Learning and Development Policy

Is this document a:

Policy X Procedure Protocol Guideline

Insert Service Name(s), Directorate and applicable Location(s):

Title of Policy Development Group: Learning and Development Policy development group

Approved by: Pat O’Boyle – Assistant National Director – HR, Leadership, Education
& Talent Development
Version Number: 002

Publication Date: 1st November 2019

Date for revision: 1st November 2021

Electronic Location: https://www.hse.ie/eng/staff/leadership-education-

development/leadership/
https://www.hseland.ie/social/Default.aspx?tabid=2618&language=en-
US
Version Date Approved List section numbers changed Author

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Contents
1.0 Policy Statement: ............................................................................................................ 4
2.0 Purpose: .......................................................................................................................... 4
3.0 Scope: .............................................................................................................................. 4
3.1 In Scope ...................................................................................................................................... 4
3.2 Out of Scope .............................................................................................................................. 4
4.0 Relevant Legislation/ Policy/ Regulations: .................................................................... 4
5.0 Glossary of Terms ........................................................................................................... 5
6.0 Main Provisions .............................................................................................................. 7
6.1 Learning in the Health Service: ............................................................................................... 7
6.1.1 Identifying Learning and Development Needs: .................................................................... 7
6.1.2 Approval Process for Learning and Development: .............................................................. 8
6.2 Induction: ................................................................................................................................... 9
6.2.1 i-START Induction Hub: ............................................................................................................ 9
6.2.2 Statutory and Mandatory Training: ..................................................................................... 10
6.3 Leadership, Education & Talent Development (LETD) Programmes .............................. 10
6.3.1 LETD Standard Programmes: ................................................................................................ 10
6.3.2 The National Coaching Service ............................................................................................. 11
6.3.3 Team Development ................................................................................................................ 12
6.3.4 HSELanD ................................................................................................................................... 12
6.4 Health Service Leadership Academy (HSLA) ....................................................................... 12
6.5 People’s Needs Defining Change –Health Services Change Guide .....………………….……15

6.5.1 Change and Improvement Practice Programme ………………………………………………….…15

6.6 SKILLs (Securing Knowledge Intra Lifelong Learning) Programme .................................. 16

6.7 Continuing Professional Development ................................................................................ 16
6.8 The National Quality Improvement Team: .......................................................................... 16
6.9 The National Health and Social Care Professional (HSCP) Office…………………………………..16
6.10 Centres of Nursing and Midwifery Education (CNMEs) .................................................... 16
6.11 National Doctors Training and Planning (NDTP) ................................................................ 17
6.12 Monitoring of clinical training schemes .............................................................................. 17
6.13 Training Records ..................................................................................................................... 17
6.14 Access to Learning and Development opportunities......................................................... 17

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6.15 Access to in-house learning, training and development ................................................... 18
6.16 Financial Management of Training Budgets ...................................................................... 18
6.17 Transfer of Learning .............................................................................................................. 18
6.17.1 Learning and Development Event Plan (LDP1).................................................................. 18
6.17.2 Evaluation (EV1) .................................................................................................................... 18
6.17.3 Personal Development Planning and Performance Achievement processes ……........19
6.17.4 Other Opportunities to share learning ............................................................................... 19
7.0 Roles and Responsibilities ........................................................................................... 19
7.1 Responsibilities of Individual Employees: .......................................................................... 19
7.2 Responsibilities of Line Managers: ...................................................................................... 20
7.3 Responsibilities of Local HR: ................................................................................................. 21
7.4 Responsibilities of Budget Holders: ..................................................................................... 22
7.5 Responsibilities of LETD ........................................................................................................ 22
8.0 Approval ....................................................................................................................... 22
9.0 Implementation Plan ................................................................................................... 23
10.0 Policy Review, Audit & Update: .................................................................................. 23
Appendices .............................................................................................................................. 24
Appendix 1 Signature Sheet .............................................................................................................. 25
Appendix 2 Membership of the Policy Development Group Template ..................................... 26
Appendix 3 Conflict of Interest Declaration Form Template ....................................................... 27
Appendix 4 Membership of the Learning and Development Policy Approval Governance
Group ................................................................................................................................................... 28
Appendix 5 Sample PDP .................................................................................................................... 29
Appendix 6 Points of reflection to support the discussion about training opportunities ..... 33
Appendix 7 Learning & Development Event Plan (LDP1) …………………….………..…………………..34
Appendix 8 Evaluation(EV1)..................................................................................................... 35
References ............................................................................................................................... 36

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1.0 Policy Statement:
The Health Services People Strategy 2019-2024 sets out the future direction of our people
services across the healthcare system. The vision of the strategy is to create an exceptional
employee experience that engages the talent and nurtures the leadership capability of all
individuals and teams working together to deliver safer better healthcare. Priority 3 sets
out the need to develop a culture that prioritises learning and development to ensure we
have the capability and capacity at individual and team levels to confidently deliver person-
centred care, problem solve and innovate. This approach is reflected in Sláintecare which
requires building organisational capacity, enhancing leadership accountability and building a
sustainable, resilient workforce that is supported and enabled to deliver the Sláintecare
vision.

2.0 Purpose:
The purpose of this policy is to provide guidance to staff about the HSE’s approach to
learning and development in line with the priorities set out in the People Strategy. The
policy aims to support a working environment where continuous learning and development
is encouraged and facilitated. This policy also supports the process for identifying learning
needs, and accessing learning opportunities and resources to ensure there is a transfer of
learning within the workplace.

3.0 Scope:
This policy has been developed to guide decisions to support transparent, equitable access
to learning and development opportunities. The HSE is committed to ensuring that staff
have access to learning opportunities in order to develop talent, capability and leadership at
all levels to meet current and future service needs in line with Sláintecare.

3.1 In Scope
This policy applies to all HSE employees.

3.2 Out of Scope

This policy does not apply to agency staff or staff employed by agencies funded by the HSE
such as Section 38 and 39 agencies.

4.0 Relevant Legislation/ Policy/ Regulations:

 CORU Continuing Professional Standards and Requirements (for HSCP’s)
 CORU Health & Social Care Professionals Act (2005)
 Health Services People Strategy 2019-2024
 HIQA Safer Better Health Care Standards (2012)
 HSE Formal Academic Study Policy
 HSE Framework for Improving Quality in our Health Service
 HSE HR Circular 020/2014 Sponsorship of Nursing/Midwifery Third Level Education

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 Initiatives
 HSE Induction Guidelines and Checklists
 HSE Policy on Statutory Occupational Safety and Health Training (2016)
 HSE Terms & Conditions of Employment (2017)
 Medical Council Professional Standards
 National Service Plan 2019
 Nursing & Midwifery Board of Ireland (NMBI) Practice Standards
 Sláintecare Implementation Strategy 2018.

