3 rd Big Idea Skills, Competencies and Team Job Planning Steve Kingsbury and Ann York 2010

This is  Each individual having a job plan that describes their work: core, specific, choice, admin etc  This plan being written with team needs in mind  All the individual plans integrated into one team plan Team Job Planning p 78, 85-89

Why?  Plans activity for the whole service  Calculates capacity  Makes work load manageable  Flexibility to move and build resources  Transparent monitoring  Set standards for activity as well as protects staff from over activity

Key task  Defining different types of clinical work Choice Core Partnership Specific Partnership

Core vs Specific work in job plan Core work  Tends to be of standard duration- on average 7 sessions  Uses threshold level extended skills (ABCDS) Specific work  specialist level skill used to complement the core work e.g specific assessment or intervention  May be shorter (e.g. Specialist assessments) or longer duration (e.g. high intensity interventions) Can use Real Skills Plus CAMHS competencies as guide

Key concept: extending clinical skills  ABCD’S Skills Clinicians (Alphabet skills)  Clinicians who have extended their skills to include the threshold competencies of: Assessment Behavioural Cognitive Dynamic. Systemic

Specialist skills pattern

Core Extended threshold skills

A possible team pattern Assessment BehaviouralDynamic Systemic Staff 1 Staff 2 Staff 3 Staff 4 Staff 5 Cognitive

A Possible Pattern… Effects?

Specific work protected in job plan You decide as a team what you need to protect. Examples could be... Shorter duration  ASD assessment  WISC Longer duration  psychodynamic psychotherapy  EMDR  Specialist level/’high intensity’ CBT