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Generic Service Interventions Pathway

A competency framework to support development of the learning disability workforce

This document was commissioned by Health Education England to support development of the learning disability workforce and outline where further support and information can be found.

Using the framework
The framework has particular relevance for:

• Learning Disability Service Managers – who can use the framework to better understand the development needs of the workforce. It will help them understand how to maximise the contribution of the existing workforce and identify new ways of working within a framework that is person-centred and focused on improving health and care outcomes. It will help identify the need for, and development of, new roles
• Education Commissioners – who can use the framework to support competency based curriculum development activities
• People with a learning disability (and their carers) who wish to contribute to the development of care services
• Service Commissioners – who will gain an insight into competency based workforce development approaches and can use the tool to help describe service models and assurance activities that underpin the delivery of effective services.

Health Education England, in partnership with Skills for Health, developed this competency framework to help identify and develop effective education and training. The framework identifies things that people who provide learning disability services need to know and do when delivering service interventions. It should be viewed as complementary to a range of other competency frameworks and was developed to fill a gap in the existing tools.

Generic Service Interventions Pathway – what is it and what does it mean to me?
To support the development of the framework and enable co-production with people with learning disabilities, an ‘I Story Framework’ was developed to correspond to the Generic Service Interventions Pathway (figure 1). Together they outline what the intent behind the service intervention is and what that means for people accessing the service. The approach was viewed to be a particularly useful mechanism in retaining a focus on needs.

A number of statements were developed by an expert reference group to explain the activities that are required to deliver the intervention. These were further examined to identify the skills and knowledge required to undertake the specified activities. To ensure consistency, these have been mapped to the National Occupational Standards that describe each competence.

The framework supports workforce competency mapping, skills gap analysis and effective commissioning of services and education. How the framework relates to the development of the workforce is described at a high level in appendix 1.