Delivering Excellence Through Assessment

Delivering Excellence Through Assessment. Knowledge plays a fundamental role in competence and we believe that checking knowledge is the starting point for quality care.

If you are coming to the Devon Care Training conference on Friday, stop by our stand and pick up a copy our new Case Study which has just been signed off...

Penns Mount Residential Care Home in Devon saved £1721 for each new starter using CIS-Assessment.co.uk and found that their training budget now goes much further.

The case study is now available from the case study pages:
http://www.cis-assessment.co.uk/default.asp?p=cs

The first of our Autumn Workshops - "How to manage staff development with less money and still improve quality" are booked in the following locations:

Wokingham - 24th September
West Berkshire - 28th September
Oxford - 5th October

There will be another workshop towards the end of November in Reading, if you cannot make any of the dates above.

More inforation will follow soon, but if you want to register please call 0845 873 0373 or complete the contact form: http://www.cis-assessment.co.uk/default.asp?p=cu

We are delighted to announce that during the course of June and July we are hosting a number of free workshops, across the UK.

The workshop is entitled "How to manage staff development with less money and still improve quality" and is linked to our "Top Tips" document which will be available to take away on the day.  The workshops are only a couple of hours long and start at 9.30am in the following locations:

12th June - Manchester
18th June - Leeds
3rd July - Hammersmith
4th July - Rochester
5th July - Borehamwood
12th July - Nottingham
16th July - Bristol
19th July - Durham

For more information please download the flyer from:
www.cis-assessment.co.uk/docs/pdf/CIS_Assessment_Workshops_June_and_July.pdf

If you would like to register, please do get in touch because places are limited.

The workshops will cover the following:

•             Evidencing workers’ and volunteers’ knowledge and competence
•             Identifying knowledge gaps and setting learning objectives for workers
•             Knowledge transfer to the work setting
•             Links between providing good quality supervision and observation of practice
•             Making the best use of available resources
•             Funded and free resources available for staff development
•             CQC Training Qualifications Guidance, (Outcome 14 & 25)
•             How CQC arrive at judgements about services
•             Skills for Care’s guidance and recommendations around staff development
•             Training courses & e-learning alone do not evidence competence
•             Case studies highlighting best practice
•             Safeguarding vulnerable people through a competent workforce
•             Online Assessment system demonstration
•             What info the assessments generate and how to use that info
•             Supervision discussion and the assessment results
•             Online assessments save time, money and strengthen evidence of competence

In essence the principle behind CIS-Assessment.co.uk is to facilitate evidence of knowledge and competence.

Firstly, someone cannot be competent without the knowledge to support it, because competence is knowledge put into practice. So making sure someone has the knowledge in the first place is the starting point, once you have established they have the knowledge required, you are some way towards evidencing competence. Competence is the application of knowledge so you have to add an observation of practice – it is the only way to really evidence competence, it is the only way to check that the knowledge is applied in the day to day role.

However, what happens when you can’t do a formal observation, like safeguarding or fire safety, hopefully neither of them happen that often, so you can’t observe. But you can discuss in supervision along the lines of “how would you deal with…”, “what would you do in this situation?”, “give me an example of…”, so that you can gather evidence that the person could put their knowledge into practice when in that situation, but you must evidence that they have the knowledge in the first place.

Lastly, traditional training courses suffer with the same issue. If someone attends a course you still need to evidence competence because otherwise why would you bother investing the time, effort and resources? Therefore, doing assessments after someone attends a course supports you to evidence what they learned from the course, what they retained and therefore what they have available to apply in their day to day role. Support that with an observation and now you have a quality piece of evidence that says: they attended a course, we measured its effectiveness, measured what the person learned and checked that they are applying what they learned = ie the transfer of learning. The transfer of learning is actually what it is all about, because if they don’t learn, they can’t apply and the application of knowledge is what affects the quality of service delivered and the outcomes of the people being supported.

Take that one stage further and complete an assessment before someone attends training and then you can work out if they need the training, or of if there is some other way the learning needs could be fulfilled. Furthermore, it enables you to send people on formal training with a purpose, you need to learn A, B and C and we will discuss A, B and C when you get back from the course. I guarantee they will pay more attention when they are there, which will contribute to their competence, confidence and their capabilities...

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