Liberating the NHS: Developing the Healthcare Workforce ...

Liberating the NHS: Developing the Healthcare WorkforceResponse to Consultation1. Executive Summary1.1 Since the publication of the proposals set out in Liberating the NHS: Developing theHealthcare Workforce South Central SHA has undertaken wide consultation withNHS healthcare providers and other stakeholders to develop a response to theproposals. The SHA has met with over 600 individuals representing all NHSorganisations across South Central (listed in Appendix 1) culminating in a multiprofessionalconsultation event on 18 February 2011 which was attended by DebbieMellor, Deputy Director of Workforce and Education, Department of Health.1.2 There was an overwhelming agreement from healthcare providers for the SHA to usethe consultation information to prepare a response to the proposals on their behalfand a clear mandate for the SHA to move forward to develop co-produced options forSouth Central.1.3 The proposals set out the new system for developing the healthcare workforce andare broadly welcomed, particularly the overall vision and high-level objectives whichincludes closer involvement with local authorities. The opportunity to bring health andsocial care education and training together is absolutely supported by the SHA. Theprinciple that ‘nothing is done at the centre that can be done locally’ is at the heart ofour response.1.4 In South Central we have always strived for a collaborative approach to workforceplanning, education commissioning and provision and we hope the skills networkswould build on the expertise and tacit knowledge that exists in the current system. Inparticular, engagement and partnership working, quality and innovation, and thestrategic management of workforce supply and demand have been highlighted by ourstakeholders as particular strengths.1.5 The specific concerns of South Central SHA include the need to ensure continuityand that we do not lose organisational skill and experience or the goodwill of existingrelationships while developing or delivering the new system.1.6 That said, the new architecture offers up dramatic possibilities of addressing areas ofweakness and increasing efficiency if done methodically and with appropriate supportduring the transition. This includes radical reform of medical workforce planning. Thesimultaneous release of the Outcomes Framework (OF) is very timely to enabledesign of workforce and education with the OF as a key driver.1.7 For this to be achieved there has to be clarity (and confidence) in the structure, rolesand responsibilities between Health Education England (HEE) and skills networksSouth Central Strategic Health Authority – DHW Consultation Response 1

Consultation Questions – Chapter 2Q1: Are these the right high-level objectives? If not, why not? Yes, there was wide-spread support for these as high level objectives However, there should be a recognition that it is balancing workforce supply anddemand, not simply ensuring security of supply.Q2: Are these the right design principles? If not, why not? Yes, there was wide-spread support for these design principles System alignment needs more integration with service commissioning which is notdescribed in the paper in much detail There needs to be careful thought to national/local perspective to ensure functions sitat the right level and are driven locally but retaining strategic overview and criticalmass ...“appropriate integration” of public health, local authorities needs a strongermandate to be able implement effectively.Consultation Questions – Chapter 3Q3: In developing the new system, what are the key strengths of the existingarrangements that we need to build on? Strategic overview currently done by the SHA Economies of scale for contracting, quality management, knowledge resources The focus on the whole of the workforce from undergraduate to CPD and Bands1-4 and leadership for all staff at all levels Established and existing networks and relationships Ring-fenced funding and resourcing for workforce development including CPD Continuity of relationships, expertise and tacit knowledge.Q4: What are the key opportunities in developing a new approach? Accountability to healthcare providers in all sectors gives better opportunity to alignworkforce, service and financial planning and support complex service redesign To ensure clarity of relationships and strong requirement to build networks with localauthorities, Health and Well-Being Boards, private, voluntary and independent sectorpartners Workforce planning and supply across integrated pathways of care Include role and functions of Skills for Health as part of the system (from HEE toskills networks) and take the opportunity to radically streamline and remove potentialfor duplication Build on current improvements in integrated workforce planning through clarity ofworkforce planning – who will do what at what level – and linking with Monitor andQIPP planning team to ensure streamlining Bring together health and social care education and training in order to deliver theOutcomes Framework.South Central Strategic Health Authority – DHW Consultation Response 4