5.0 Glossary of Terms

Access: the process by which staff may commence a programme of learning and
development having received recognition for knowledge, skill or competence required.

Blended Learning: comprises of formal/informal learning or training methods. For example,

combining face-to-face learning with eLearning/virtual learning.

Career development: the life-long process of managing learning, transitions and growth in
working life.

Central learning and development record: each department/service is required to keep a

learning and development record for all employees; this may be held on SAP, HeLM or on a
local record system.

Continuing Professional Development (CPD): is the means by which health care

professionals maintain and improve their knowledge, skills and competence, and develop
the professional qualities required throughout their professional life. CPD is an integral
component in the continuing provision of safe and effective services for the benefit of
service users. CPD requires engagement by the health care professional in a range of
learning activities on an on-going basis.

E-Learning: refers to electronic/computer based learning such as www.hseland.ie, HSE

Intranet, HSE Library and internet based training.

Formal academic study: refers to Certificate, Diploma, Degree, Masters, and other third
level programmes in subjects relevant to the employee’s area of work and/or the strategic
objectives of the HSE.

Full-time employment: refers to the number of hours the employee is contracted for on a
permanent basis. For example, this may be 37 or 39 hours per week according to the
employee’s contract.

Health Service Leadership Academy (HSLA): was launched in the HSE in 2017 and aims to

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professionalise leadership across healthcare organisations; to recognise the importance of
leadership to staff, patients, service users and their carers; to set and support common
standards of leadership practice; and to provide a consistent approach to leadership and
development programmes for leaders as they progress in their careers.

HeLM: Health electronic Learning Management (HeLM) is a new on-line Learning

Management solution on www.hseland.ie offering catalogues of classroom based learning
opportunities, allowing learners to enrol on line and maintaining related Health Service
training records.

HSELanD: is an online learning platform developed and run by the HSE. It is available to all
healthcare staff both within the HSE, Voluntary Hospital Sector, and associated Non-
Government-Organisations (NGO's).

Induction: the process of introducing health service policies and processes to new staff. This
is an essential part of staff learning, development and integration into the working
environment. The HSE Induction Guidelines and Checklists are used to support the induction
of all new employees. Link https://www.hse.ie/eng/staff/resources/employee-resource-
pack/hse-induction-guidelines-checklists.pdf

LETD: Leadership, Education & Talent Development.

National Programmes/National Initiatives: new or existing national projects or

developments to support overall health service delivery.

National Service Plan: annual national report outlining the aims and objectives of the health
service for the forthcoming year.

Personal Development Plan (PDP): the process of creating an action plan based on the
awareness, reflection, goal-setting and planning in this context for the purpose of their
required competence and career development.

Research Ethics Committee: is the acknowledged international best practice structure for
overseeing the conduct of ethical standards in health care research. The role of the
committee is to protect the participants, by ensuring the research is legitimate and ethically
sound.

Secondment: temporary transfer of an employee to another position outside the HSE.

Talent Development Framework: the developmental pathway of supports that will

empower staff to manage their own development and enable them to continuously improve
their capacity (knowledge and confidence) to deliver to their full potential as service leaders
and team members.

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Learning Needs Analysis (LNA): the process of identifying learning and development
requirements and the most effective means of meeting those requirements.

6.0 Main Provisions

6.1 Learning in the Health Service: A culture of life-long learning and development is
nurtured in the HSE to ensure all employees are working to deliver safer better healthcare
for service users. A core principle of learning in the HSE is adopting a blended approach
utilising the 70:20:10 model. The 70:20:10 model recognises that 70% of learning comes
from experiences from ‘on the job’ learning to include new roles and experiences along with
reflective practice, 20% comes from exposure to others and exchange (i.e. coaching,
shadowing, mentoring, site visits to other services, placements and secondments along with
feedback from line managers) and 10% through education such as formal training
programmes to include in-service training, e-learning, conferences and academic
programmes. Development opportunities are supported through personal development
planning. Opportunities for sharing learning include: the Share Centre and Professional
Development Hubs on HSELanD; LENUS: the HSE’s repository for health services’ Academic
Research Projects and Dissertations; submissions to Conferences, Health Services
Excellence/Other Award programmes, Health Matters/HSE newsletters or publications,
Social Media, Facebook, Twitter, etc.

6.1.1 Identifying Learning and Development Needs: Learning needs analysis should be
completed by all line managers. Service area managers are required to set out the annual
top level priority learning and development needs for staff in their service for the
subsequent year. The learning needs analysis is based on individual staff plans and is linked
in with other workforce strategy and national organisational objectives. A Learning and
development needs toolkit is available from the Learning and Development Specialists
network hub on www.hseland.ie
A range of processes are used to support line managers and staff in identifying training
needs. Personal Development Plans may also be used to inform the areas learning needs
analysis. Personal Development Planning (PDP) is a continuous development process, which
allows people to make the best use of their available skills. A PDP involves both the
individual employee and their line manager in:
 Identifying learning needs, setting objectives to meet those needs, and pinpointing the
resources necessary in order to achieve them;
 Identifying and measuring the individual’s learning needs against the objectives of the
organisation;
 Providing an open and transparent approach to development;
 Providing employees with a form of self-managed learning, where individuals take
responsibility for their own development.
A sample PDP is provided in Appendix 5. An online PDP portfolio is also available on

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www.hseland.ie. Points of reflection to support the discussion about learning and
development opportunities are provided in Appendix 6.

Professional Development Planning for the nursing profession is a continuous development

process that enables nurses and midwives to make the best use of their skills and helps
advance both their individual plans and the strategic goals of the organisation. The Digital
electronic professional development planning tool may be accessed on the Nursing and
Midwifery Hub on HSELanD. This provides nurses and midwives with an accessible on-line
Professional Development Planning system.

Professional Development Planning for Health and Social Care Professionals (HSCP) is a
continuous development process that enables health and social care professionals to make
the best use of their skills and helps advance both their individual plans and the strategic
goals of the organisation. Some professional bodies including CORU (HSCP Regulator) offer
their members on-line/electronic systems for recording professional development and
learning.

