- Edit (not been ticked for approval by either party) - Pending (One party has marked the Activity as approved) - Agreed (both parties have marked the Activity as approved) - Completed (Activity has been completed) - Not Completed (Activity has failed to be achieved)
View Linked Dimensions (PDP)
Allows the Reviewer & Reviewee to discuss and agree what KSF dimensions can be linked to a learning activity to be undertaken. If the activity cannot be linked to the „Link Activity to Database‟ then this must be completed.
Person Responsible Department
Name Of Policy Or Function
Joint Development Review & Personal Development Planning
Shetland NHS Board
Equal Opportunities Policy
Race Equality Scheme
Staff Development Policy
Induction Policy and procedures
Management of Employee Capability
Reporting of Poor Work Performance and Practice Policy
Using the E-KSF Procedure
SEHD/NHSScotland PFPI/Fair for All Equality and Diversity Impact Assessment - Rapid Impact Checklist
Other groups: 1. All
minority ethnic people (incl. gypsy/travellers, refugees & asylum seekers)
women and men
people in religious/faith groups
disabled people
older people, children and young people
lesbian, gay, bisexual and transgender people
people of low income
people with mental health problems
homeless people
people involved in criminal justice system
staff
2. Workers
N.B. The word proposal is used below as shorthand for any policy, procedure, strategy or proposal that might be assessed.
Which groups will be affected by these impacts?
What impact will the proposal have on lifestyles? For example, will the changes affect:
Diet and nutrition? Exercise and physical activity? Substance use: tobacco, alcohol or drugs? Risk taking behaviour? Education and learning, or skills?
Will the proposal have any impact on the social environment? Things that might be affected include
Social status Employment (paid or unpaid) Social/family support Stress
Income
Will the proposal have any impact on Discrimination? Equality of opportunity? Relations between groups?
Will the proposal have an impact on the physical environment? For example, will there be impacts on: Living conditions? Working conditions? Pollution or climate change? Accidental injuries or public safety? Transmission of infectious disease?
Will the proposal affect access to and experience of services? For example,
Health care Transport Social services Housing services Education