Consultation Questions – Chapter 5Q5: Should all healthcare providers have a duty to consult patients, localcommunities, staff and commissioners of services about how they plan to developthe healthcare workforce? There needs to be clarity of consultation to ensure harmony, avoid duplication andensure that consultation is for a purpose There needs to be more clarity around the term “healthcare provider” as thepersonalisation agenda and Any Willing Provider (AWP) could see mushroom growthin the number of “healthcare providers”. Does this include dentistry? (This point ismade again in Q10)– See Q10 for comments on definition of “healthcare provider”The responsibility for strategic consultation and wide scale redesign of complexservices should be at the local level e.g. GP consortia engage with localcommunities and share this with healthcare providers and include in commissioningrequirementsProgress in involving patients in the education and training of students, traineesand CPD of the current workforce should be maintainedLinks with Health and Wellbeing Boards need to be clearer.Q6: Should healthcare providers have a duty to provide data about their currentworkforce? Yes, though the proposals need to better address the tension between competitionand collaboration Data collection should be for a clear purpose and there needs to be clarity about thedefinition of healthcare providers GP and community healthcare providers and should be included Is an intention to continue to use ESR to collate this data and if so, what plans are inplace to improve the quality of data and extend access to non-NHS organisations?Q7: Should healthcare providers have a duty to provide data on their future workforceneeds? Yes, GP practices, the private and voluntary sector including in industries such aspharmacy should be included Increased commercial tension between competition/collaboration and thereforecareful management and use of data This is an unknown quantity with AWP where organisations have relied on incentivesto attract healthcare staff and therefore there will need to be robust measures forensuring quality of data and rewards/penalties for non-compliance In drawing in private, voluntary and independent sectors to create a managed marketthere are risks for all organisations, including HEIs, HEE and skills networks need toensure that risk is shared and does not lie solely with the NHS.Q8: Should healthcare providers have a duty to cooperate on planning the healthcareworkforce and planning and providing professional education and training? Yes, especially where economies, efficiencies and equity can be achieved throughco-operation and collaboration and where development costs are high eg eLearning,South Central Strategic Health Authority – DHW Consultation Response 5

There also needs to be reference to co-operation on staff over-supply – the focus ison shortages, but oversupply, particularly in terms of parts of the medical workforceis likely to be the greater issue over the next few years.Q12: Are there other incentives and ways in which we could ensure that there is anappropriate degree of cooperation, coherence and consultation in the system? Workforce and education outcomes framework to support the service outcomesframework, which clearly sets the role of workforce and education front and centre toservice delivery A “kite mark” that would be a mark of quality and credibility for AWP benefits ofmembership such as access to NHS resources (as mentioned eLearning andknowledge resources) Ensure service commissions include requirements relating to education,development, knowledge and skills as a long term objective Build on and refine current systems.Consultation Questions – Chapter 6Q13: Are these the right functions that should be assigned to the Health EducationEngland Board? The structure does not go far in enough to radically streamlining the whole health andsocial care workforce planning, education and training system. There needs to bemore emphasis on social care within HEE – could this not be Health and Social CareEducation England? Is there merit in exploring whether the National Leadership Council should sit withinHEE – this will ensure a more streamlined link to local delivery of leadership withinskills networks Previous comments stand about including Skills for Health/Care within this system. We would not want to see a separation between the workforce work led by HEE andthe commissioner work led by the NHS Commissioning Board. Workforcedevelopment plans will need to be closely linked to policy and strategic planning aswell as embedded in provider responsibilities There are functions that sit nationally at the moment that are not specificallymentioned such as national lead on knowledge resources to specific corerequirements and quality standards which should be led by the professions throughHEE There needs to be clarity about how HEE will interface with the NHS CommissioningBoard for dentistry and how the Dental Programme Board in turn will interface withthe National Dental Commissioning Board.Q14: How should the accountability framework between healthcare provider skillsnetworks and HEE be developed? Timing for the development of accountability frameworks is tight therefore earlyidentification of “leads” for skills networks will be essential to negotiate the frameworkSouth Central Strategic Health Authority – DHW Consultation Response 7