6.1.2 Approval Process for Learning and Development: the employee’s line manager is
best positioned to ensure that the employee, the department, and the wider organisation
will benefit from investing in specific employee development opportunities. It is good
practice for the manager to meet with the employee before participation is approved. The
person’s individual Personal Development Plan and/or Performance Achievement plan may
support this discussion. The purpose of this meeting is to clarify the expected outcome from
the employee’s attendance at a learning and development intervention, to ensure that the
timing/nature is appropriate and is aligned with health service strategic objectives. In cases
where sponsorship for formal academic study is requested, the employee and the manager
adhere to the process outlined in the HSE Formal Academic Study Policy.

The manager explores the employee’s expectations about the learning and development
outcomes from the programme, and supports them to complete a Learning and
Development Event Plan (LDP1) (see Appendix 7). The extent to which the learning adds to
continuous quality improvement in service delivery to users is also considered. The
manager ensures that anticipated skills/competency improvements are achieved and
supported. The opportunity for sharing learning with colleagues/team members may also be
explored. Points of reflection to support the discussion about learning and development
opportunities are provided in Appendix 6.

Decisions to approve training are made in line with our People Strategy, as well as the
National Service Plan, organisational strategic objectives and service needs. Learning
outcomes are required to relate to:
 Service user care and/or service development need.
 Applicant’s current role and/or future development as may be agreed in the Personal

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 Development Plan (PDP)/Performance Achievement process where appropriate.
 Specific key results areas and deliverable outputs of the HSE national service plan or
local service/operational plan.
 Strategic development of the service.
 Supporting the implementation and delivery of national programmes.
 Supporting the implementation and delivery of national initiatives prioritised by the HSE.
 Supporting the quality and patient safety agenda.

6.2 Induction: A core element of the People Strategy is developing a committed and
engaged workforce. It is essential that all employees feel welcomed and included from the
beginning of their employment with the HSE, and have access to the necessary information
to perform their duties to the highest possible standard. This begins through the process of
induction, which commences prior to the employee’s first day of service and is encouraged
throughout the duration of employment. Induction Guidelines and Checklists assist local
managers to plan and deliver effective early induction of new staff into the workplace. It is
important that all managers use the Checklist to support the induction of new staff into
their teams and units in order to fulfil statutory obligations. It is particularly important to
include agency staff in both the local and site induction processes. A thorough induction to
agency and other staff reduces risk of error/harm to patients, clients and colleagues. The
Induction Guidelines and Checklists may be downloaded from the following link:

http://www.hse.ie/eng/staff/Resources/Employee_Resource_Pack/HSE-Induction-
Guidelines-Checklists.pdf

6.2.1 i-START Induction Hub: on HSELanD www.hseland.ie has been developed to support
the induction of all employees on appointment to their new or changed role within the Irish
Health and Social Care Services. The programme is extensive, focusing on 12 themes (listed
below). Themes 1-3 are designed as Pre-Induction supports, which may be explored by the
employee in advance of their first day on the job. Themes 4-12 are designed to be worked
through in tandem with the Induction Programme provided at the employee’s local site. It is
expected that this on-line programme should be fully completed, assessments undertaken
and a certificate of completion available within four months of the employee commencing
work. The programme also addresses the benefits of the health service to employees in
terms of career supports.

1. Welcome to your i-START Hub

2. Preparing for Day 1
3. Surviving Day 1
4. Irish Health Services Context
5. Health Safety and Security of You and Others
6. Service: Mission, Vision, Values, Quality Improvement
7. Staff Engagement

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8. Your Responsibilities
9. Your Career Supports
10. Working with Colleagues and Team-Working
11. Health and Wellbeing at Work
12. What We Offer You

6.2.2 Statutory and Mandatory Training: Employees are facilitated to attend any statutory
and mandatory training – i.e. training that is either explicitly required in legislation
(statutory) or deemed by the organisation to be necessary (mandatory) to ensure, so far as
is reasonably practicable, the safety, health and welfare at work of employees and others.
The roles and responsibilities of all managers (responsible persons) and employees in
relation to providing and attending statutory occupational safety and health training are
detailed in the Policy on Statutory Occupational Safety and Health Training (2016). With
specific reference to occupational safety and health training, the line manager is required to
carry out risk assessments and identify any controls required in accordance with the
Principles of Prevention; and make local arrangements for the provision of/access to
training within appropriate/reasonable timescales. Risk assessments and control
programmes must be reviewed at least annually (HSE Statutory Occupational Safety &
Health Training Policy 2016 p.11).

Line managers must ensure that the occupational safety and health training needs of
employees are recorded. This information shall inform and contribute to the local
occupational safety and health training programme as required under the HSE Statutory
Occupational Safety & Health Training Policy.
The National Health and Safety Function (NHSF) provides training to create positive health
and safety work culture and practices. The NHSF supports the development and delivery of
statutory occupational safety and health training. The main objectives are to ensure that
health and safety training is accessible to all, to achieve a safe working environment and
safe work practices. Further information about NHSF can be accessed at
https://www.hse.ie/eng/staff/safetywellbeing/

6.3 Leadership, Education & Talent Development (LETD) Programmes

6.3.1 LETD Standard Programmes: Leadership, Education & Talent Development teams
provide the following programmes from regional hubs throughout the country. A national
prospectus detailing programme dates and locations are available on the following website:
https://www.hse.ie/eng/staff/leadership-education-development/leadership/

 Clerical Administration Development Programme: This programme recognises the very

valuable contribution of Clerical Officers and Assistant Staff Officers working in the HSE.
The programme provides participants with a development opportunity that has

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 transferability of learning to their daily work. It aims to develop and enhance essential
skills required to deliver a service user focused health service.

 People Management – the Legal Framework: This programme is aimed at all line
managers with direct people management responsibilities. It provides an overview of
the legal framework governing employer/employee relations. This illustrates the
effective use of HR policies in supporting compliance with legislative requirements, and
positively impacts the motivation/commitment of staff to the organisation and to high
quality performance.

 First Time Managers: This is a programme for newly appointed/promoted managers and
managers with less than five years’ experience working in both clinical and non-clinical
service areas. The programme is designed to assist participants in developing the skills
and techniques required to enable them to perform more effectively in their role.

 Coaching Skills for Managers: This is a programme for managers and supervisors who
aim to reflect and become more aware of their current management communication
styles and to develop a new understanding of how a coaching style of management can
further develop their staff and enhance workplace performance.

 Leaders in Management: The aim of this programme is to provide service managers and
heads of discipline with an opportunity to consider and further develop their leadership
skills and knowledge. It includes core modules, practical tools, seminar groups, e-
learning, completion of a work based quality improvement project, action learning and
other inputs all delivered using adult-learning methodologies.

