lower bands (ACS, HCSW), larger numbers of staff who identify themselves as disabled (ACS), and significant numbers of overseas qualified or migrant staff (HCSW, remote and rural). Outcome Action Led by Constraints NES educational resources support improved access to continuing professional development for all health and social care staff. Provide advice and support NHS Boards to use infrastructure and resources developed by NES to improve access to education and learning for administrative, clerical and support staff, clinical healthcare support workers and remote and rural staff. Educational Development Directorate Very limited resources provided in NES to support this staff group. Although NES can work to raise awareness we cannot direct or compel the use of resources. Enhanced leadership development pathways for front line staff widen access to career development and support the delivery of the 20:20 Workforce Vision Complete a review of development needs of frontline managers and emerging leaders by July 2014. Use the review findings to inform a multi route framework which draws on local and national development, and technical, vocational and professional learning to widen access to career development July 2014. Educational Development Directorate (National Leadership Unit) NES is able to track the progress of health professionals in training and effect improvements where necessary Ensure that systems reflect the requirements of the Equality Act 2010; monitor progression annually from 2013 through educational governance reporting and identify improvement Dentistry, Medicine, NMAHP, Pharmacy, Psychology Different levels of maturity of data for different professional groups.
particularly relevant for disabled people, staff who have migrated to from overseas, people who have difficulties with literacy or limited educational experience. Remote and rural staff may have different learning needs or require different modes of educational delivery than staff in other parts of . Outcome Action Led by Constraints Education and learning resources produced by NES are accessible to their target audience and take account of diverse learner needs, using an anticipatory approach to accessibility. Improve the accessibility of e-learning resources by ensuring all new products embed the approach in the NES Digital Resource Accessibility Guide. All directorates, supported by Educational Development Directorate IT literacy and access to IT technology may be limited for some staff groups. Our work to enhance literacy support for staff will address some of the issues relating to IT literacy. NHSScotland has enhanced awareness of inclusive educational approaches and practice Supervisors, practice education facilitators, learning and development leads and others involved in supporting learning in NHSScotland receive guidance and support to enhance awareness and delivery of inclusive educational practice which supports educational quality and delivers regulatory standards. Inclusive Education and Learning Policy reviewed and updated by March 2014. All clinical directorates, Educational Development Directorate
programmes and change programmes are delivered fairly and equitably in a way that advances equality of opportunity. for all organisational change policies and proposals from 2013. Equality and diversity issues are embedded in all evaluations of organisational development and learning interventions from 2013. Under the oversight of the Change Management Programme Board (CMPB) all organisational change plans are subject to equality impact assessment. The outcome of all organisational change consultation processes and Directorates with the support of HR & OD comply with the provisions of the NES Organisational Change & Redeployment Policy including the application of the redeployment register. support of HR/OD directorates/managers consult with HR&OD at an early stage to ensure fair application of policy.