Two-way accountability needs to be developed. HEE needs to be accountable toskills networks as well as the other way round. For example, in commissioning moreor fewer education and training posts than are the aggregate of local plans HEEneeds to provide incentives for local skills networks and take on any riskAccountability frameworks should be broadly the same across the country but mayneed to allow for differing models of development for skills networks.Q15: How do we ensure the right checks and balances throughout all levels of thesystem? Streamlining and clarity of roles throughout the whole NHS system Strong governance frameworks within skills networks and accountability frameworksbetween HEE, skills networks and clear relationships with CQC and Monitor Ensuring that the checks protect the operational delivery of education and trainingand that workforce development is not continually interrupted by funding issues Service commissioning needs to increase workforce quality standards throughincluding workforce quality standards within contracts in order to drive providerworkforce development High level of transparency throughout the system.Q16: How should the governance of HEE be established so that it has theconfidence of the public, professions, healthcare providers, commissioners ofservices and higher education institutions? A voted system for the majority of membership TransparencyRepresentation for Skills for Health/Care and other non-NHS stakeholdersComposition should avoid the perception of medical dominance recognising thebreadth of clinical leadership in healthcare.Q17: How do we ensure that the Centre for Workforce Intelligence is effective inimproving the evidence base for workforce planning and supports both localhealthcare providers and HEE? Ensure clarity of role for CfWI and describe in more detail how fixed or flexible Ensure rigorous quality assurance of data and clear relationships and roles betweenCfWI and the NHS Information Centre Ensure strong links with the NHS Commissioning Board – service commissioningneeds to drive workforce planning Previous comment on improving data quality of ESR Previous comment on recognising and establishing processes for dealing withcommercial tensions between organisations Strong relationships between CfWI and skills networks, with skills networkscontributing to performance monitoring of CfWI.South Central Strategic Health Authority – DHW Consultation Response 8

Q18: How should we ensure that sector-wide education and training plans areresponsive to the strategic commissioning intentions of the NHS CommissioningBoard? Agree that NHS Commissioning Board is represented on HEE for checks andbalances Strongest line should be from the NHS Commissioning Board to GP commissionersthrough to healthcare providers and skills networks to ensure local responsibility andnot create a tension between top down and bottom up (recognising that may thencreate tension between NCB and GP commissioners)Q19: Who should have responsibility for enforcing the duties on providers inrelation to consultation, the provision of workforce information, and cooperationin planning the workforce and in the planning and provision of professionaleducation and training? This responsibility should lie with the skills networks as part of self-regulation andmanagement working with CQC, Monitor and CfWI This would mean that the skills networks would need to be able to legally implementsanctions and incentives This should follow the principle that nothing is done nationally that can be donelocally.Q20: What support should Skills for Health offer healthcare providers duringtransition? Ensure that the system supports development of bands 1-4 of the workforce (checksand balances) and link to existing work such as the National Transferable RolesNetwork Provide advice and guidance for GP consortia and emerging skills networks Continue the much valued current tasks and functions throughout the transitionperiod.Q21: What is the role for a sector skills council in the new framework? As has already been suggested, a streamlined system should include the work of thesectors skills council as fully integrated into HEE and the skills network framework Representation at HEE and skills network “boards” Working alongside skills networks to continued role of support to and for providers ofWidening Participation and the development of the Bands 1-4 workforce includingapprenticeships.Q22: How can the healthcare provider skills networks and HEE best secure clinicalleadership locally and nationally? Ensure clinicians are represented locally and nationally and engaged in workforcedevelopment Ensure links between local and national clinicians – preferably through existingstructures such as professional bodies and networks Integrate HEE and NLC for a streamlined system Create whole career approach involving inter-professional leadership at all levels toensure that we develop people able to take on these roles.South Central Strategic Health Authority – DHW Consultation Response 9

Q23: In developing the new system, what are the responsibilities that need to be inplace for the development of leadership and management skills amongstprofessionals? Skills networks need to be responsible for local delivery of leadership andmanagement skills to ensure that these are linked with local service delivery andimprovement This includes building leadership and management skills into all undergraduate, CPDand PGDME education and training programmes Leadership and management skills need to be developed in people at all levels of theworkforce, not just in professionals Professional bodies and representative organisations should be responsible foradvice, guidance, checks and balances Leadership development needs to retain a strong identity in the system throughoutthe transition and beyond.Q24: Should HEE have responsibilities for the leadership developmentframework for managers as well as clinicians? Yes, for consistency and cohesion and the opportunity for inter professional learningand development aligned to the potential National Leadership College to ensurenational delivery of appropriate programmes and local funding Behavioural and business skills which underpin great leadership and managementare the same regardless of professional background and treating people differentlyreinforces divisions The NHS Management Training Scheme and Gateway initiatives should sit within theNLC as part of HEE Leadership and management should be commissioned by skills networks who shouldensure that managers and clinicians learn together to facilitate team working.Q25: What are the key opportunities for developing clinicians and managers in anintegrated way both across health and social care and across undergraduate andpostgraduate programmes? Inter-professional Learning for all staff groups including medics, clinicians, managersand the wider workforce Common core modules (including business and management skills) supported byaction learning sets Education and training programmes developed and delivered across care pathways Fellowships open to all staff groups.Consultation Questions – Chapter 7Q26: How should Public Health England, and its partners in public health delivery, beintegrated within the new framework for planning and developing the healthcareworkforce? To ensure joined up planning and delivery of the public health workforce there needs tobe a close relationship between Public Health England and HEE Public Health England needs representation at Skills Network level in order to workalongside healthcare providers and local authoritiesSouth Central Strategic Health Authority – DHW Consultation Response 10