 Other LETD programmes: LETD programmes available at local LETD regional hubs
include but are not limited to the following: Attendance Management, Team
Development, Change Management, Effective Communications, Presentation Skills,
Time Management, Effective Meetings, How Effective Managers give Feedback, Pre-
Retirement Planning, etc.

Contact details for the nearest regional LETD hub can be found in the national prospectus on
https://www.hse.ie/eng/staff/leadership-education-development/leadership/

6.3.2 The National Coaching Service is a free confidential service that is available to all staff
working in the HSE and our partner organisations. Coaching is recognised as a powerful
leadership and line management support which has been associated with a range of
benefits; it equips staff with the ability to focus on outcomes, improvements in performance
and development of services. This in turn supports the health service in providing safer
better healthcare for our service users. Further information about Coaching in the HSE can
be accessed at:
https://www.hse.ie/eng/staff/leadership-education-development/coaching.html

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6.3.3 Team Development
Leadership, Education & Talent Development offers bespoke team interventions tailored to
the specific needs of the team. A team effectiveness questionnaire can be administered in
order to ascertain the team’s functionality in terms of elements which need to be present in
order for teams to function effectively. This in turn can lead to the identification of areas
where teams may benefit from development. In conjunction with this, line managers can
also propose any specific issues they would like to address. This may include: team
effectiveness; team functioning; communication; decision making; leadership; mission,
vision, purpose and values; identifying team role types using Belbin Team Type
Questionnaire; stages of team building; conflict management; and team building using the
Myers Briggs Type Indicator (MBTI). Any team can avail of this support. The nature and
duration of the intervention is contracted with the individual team.

6.3.4 HSELanD
HSELanD (Health Services e-Learning and Development) is the HSE’s online learning portal
hosting over 150 e-Learning programmes which may be accessed anytime and anywhere.
This is a source of high quality online training for health and social care employees. It
supports the individual employee to develop new skills and/or update existing skills. This
facilitates individual employees to take responsibility for their own learning. Hubs such as
the Leadership Hub and the Share Centre may be used to share knowledge and skills with
others to complete a team based project or to learn new skills. Resources available include
e-learning programmes, videos, PowerPoint presentations and documents on a range of
related topics. Further information is available at www.hseland.ie.

6.4 Health Service Leadership Academy (HSLA)

The HSE launched the Health Service Leadership Academy (HSLA) in 2017 and currently has
three flagship programmes. The HSLA supports the delivery of the HSE’s Corporate Plan and
People Strategy, to help develop a better, more patient focused, more efficient and
compassionate health service. The evidence is clear; better leadership leads to more
engaged staff which leads to safer more compassionate care. By developing our leaders at
all levels and from all disciplines, we create the opportunity for our health service to be
more efficient, more effective, more creative and responsive to changing needs, and to
deliver a high quality, safe and compassionate service.

Leadership development programmes have been designed with national and international
experts in health to provide targeted development for people from all health service
backgrounds, and offer support and learning to build personal resilience, confidence and
capabilities as a leader. The overall aim of the HSLA is to:
 Professionalise leadership across healthcare organisations.
 Recognise the importance of leadership to staff, patients, service users and their carers.

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 Set and support common standards of leadership practice.
 Provide a consistent approach to leadership and development programmes for leaders
as they progress in their careers.

In all three HSLA flagship programmes, there is strive for a balance of doctors/dentists,
health and social care professionals, nurses and midwives, and management/administration
leaders, together with a mix of the various services backgrounds such as hospitals,
community health care, mental health, ambulance service etc., and a countrywide
geographical spread. This is to ensure a rich learning experience for all concerned. The
HSLA is developing the leadership that patients, carers, service users and communities
deserve by supporting leaders at every level across the organisation. Key leadership
principles run through the HSLA’s three flagship programmes, Leading Care I, II and III.
These programmes are closely aligned and together define what high quality leadership
should look like in today’s health service. These principles include:
 Improving Compassion and the Quality of Care
 Making person-centred coordinated care happen
 Creating a culture for quality
 Improving the quality of the patient experience
 Understanding self to improve the quality of care

The programmes provide a rich perspective on the needs of the service users, patients and
their carers that participants and their team members support directly or indirectly,
challenging them to explore how patients, service users and their carers can be involved in
developing better and more integrated care.

Creating a culture for quality: A vital part of leadership is creating a workplace culture that
encourages the workforce to give their best. When the workforce feels valued and
respected in their working environment, they are able in turn to help patients, service users
and their carers feel valued and respected.

Improving the quality of the patient experience: The programmes explore what it means to
provide a positive, respectful and compassionate care experience for patients, their carers
and service users as part of delivering safe and effective care. This includes holding others to
account and effectively challenging those practices or circumstances which might
compromise these priorities.

Understanding self to improve the quality of care: Working in healthcare can evoke strong
emotions; care staff may struggle to balance compassion and empathy with other emotions
in response to dealing with vulnerable or suffering patients. Defining an individual’s values,
behaviours and optimal working methods is essential to develop strong leaders who can
engage with the complex emotional life of care-providing workplaces.

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The Flagship Leadership Programmes

Leading Care I Programme – An Overview

The Leading Care I programme has been specifically designed to develop senior leaders. It is
for those in senior leadership or management roles within the health service who are
looking to progress their careers or those who are aspiring to be ready to apply for such a
leadership role in the next two years. To successfully complete the programme, participants
need to demonstrate that they are ready to operate effectively as a leader.
This means evidencing that they are ready to lead in a system and that their actions,
behaviour and decisions are congruent with providing effective and compassionate patient
care, improved outcomes, improved staff engagement, and taking responsibility for
developing and engaging a diverse workforce.
This programme is designed to support participants in developing the skills, knowledge,
attitudes and behaviours to succeed and operate successfully at a senior management level.
It requires participants to tackle real workplace issues, reflecting what is needed at senior
management/leadership level to promote safe, high-performing, and continuously-
improving patient-centred organisations.
A theme that runs through the programme is to cultivate more effective staff engagement
in the service of improved patient care, experience and outcomes.
Leading Care II Programme – An Overview
The Leading Care II Programme is a 24-month journey of development which immerses
participants in innovative and intensive leadership development. It gives participants the
knowledge, skills, attitudes and behaviours needed to succeed as a leader in the health
service. The programme enables them to contribute more effectively in a leadership role
and be ready to play their part in building a more compassionate and inclusive health
service with the patient at the heart of everything that the health service does. Participants
are supported to develop a set of leadership approaches that reflect the best of the health
service. Their behaviours and mind-sets are challenged, and their perspectives broadened as
they prepare to lead transformational healthcare change, enabling them to make a real
difference to patients, service users, colleagues and the service as a whole.
The Leading Care II programme has been designed to meet healthcare challenges now and
into the future and enables participants to bring about change and real improvement
providing opportunities to put their new skills into action where they work. To build
participants’ capability, they learn from leadership experts. To ensure the programme is as
relevant as possible, participants are able to tailor their learning around the areas which will
most benefit their leadership development. By taking part in this programme, participants
will be connecting with colleagues across the country to build a powerful support network
that will continue to support and challenge them over the coming years. Programme
participants come from a wide range of professional backgrounds, ensuring each individual’s

