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A Toolkit for Developing Services Involving Genetics

This information is for those who are developing services for patients with or at risk of genetic conditions. 

Please note that this Toolkit is based on the collected experiences of service development initiatives in genetics and is not intended to be a complete guide to service development; you may also want to consult generic service development resources and expertise within your own organisation.

 

Staffing issues

The pilot projects identified a number of issues surrounding the recruitment and retention of staff and their training. They also identified issues to do with changing roles. Staffing issues were considered crucial to the success of the new role or service and should be considered early in the planning process.

  1. Recruitment and retention
  2. Required competences and skills
  3. Training needs
  4. Changing roles

 

1. Recruitment and retention

It may be difficult to recruit to part time or short (fixed) term posts, or to 'unusual' roles outside normal career progression, registration requirements or professional development routes.

  • Consider secondments or sharing posts with other services.
  • Consider the time and costs of advertising posts, and the most appropriate places to advertise nationally and locally e.g. NHS Jobs, jobs.ac.uk and relevant specialty publications.

For staff in new, unique or unusual roles, consider the following:

  • How will staff absences be covered?
  • Retention issues - staff changes can cause significant disruption, especially in new roles where extensive initial training may be required.
  • Opportunities for professional development and promotion (may have an impact on staff retention).

 

2. Required competences and skills

Identify the core skills and competences needed for the role. Make use of existing frameworks, e.g. the genetics competences which are linked to the NHS Knowledge and Skills Framework (KSF).

For new roles, it may not be possible to recruit staff who already have the appropriate skills. Consider which skills are essential at recruitment and which can be developed in post. Consider how to ensure practitioners are competent as new skills are acquired.

 

3. Training needs of service staff

Carry out an educational needs assessment to identify training needs:

  • How will training needs be met?
  • What involvement will regional genetics centre staff need to have - in training, supervision of practice or practitioner attendance at genetics clinical meetings?
  • Training needs protected time
  • Training needs funding
  • Providing opportunities for staff to gain a formal qualification or accreditation enables recognition of skills gained.

 

4. Changing roles

Changes made to the role of healthcare professionals or administrative staff must be recognised and supported. For example, additional duties added to a role need dedicated time. Managerial involvement is essential e.g. for updating job descriptions, job plans and KSF outlines. Changes in role need to be supported by education and training, with appropriate assessment. Expanding the role of one member of staff may meet with resistance from other staff.

 

Examples of resources

  • The resources page provides examples of resources from previous service development initiatives.

 

 

Last updated: 13 October 2011

Genetics in Practice