Responsibility for PH standards and quality assurance of training rests with the Facultyof Public Health, Specialty training is currently delivered by the Deaneries. PHpractitioner development sits well alongside this under the umbrella of the deaneryfunction/structure, and should sit within skills networksBecause there is wide variance in health and oral health needs between and within localareas, dental service and workforce and education planning needs to be informed bysound dental public health advice at both local and national levels.Q27: Should Local Authorities become members of the healthcare provider skillsnetwork arrangements, including their associated responsibilities; and whatfunding mechanisms should be employed with regard to the public healthworkforce? Yes, local authorities should be members of healthcare provider skills networks toensure greater collaboration regarding training, education and developing the publichealth workforce and embedding public health in all local workforce developmentstrategies Central funding (as happens now through MPET) through Public Health England wouldprovide a straightforward accountable system to oversee the quality of speciality trainingprovision in public health as more players come into the field There needs greater recognition in any proposals that much of the delivery of healthpromotion is at sub-specialist level and greater thought to the development of the multisectorpublic health workforce in a strategic, coherent and structured way.Consultation Questions – Chapter 8Q28: What are the key issues that need to be addressed to enable a strategic,provider-led and multi-professional approach to funding education and training,which drives excellence, equity and value for money? Joined up inter-professional thinking from the start - ensure that HEE and skillsnetworks address the needs of the whole workforce at all levels and all sectorsincluding primary care, LA and PVI, and the Dental Programme Board whichaddresses dental multi-professional workforce issues Maintaining the long-term vision of workforce development whilst remaining flexible Ensure compatibility of strategic overview from HEE with a local provide-ledapproach Systems and processes to ensure quality metrics are set, implemented, monitoredand auctioned Ensure that skills networks and HEE are able to implement incentives or punitivemeasures with skills networks self-managed and HEE providing a strategic overviewand ensuring that actions of skills networks are fair and do not disadvantage othernetworks. Eg by deciding not to train a particular staff group and divert funding toincrease employment premiums Addressing the lack of national and systematic planning of the dental workforcealongside dental service commissioning, this has hampered the introduction oftraining programmes, skill mix and appropriate role substitution Work to outcomes rather than inputs.South Central Strategic Health Authority – DHW Consultation Response 11

Q29: What should be the scope for central investment through the Multi-Professional Education and Training budget? Firstly, need clarity around the terms “next generation of clinical staff” eg does thisinclude trainee doctors, or are these people part of the current workforce engaged inservice delivery Initiatives that contribute towards a managed workforce market Commissioning and development of smaller professional groups National policy initiatives, eg current increase in health visitors must be fundednationally or left to local providers to determine need There is a case for central investment in areas which underpin education andworkforce development to deliver best value for money and avoid duplication Need to ensure close working with HEIs as many education providers are currentlyreviewing their own programmes and as a result there may be cases for joined upapproaches by Skills Network or direct central investment.Q30: How can we ensure funding streams do not act as a disincentive to innovationand are able to support changes in skill mix? Ring- fenced funding for education and training, but flexibility within that Funding streams for care pathways with local skills networks to determine the skillsgaps along those pathways Remit for skills networks to deliver innovation in workforce and education and buildthe evidence-base Longer-term commitment to funding – at least three years or fund commissionoutcomes rather than inputs.Q31: How can we manage the transition to tariffs for clinical education and training ina way that provides stability, is fair and minimises the risks to providers? Retain the current MPET funding streams for two to three years to fund the newarrangements and ensure focus on delivery of healthcare workforce development Transition to tariffs to be assessed alongside the impact of other changes in financeand not in isolation in order to determine the issues and plan transition Long lead times have been previously discussed – phased in over four years Too much change too soon will seriously destabilise large providers with minimalbenefit to organisations set to gain. Let the new systems bed in before further change Clarity needed around the negotiation of the benchmark price and how HEE will beperformance managed to undertake this task This must apply to all sectors.Q32: If tariffs are introduced, should the determination of the costs and tariffs foreducation and training be part of the same framework as service tariffs? Possibly, but need to know if there is a presumed element of education and trainingin service tariffs already in existence Education and training tariffs should be clearly set out separately from service tariffsand would then need to include recognition of education and training the wholeworkforce.South Central Strategic Health Authority – DHW Consultation Response 12