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development is shaped by perspectives that span the full spectrum of the health service.
Successful participants are awarded an MSc in Leadership in Healthcare (accredited by
University College Cork) in addition to Health Service Leadership Academy Leading Care II
Award. The programme focuses on leadership impact at three levels: individual, team and
organisation/system.
Leading Care III Programme – An Overview
The Leading Care III Programme that aims to provide participants with a comprehensive,
intensely practical and critical overview of best-practice management in a broad range of
areas, with a particular focus on the healthcare environment. Successful participants are
awarded a Professional Diploma in Management (UCC). The programme includes modules
in the following:
 Organisational Communications
 Human Resource Management including workforce planning
 Implementing Strategy and Change
 Health Economics
 Financial Management
 Organisational Behaviour
For more information about HSLA and the flagship programmes visit
www.healthserviceleadershipacademy.ie

6.5 People’s Needs Defining Change – Health Services Change Guide is the organisational
policy on change and has been integrated into LETD programmes. The Change Hub on
HSELanD.ie also provides helpful guidance and resources. Information sessions on People’s
Needs Defining Change – Health Services Change Guide are available by e-mailing
[email protected]

The interactive change guide and further information is available on www.hse.ie/changeguide

6.5.1 Change and Improvement Practice Programme

A two day Change and Improvement practice programme is available to improve change
capacity through knowledge and skills development in relation to people and culture change
in complex organisations using the Health Services Change Guide as the core reference. It is
a practice based and experiential programme where participants’ own case studies form
part of the shared learning process. Change initiatives which participants are supporting or
leading in terms of change practice must be agreed as a national or area level priority and in
line with Sláintecare.
https://www.hse.ie/eng/staff/resources/changeguide/change-guide-contact-us/

15
6.6 SKILLs (Securing Knowledge Intra Lifelong Learning) Programme
The Health Service SKILL programme is a QQI Level 5 training and development programme
available for Health Service Support Staff which supports the delivery of safer better
services. It focuses on enhancing the skill of support staff in delivering person centred care
to patients/service users, and their families across a variety of healthcare settings.
https://www.hse.ie/eng/staff/leadership-education-development/supportstaff/

6.7 Continuing Professional Development

It is important for all relevant practitioners to comply with any required CPD standards set
by their profession’s regulatory and/or professional bodies. Employees should be facilitated
in so far as is reasonably practicable, to engage in formal and informal learning and
development activities that meet the requirements outlined by their regulatory and/or
professional bodies.

6.8 The National Quality Improvement Team: The role of the National Quality
Improvement team is to champion, educate and build capacity for quality improvement
across all services that the HSE delivers and to demonstrate new ideas and approaches to
quality improvement. The National Quality Improvement Team has developed learning and
development guidelines and training to develop knowledge and skills in relation to quality
improvement across the six areas outlined in the Framework for Quality including;
Leadership for Quality, Person and Family Engagement, Staff Engagement, Use of
Improvement Methods, Measurement for Quality and Governance for Quality. Further
information about the quality improvement team can be accessed at
https://www.hse.ie/eng/about/who/qid/

6.9 The National Health and Social Care Professional (HSCP) Office

The national HSCP office was established in 2017 to strategically lead and support HSCPs to
maximise their potential and achieve greatest impact in design, planning, management and
delivery of person centred integrated care.
The HSCP office provides organisational leadership on education and development of health
and social care professionals, supports continuing professional development (CPD) and
practice education. The office also models and supports interdisciplinary learning. Further
information can be accessed at
https://www.hse.ie/eng/about/who/cspd/health-and-social-care-professionals/

6.10 Centres of Nursing and Midwifery Education (CNMEs)

There are regional Centres of Nursing and Midwifery Education (CNMEs) across the country
that are committed to providing relevant, timely and research informed Continuing
Professional Education to Registered Nurses and Midwives working in the Health Sector.
The CNMEs collaborate with key stakeholders in the identification, planning and delivery of
education programmes that meet service needs and strive to provide education that

16
engages, empowers and supports enquiry across all disciplines of Nursing and Midwifery.
https://www.hse.ie/eng/about/who/onmsd/eductraining/centresofnursingmidwiferyeduc/

6.11 National Doctors Training and Planning (NDTP)

NDTP has responsibility for training for doctors. NDTP has three core functions - Medical
Education and Training, Medical Workforce Planning and the Consultant Post Approval
Process. The combined objective of these three core functions is to ensure that, at all times,
the Irish health service is provided with the appropriate number of specialists, who possess
the required skills and competencies to deliver high quality and safe care, and whose
training is matched to the model of healthcare delivery in Ireland, regardless of the location
of the particular service. The intelligence-gathering and outputs from medical workforce
planning and projections directly influence decision making in NDTP’s training arena. NDTP
focuses on two main areas of training; the numbers of trainees required in each specialty to
provide the future medical workforce and secondly, the content of training, which must be
adaptive and responsive to changes in health service delivery in order that our future
specialists have the right skills and competencies for patient and service needs. For further
information please visit www.hse.ie/doctors

6.12 Monitoring of clinical training schemes

Responsibility for the monitoring of clinical training schemes resides with the Chief Clinical
Officer, Clinical Directors, Nursing and Midwifery Services Director, the National Lead for
Health & Social Care Professions and the Director of the National Doctors Training and
Planning.

6.13 Training Records

Each line manager is responsible for maintaining a record of all employees learning/training.
It is also a requirement that attendance at learning and development events by individual
employees is recorded on the Training and Events module in SAP or HeLM, where these
databases are in use, or alternatively on a local record system. This ensures that there is an
effective, integrated system in place for recording, monitoring and reporting on all staff
training in order to ensure overall Training and Development objectives are achieved. It
should also ensure compliance with reporting requirements at local, regional and national
management team level.