Q33: Are there alternative ways to determine the education and training tariffsother than based on the average national cost? Average national cost adjusted by regional market forces factors seems reasonable.The concern is how the average national cost is calculated.Q34: Are there alternative ways to determine these costs other than by a detailedbottom-up costing exercise? None that would gain the confidence of the large teaching trusts set to “lose”.Q35: What is the appropriate pace to progress a levy? Following consultation and preparatory work, plus a review of the impact of allfinancial changes on providers, implementation should be relatively swift Currently top-slicing MPET contributes to strategic reserves for the SHA which ispassed back to trusts – this funding flow would need to be taken into account inassessing the pace.Q36: Which organisations should be covered by the levy? Should it includehealthcare providers that do not provide services to the NHS but deliver their servicesusing staff trained by the public purse? Morally, this is a fair change to make. However need to clarify “healthcare provider”and ensure that the administrative process does not outweigh the benefits A different system could pose a levy to students who choose then to work outside theNHS. The impact on recruitment would need to be assessed, but is in line withnational changes to charge students for university fees.Q37: How should a levy be structured so that it gives the right incentives forinvestment in education and training in the public interest? Ensure that the level of funding provided via MPET is not diminished Ensure that there are no loops in the system e.g. employment of qualified staff whotrained outside the NHS Work alongside professional bodies and monitoring bodies to set high minimumclinical quality standards to ensure that a levy does not encourage organisations tointroduce skill mixes of team that are too low and jeopardise quality of care.Q38: How can we introduce greater transparency in the short to medium term? Greater engagement of the private, voluntary and independent sectors in skillsnetworks and HEE Transparency of the consultation and preparatory work for levies which would needto include financial projections and detailed negotiations Ensure involvement of staff representative bodes Clarity over legitimate running costs for skills networks.South Central Strategic Health Authority – DHW Consultation Response 13

Q39: How can transaction costs of the new system be minimised? National negotiation and agreed rates Transactions through shared services DH to ensure sufficient resource in the system to ensure delivery by 2012.Q40: What are the key quality metrics for education and training? A workforce able to meet the clinical outcomes framework KPIs to reflect improved clinical and pathway measures relating to QIPP Inter professional learning at appropriate levels and the development of team workingwhich is known to promote quality care Leadership and management skills delivered through all education and training Access to learning through a variety of methods that support learning styles, needsand preferences Access to knowledge resources to support patient care, management,commissioning, education, research, and the skills to use and apply knowledgeresources Oracle Learning Management (OLM) needs to be either upgraded significantly or theDepartment of Health needs to review its decision to promote a single system thatmay not deliver significant functionality to enable skills networks to succeed.Consultation Questions – Chapter 9Q41: What are the challenges of transition? Extremely tight timescales for an extensive change programme, there may be a needfor interim structures Ensure that we don’t lose the ethos of education and through “prices” on the heads ofstudents and trainees Ensure that funding continues to flow – blockages, or perception of blockages, willhave a detrimental effect Funding the costs of change while ensuring essential business Protect individual professional and non-professional groups while developing interprofessionalworking Ensure that workforce and education continues to link in to the national picture andthe wider emerging changes for the NHS Current use of MPET in strategic reserves to support trusts in financial difficulty With SHAs are due to dissolve in 2012 and the National Dental CommissioningBoard not expected to be functional before 2013, interim arrangements may beneeded to ensure continuity of supply of a trained dental workforce.Q42: What impact will the proposals have on staff who work in the current system? Need to work to maintain staff in the current system to ensure capacity and capabilityfor transition A well designed system will give all staff who work in the current system a clear lineof sight between their job role and patient outcomes Staff working in all aspects of the system including education and trainingdepartments in trusts, Skills for Health, local authorities need additional time andsupport to reflect on and contribute to the proposals There is the challenge of reduced productivity during the transition, particularly forstaff working in SHAs and PCTs.South Central Strategic Health Authority – DHW Consultation Response 14