6.14 Access to Learning and Development opportunities

The HSE is committed to ensuring equality of learning opportunity, hence no employee will
be excluded from learning on the grounds of gender (including gender reassignment), age,
marital status, disability, racial grounds (race, colour, nationality – including citizenship -
ethnic or national origin), sexual orientation, religion or belief, responsibility for
dependants, trade union membership or employment status. Part time and fixed term
employees will have equal access to learning and development opportunities appropriate to

17
their post. This is reflected in the HSE Diversity, Equality and Inclusion Statement.

6.15 Access to in-house learning, training and development

Where possible learning, training and development needs will be supported within the
organisation, maximising on in-house skills and expertise. In circumstances where the
resources or specialist skills are not available, external training may be procured in
accordance with HSE National Financial Regulations. This is ultimately the decision of the
Chief Officer of the CHO, CEO of the Hospital Group or Assistant National Director in
Corporate divisions.

6.16 Financial Management of Training Budgets

Training budgets are managed in accordance with HSE National Financial Regulations. It is
the responsibility of all budget holders, managers and staff to ensure that the processing of
any payments or re-imbursements relating to learning, training and development comply
with the Financial Regulations. The budget holder is responsible to ensure that all aspects
of the procurement process are correctly adhered to in line with HSE Procurement,
Tendering and National Financial Regulations.

6.17 Transfer of Learning

A range of formal and informal processes may be used to support line managers and
employees in enabling and evaluating the transfer of learning. These may include but are
not limited to the following:

6.17.1 Learning and Development Event Plan (LDP1)

Prior to a learning and development intervention: the employee meets with their line
manager to agree expectations about their competency development from the event. The
employee completes the Learning and Development Event Plan (LDP1) to ensure that the
programme objectives are aligned to the needs of their role, service and the organisation. A
copy of this completed document should be maintained by each employee within their own
training file with a copy also kept on file with the service unit learning and development
records. A copy of the LDP1 form is provided in Appendix 7.

6.17.2 Evaluation (EV1)

Following the learning programme or event, the employee meets with their line manager to
discuss the extent to which the learning objectives have been achieved, the application of
learning, potential barriers to implementing learning as well as solutions to overcome any
barriers. The sharing of learning with team members and colleagues is agreed. The
employee and their line manager complete an Evaluation (EV1 form), which evaluates the
learning across four levels of outcomes and links into a reflection on the objectives set in the
LDP1 form. A copy of this completed document should be maintained by each employee
within their own learning and development file with a copy also kept on file with the service

18
unit learning records. A copy of the EV1 form is provided in Appendix 8.

6.17.3 Personal Development Planning and Performance Achievement processes.

Transfer of learning should continue to be supported by the line manager through the
Personal Development Planning and Performance Achievement processes where
appropriate. Expected improvements such as enhanced skills/competencies should be
assessed and discussed during one-to-one meetings.

6.17.4 Other Opportunities to share learning

Other opportunities to share learning with colleagues should also be identified and
supported. These may include:
 Feedback through team meetings
 E-mail updates – formal and informal
 Formal feedback sessions – end of programme workshops
 Feedback session with participant and line manager
 Formal feedback sessions from programme facilitators to line managers who
commission work with a particular team/service
 Dissertations and assignments uploaded to LENUS repository
 Shared folders

7.0 Roles and Responsibilities

7.1 Responsibilities of Individual Employees:

7.1.1 To familiarise themselves with this policy and identify opportunities for further
learning that will enhance work performance.

7.1.2 To inform themselves of the range of learning/training opportunities available within

the health services and relevant to the performance of their work duties.

7.1.3 To take responsibility for their own learning and continuing professional
development (CPD) to meet the required standards of professional and regulatory
bodies as applicable.

7.1.4 To assess and review their learning needs with their line manager through personal
or professional development planning, supervision and/or performance achievement
process.

7.1.5 To reflect on factors such as those listed below when considering training, learning
or development events:

 The relevance of the learning to the delivery of patient/client care or if it is a

19
 service development need.

 If the learning meets the goals of their Personal Development Plan (PDP).

 If the learning will support the achievement of key results/deliverable outputs of

the HSE national service/strategic plan or local service operational plan.

 If the learning supports the delivery of health service strategy/programmes/

initiatives or if it supports the quality and patient safety agenda.

7.1.6 To complete a Learning and Development Event Plan (LDP1) in advance of attending
the training. A copy of the LDP1 form is provided in Appendix 7.

7.1.7 To support a balanced and blended approach to development interventions ranging

from formal academic or in-house programmes to e-learning programmes.

7.1.8 To meet with their line manager upon returning from training to complete an EV1
form and discuss the extent to which the learning objectives have been achieved the
application of learning, potential barriers to implementing learning as well as
solutions to overcome any barriers.

7.1.9 In situations where the employee has received sponsorship and the terms and
conditions of funding have been breached, the employee is required to repay any
amounts due to the HSE. This is in line with the employee’s learning contract as
provided for under the terms of the Formal Academic Study policy and the principles
of honesty in public service as set out in the HSE Codes of Standards and Behaviour
(2009, Document 2.1, pp.3-7).

7.2 Responsibilities of Line Managers:

7.2.1 To be familiar with and adhere to this policy in their line management of staff.

7.2.2 To foster a culture of learning and development in their role in managing learning
and development needs within their team. The line manager’s involvement before,
during, and after training sends a strong message about the organisation’s
commitment to employee development, innovation, collective leadership and
continuous quality improvement.

7.2.3 To bring the policy to the attention of staff reporting directly to them.

7.2.4 To encourage all staff to complete an individual Personal Development Plan each
year.

7.2.5 To assist staff in identifying their learning and training needs. Line managers are
required to support employees to complete the Learning and Development Event

20
 Plan (LDP1) in order to record their learning objectives prior to attending learning
and training events.

7.2.6 To identify and make decisions about training needs, which may be informed by a
range of factors. These include: the individual/team’s learning needs, succession
planning, the service needs/continuity, as well as resources.

7.2.7 To create a team Learning and Development Plan that is aligned to organisational
and team priorities and the requirements of the HSE service plan.

7.2.8 To support employees to complete the Evaluation (EV1) form following completion
of learning and training programmes or events. This process should assist line
managers to obtain feedback and monitor and evaluate the effectiveness of learning
for employees who have attended training and development, in terms of quality,
impact and cost effectiveness.

7.2.9 Where possible, to encourage employees to implement and share skills and
knowledge gained through training with their team and colleagues.

7.2.10 To support ‘on the job’ learning, using the collective energy of the team to
encourage experimentation and optimise learning experiences.

7.2.11 To adhere to national and local policy and ensure training undertaken is recorded in
the employee’s training record. In some regions, this will be the training and events
module in SAP or HeLM or on a local record system.

7.2.12 To make local arrangements for the provision of/access to training within
appropriate/reasonable timescales to all employees including temporary/agency
staff having carried out risk assessments and identified any controls required in
accordance with the principles of prevention as set out in the HSE Statutory
Occupational Safety & Health Training Policy 2016 p.11.

7.2.13 To follow the process for recoupment/repayment of fees, as outlined in Section 6.8
of the HSE Formal Academic Study Policy when sponsorship contracts have been
breached.

7.3 Responsibilities of Local HR:

7.3.1 To keep staff and line managers up to date in relation to the availability of local
training and development opportunities.

7.3.2 To provide guidance to line managers on processes which capture learning needs
arising from individual and team performance in order to obtain appropriate
learning and development interventions.

21
7.3.3 To connect and signpost accessible leadership, people and culture change and
development resources for staff at all levels electronically or through other means to
develop capabilities and meet service needs.

7.3.4 To collaborate with those responsible for mandatory and statutory training to
provide training through HSELanD and face-to-face methods, and assist line
managers to ensure compliance.

7.4 Responsibilities of Budget Holders:

7.4.1 To ensure that all aspects of the application process are correctly adhered to and any
allocated funding is processed in compliance with NFR 00 – 2014.

7.4.2 To liaise effectively with line managers and programme providers to ensure that
value for money is obtained.

7.4.3 Maintain all records in relation to learning, training and development funding in
accordance with HSE policy.

7.5 Responsibilities of LETD

7.5.1 To develop LETD strategic action plans for developing talent, capability and
leadership in line with Sláintecare.

7.5.2 To nurture individual, team and organisational development through the delivery of
bespoke support/interventions and or training.

7.5.3 To offer individual and team coaching.

7.5.4 To support and develop HSELanD (eLearning Education and Development).

7.5.5 To build and enhance collective leadership capacity and capability through the
Health Service Leadership Academy.

8.0 Approval

The policy is approved by the Assistant National Director for HR – Leadership,

Education & Talent Development.

9.0 Implementation Plan

9.1 The policy will be available on the HSE website and HSELanD.

22
9.2 The policy will be communicated to staff, line managers and senior managers who
will disseminate to their management teams and oversee the implementation of the
policy in services under their remit.

9.3 Line managers are required to ensure that all staff are aware of the policy. Line
managers are responsible for overseeing and providing instruction on its local
implementation.

10.0 Policy Review, Audit & Update:

10.1 This Policy will be reviewed every two years or more frequently as circumstances or
legislation require.

23
Appendices
Appendix 1 Signature Sheet
Appendix 2 Membership of the Policy Development Group Template
Appendix 3 Conflict of Interest Declaration Form Template
Appendix 4 Membership of the Approval Governance Group
Appendix 5 Sample PDP
Appendix 6 Points of reflection to support the discussion about training opportunities
Appendix 7 Learning and Development Event Plan (LDP1)
Appendix 8 Evaluation (EV1)
References

24
Appendix 1

Signature Sheet

I have read, understand and agree to adhere to this Policy:

Print Name Signature Area of Work Date

25
Appendix 2
Membership of the Policy Development Group
Please list all members of the development group (and title) involved in the development of the
document.

Anne Marie Aberg

Leadership, Education & Talent Development Manager

Louise Doyle
General Manager – HR Leadership, Education & Talent Development

Chairperson:
Paul Gahan
General Manager – HR Leadership, Education & Talent Development

26
Appendix 3 Conflict of Interest Declaration Form

CONFLICT OF INTEREST DECLARATION

This must be completed by each member of the Policy Development Group as applicable

Title of Policy being considered:

Learning and Development Policy

Please circle the statement that relates to you

1. I declare that I DO NOT have any conflicts of interest.

2. I declare that I DO have a conflict of interest.

Details of conflict (Please refer to specific parts of the policy)

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_____________________________________________

(Append additional pages to this statement if required)

Signature

Printed name

Registration number (if applicable)

Date
The information provided will be processed in accordance with data protection principles as set out in the Data Protection
Acts. Data will be processed only to ensure that committee members act in the best interests of the committee. The
information provided will not be used for any other purpose.

A person who is covered by this policy is required to furnish a statement, in writing, of:

(i) The interests of the person, and

(ii) The interests, of which the person has actual knowledge, of his or her spouse or civil partner or a child of the person or
of his or her spouse which could materially influence the person in, or in relation to, the performance of the person's
official functions by reason of the fact that such performance could so affect those interests as to confer on, or withhold
from, the person, or the spouse or civil partner or child, a substantial benefit.

27
Appendix 4
Membership of the Learning and Development Policy Approval Governance Group

Sonia Shortt
Chair of Hospital Group HR Directors forum

Declan Hynes
Chair of CHO Heads of HR forum

Chairperson:
Pat O’Boyle
Assistant National Director, HR – Leadership, Education & Talent Development

28
Appendix 5 - Sample PDP

Leadership, Education & Talent Development

Personal Development Planning Tool

General Information:

This personal development planning tool is intended to be as flexible as you need it to be.
The structure suggested in the following pages is designed as a prompt for thought and
discussion before you agree with your line manager on your personal development plan.

There are three main sections to this plan. The first one ‘Looking Back’ asks you to define
the things you have done well or achievements of any kind over the past year and any
problems you may have experienced in achieving goals; the second section, ‘Where am I
now?’ asks you to think about your current role and contribution to the service plan of your
section; ‘Where am I going from here?’ is the section where you start to think about your
future and the training and developmental activities that will help you to achieve your goals.

The personal development activities that you agree with your manager are integral to the
service plan of your unit. What this means in practical terms is that any developmental
activities which you sign up to, should help you deliver on the service plan of your service.

This does not preclude developmental activities relating to you as an individual. If there are
areas in your life that need development outside of work, or specific personal goals you
would like to achieve, and you wish these to remain private, record them in your own
personal diary.

The contents of this Personal Development Plan are confidential. They will be held either on
your personnel file or by yourself.

Name: _____________________________________________________________________
Job title: ____________________________________________________________________
Place of work (Primary location): ________________________________________________
Grade: _____________________________________________________________________
Date of PDP meeting: _________________________________________________________
Reporting to: ________________________________________________________________

29
Looking back
What were your objectives for the past 12 months (i.e. what were the main components of
the service/business plan that you were accountable for and were your responsibility to
implement and deliver on?)