Q43: What support systems might they need? Effective communication Time and support from a variety of sources: HR, line management Incentives, rewards and motivations Systems to build capacity and capability for the structures.Q44: What support should the Centre for Workforce Intelligence provide to enable asmooth transition? Work with SHAs to build capacity and capability in healthcare provider organisationsincluding the private, voluntary and independent sectors Consult on and publish plan to improve data quality Clarify working relationships between CfWI and the NHS Information Centre.Consultation Questions – Chapter 10Q45: Will these proposals meet these aims and enable the development of a morediverse workforce? The proposals need more commitment and clarity to Bands 1-4, CPD, innovationand leadership development to build a more diverse workforce More commitment at all levels for BME staff to progress into leadership roleswhich are in danger of being lost if leadership loses its strong identity The proposals need to ensure that talent pipelines are taken into the newsystems.Q46: Do you think any groups or individuals (including those of different age, ethnicgroups, sexual orientation, gender, gender identity (including transgender people),religions or belief; pregnant women, people who are married or in a civil partnership,or disabled people) will be advantaged or disadvantaged by these proposals or havegreater difficulties than others in taking part in them? If so, what should be done toaddress these difficulties to remove the disadvantage?The general lack of clarity and commitment to Bands 1-4 of the workforce couldaffect groups in that part of the workforce which is mainly made up of womenThe introduction of levies as answered in question 36 could introduce advantages ordisadvantages to groups of workers and/or students/traineesAll proposals should be considered from the viewpoint of all groups and individuals inorder to assess these issuesAgain, there needs to be more emphasis on leadership and the positive contributionof initiatives such as BME Breaking Through and regional inclusion programmesBME staff have the potential to be more disadvantaged through transition asevidenced in the NHS Institute for Innovation and Improvement Report, 2009, Accessof BME Staff to Senior Positions in the NHS.South Central Strategic Health Authority – DHW Consultation Response 15

Appendix 1:Organisations who contributed to this response:Basingstoke and North Hampshire NHS FTWinchester & Eastleigh Healthcare NHS TrustBerkshire East PCTBerkshire West PCTBerkshire Healthcare NHS FTCoventry UniversityBuckinghamshire New UniversityBritish Medical AssociationBournemouth UniversityThe Royal Bournemouth and Christchurch Hospitals NHS Foundation TrustBuckinghamshire Healthcare NHS TrustEastleigh North/Test Valley South GP Locality GroupDorset HealthCare University NHS FTDorset County Hospital NHS FTHampshire Partnership NHS Foundation TrustHampshire Community HealthcareHeatherwood & Wexham Park Hospital NHS TrustMilton Keynes Hospital NHS Foundation TrustNHS BuckinghamshireNHS HampshireNHS Isle of WightNHS Milton KeynesNHS Southampton CityNuffield Orthopaedic Centre NHS TrustOxford Brookes UniversityOxford Deanery Medical EducatorsOxford Health NHS FT (previously Oxford and Bucks Mental Health NHS FT)Oxford Radcliffe Hospitals NHS TrustOxfordshire PCTPoole Hospital NHS FTPortsmouth City CouncilPortsmouth Hospitals NHS TrustRidgeway Partnership (Oxfordshire Learning Disability NHS TrustRoyal Berkshire NHS Foundation TrustSalisbury NHS Foundation TrustSkills for HealthSociety of RadiographersSolent Healthcare (Solent NHS Trust from 1 April)South Central Ambulance NHS TrustSouthampton Independent Treatment Centre Care UKSouthampton University Hospitals NHS TrustThames Valley HIECThames Valley UniversityThe Open UniversityUniversity College London Eastman Dental InstituteUniversity of BedfordshireUniversity of NorthamptonUniversity of OxfordUniversity of PortsmouthUniversity of ReadingUniversity of SouthamptonSouth Central Strategic Health Authority – DHW Consultation Response 16

University of SurreyUniversity of WinchesterWessex Deanery Medical EducatorsWessex HIECThe SHA met with stakeholders at the following eventsDeveloping the Healthcare Workforce: A Consultation on Proposals, 18 February 2011Service and Education Partnership Meeting, 25 January 2011Chief Executives’ ForumHR Directors’ ForumMedical Directors’ ForumDirectors of Nursing ForumAHP Leads MeetingWorkforce Planners MeetingOxford Deanery Medical Educators Annual ConferenceWessex Deanery Medical Educators Annual ConferenceThames Valley HIEC MeetingAnd at:Individual meetings with NHS organisationsPeter LeesMedical Director/Director of Workforce, Education and LeadershipSouth Central Strategic Health AuthorityContact:Caroline Crabtree, Communications and Engagement ManagerCaroline.crabtree@nesc.nhs.uk01962 718548www.workforce.southcentral.nhs.ukSouth Central Strategic Health Authority – DHW Consultation Response 17