In preparing for your future development, it is important to look at where you have come
from.

Consider the following questions:

 What were the highlights of your year (work, community, socially, personally)?
 What tasks/opportunities gave you the greatest satisfaction?
 What did you really enjoy doing?
 Were there any times that you surprised yourself? What were they?
 What activities/tasks did you find stretched you and made you want to learn more about
a new subject?
 What positive feedback/acknowledgement did you receive from other people (e.g. line
manager, community, consumers, clients, family, peers) that made you realise you were
good at doing something you had previously been unaware of?
 What personal qualities do you feel you have developed and improved upon over the
past twelve months?
 Were there any problems/challenges you encountered that provided useful learning
opportunities? What were they?
 Were there parts of the service/business plan that were not achieved, and if so, can you
identify the barriers/obstacles/challenges that lead to this?
 Looking back at your learning log for the past year, what training and development
activities were of benefit?

Where am I now?
When considering and completing this section, consider the following thoughts:
 Have I achieved all the things I set out to achieve?
 What are my strengths?
 What are the particular areas I would like to change in my life/work?
 What are my job/role and my key areas of accountability/responsibility?
 What skills do I need to play my part in delivering on the service plan?
 How do I relate with other members of my team and what do I bring to the team mix?
 Am I satisfied with my career development to date and where am I now?

Where am I going from here?

 What are my objectives in relation to the service plan for the next 12 months?
 What will be the big challenge/opportunity for me in my role in the coming year? (see

30
 management competencies, Improving Our Services, Consumer Affairs Strategy, HSE
Service Plan and HSE Corporate Plan and other policies and protocols, budgetary
management)
 What changes will impact on the way we currently do business?
 What might the implications of such changes be?
 What skills/knowledge will I need to enable me to contribute fully in these changed
circumstances?

Development needs can take many forms and your plan should probably include a variety of
activities that will develop you in different ways. Some activities that fall under
development planning could be:
 Formal training (e.g. customer service training, IT skills training, time management
training)
 On-the-job training in specific areas (this could include procedural matters,
administrative systems, the intranet)
 Peer coaching (receiving coaching for a member of your team who is expert in a certain
area)
 Job shadowing – observing another person in their role and learning from this
 Attending conferences and seminars
 Academic or personal development programmes
 Receiving mentoring from a more senior staff member
 Other developmental activities agreed with your line manager
 Development opportunities (for example, to develop assertiveness and self-confidence
through widening of you role or taking on new responsibilities, or preparation to avail of
any promotional opportunities)
 Developing the skills to act more assertively in situations where in the past you behaved
passively

31
Development Need Response Time Frame

Own signature: _____________________________________________________________

Line manager’s signature: _____________________________________________________
Date: ______________________________________________________________________

32
Appendix 6

Points of reflection to support the discussion about training opportunities

Sample questions to support the discussion prior to attending training include:

 What does the employee expect to gain from this intervention?

 How can this programme help the employees in his/her job?
 What specific improvements are anticipated?
 How will these improvements be measured?
 How will the manager give feedback regarding improvements?
 Should the employee brief any other employees when returning from the programme?
 If so, who should the employee brief?

Points of reflection to support the discussion returning from attending training

 The employee’s overall experience of the programme
 The extent to which the initiative addressed the needs identified during the pre-
discussion;
 The extent to which the employee believes the learning objectives have been achieved;
 The employee’s application of their learning;
 Identification of barriers to implementing learning;
 The extent to which this has helped the employee overcome these barriers.

33
Appendix 7

Learning & Development Event Plan (LDP1)

(For each Event / Learning & Development intervention)

Title / Status:

Aim:

Objectives:

Persons name

Plan:

Duration:

Approach:

Record System:

Assessment & Certification:

Practitioner / Trainer / Instructor Profile: (See attached)

Facilities:

Evaluation: Outline how the impact of this will be evaluated

34
Appendix 8

Evaluation (EV1)

Event Title:
Date Attended:
Name:

Level 1 & Level 2:

What behaviour will change as a result of participating in this programme

How can I help you to embed the Learning?

Level 3:

How have you applied the learning in your role since?

How have you shared learning with others – team / other HSE

Level 4:

Has it made a difference? (PDP/ 3600 / Feedback)

Employee:

Manager:

Cost:

Fees / Expenses / Time:

35
References

1. HSE Formal Academic Study Policy. Available from: (Add link when published online)
2. CORU Health & Social Care Professional Standards. Available from:
https://www.coru.ie/
3. HSE Terms & Conditions of Employment (2017): Available from:
https://www.hse.ie/eng/staff/resources/hr-forms/guidelines-on-hse-terms-and-
conditions-of-employment.pdf
4. HIQA Safer Better Health Care Standards (2012). Available from:
https://www.hiqa.ie/sites/default/files/2017-01/Safer-Better-Healthcare-Guide.pdf
5. HSE HR Circular 020/2014 Sponsorship of Nursing/ Midwifery Third Level Education
Initiatives. Available from: https://circulars.gov.ie/pdf/circular/hse/2014/20.pdf
6. Medical Council: Guide to Professional Conduct and Ethics. Available from:
https://issuu.com/mcirl/docs/guide_to_professional_conduct_and_e?e=12642421/3
569466
7. NMBI Practice Standards. Available from: https://www.nmbi.ie/Standards-
Guidance/More-Standards-Guidance
8. Health Services People Strategy 2015-2018. Available from:
https://www.hse.ie/eng/staff/resources/hrstrategiesreports/peoplestrategy.pdf
9. Corporate Plan for the Health Services 2015-2017. Available from:
https://www.hse.ie/eng/services/publications/corporate/corporateplan15-17.pdf
10. HSE Induction Guidelines and Checklists. Available from:
https://www.hse.ie/eng/staff/resources/employee-resource-pack/hse-induction-
guidelines-checklists.pdf
11. HSE Policy on Statutory Occupational Safety and Health Training (2016). Available
from:
https://www.hse.ie/eng/staff/safetywellbeing/healthsafetyand%20wellbeing/hse%2
0policy%20for%20health%20and%20safety%20statutory%20training.pdf
12. HSE Framework for Improving Quality in our Health Service. Available from:
https://www.hse.ie/eng/about/who/qid/nationalsafetyprogrammes/decontaminatio
n/quality-improvement-framework.pdf

36