2. Who would you need to talk to / win over / get on board?
Responses from this discussion showed a development of ideas expressed from the first question, as respondents focused in on their own particular situation. The range of people and groups identified reflects the complexity of support systems and networks; face-to-face workers, parents, managers, service directors, own agency, other agencies, colleagues, funders, politicians, and more. Answers to question 1 had reflected the wide range of organisation and role of participants and it was clear from some of the comments that restrictions of time, status and authority means some organisational changes are needed and they can only be achieved through decisions at senior levels.
Clearly, there is a need for organisational buy-in to change practice. How that is achieved will vary in each organisation and the next two questions were to provide an opportunity for participants to really focus on their own work and what they could/would do to begin a process of change.
Full list of comments:
- Social work managers - care staff/ carers - other agencies working with LD.
- MALP board.
- Literacy providers.
- Local politicians. Senior funding managers.
- Other agencies involved in the delivery of LT services leading to the development of an integrated voice/ pressure group for allocation of appropriate funding.
- Like minded people who are committed to the principals.
- Like minded genuine people.
- Visiting our premises.
- Word of mouth.
- I need to talk to team lead for speech and language therapy learning disabilities team.
- Don't know. I feel the title of this day is a bit misleading - it does not make it clear that 'developing independence' is not beign addressed in general, more "mainstream" terms. Very interesting.
- Managers - awareness raising of
Potential partners
Social work
NHS
Care workers
PA's - Strategic level discussions with social work in local authority to progress this further.
Community education - Team leader, principal officer.
Social work - Director, team leader (community care). - Carers.
- Families and other support.
- Educational psychologists, psychiatrists - don't just let diagnostic reports follow person to adulthood - can do report at transitions.
- Employment and voluntary employment groups - get them to see literacies and link to college end of course assessments before person enters 'lifelong' gap.
- Hospitals - person enabled to fill own dinner charts or write home or read medicine label and that their name is on it.
- ASN Bill - transitions no matter the need, assess and add literacies to transition / SLG planning groups local H carer project is doing a carer needs awareness and this is not highlighted.
- Firstly the mother, but I would need specific issues which require help to be identified first. The residential home is harder to deal with, I'm there for a short time only and don't know their workings well enough to offer advice or impose. I could tell them what I do and see if they pick up on any of it.
- Councillors and senior management
- Colleagues
- Managers of residential units
- Support Workers
- Day centre staff
- Agencies (Streets Ahead)
- Home care workers
- Families
- Senior and other management - interagency levels
- Professional training organisations
- Ward managers
- Nurses
- Chairman
- CEO
- Directors
- Senior management
- Partners
- Other stakeholders
- Most of the team are on board with the idea, others are prepared to accept the theory and will, I anticipate, be more involved as the practice evolves
| | - Staff at [day centre] seem to be committed and interested in the training already given and most importantly management are 100% behind the move forward.
- Stakeholders
- Funders
- Managers
- Parents
- Carers
- Learners!
- Other agencies
- Partner agencies and possibly some of our own staff
- Managers, frontline staff/ funders
- Increased awareness in the social care sector
- Scottish Government or Scottish Funding Council - to develop model within FE colleges
- Maybe advocacy organisations could help to campaign - if we engage with them/ discuss/ cascade ideas. People First/ Fair
- CLAN coordinator
- CLD partnership
- CEC principal officer
- Social care managers
- Managers in voluntary organisations
- Parents, carers and the learners who sometimes think that "learning" belongs to them.
- All agencies who would benefit from management down to tutors and carers. Has to be a major project to have any impact
- Referrers
- Volunteers
- Decisions at strategic/ management level
- As an independent charity I can make the decision on behalf of the organisation to get things started. Need to get staff on board (shouldn't be a problem as staff keen to see people learning)
- Agencies involved - maybe resource issues
- Carers/ parents - discussion about what would be involved in literacy work
- Other lit providers
- Service providers
- Support agencies
- Community planning partners
- Staff
- Service users
- Education - social services managers; NHS community health managers; service providers (seek funding from them? And another source e.g. lottery etc.)
- Development worker contacted who is fully aware of this area.
- Discuss how to go about raising awareness to the care organisation of what the roles of the student/ tutor are in the learning sessions and how they could help contribute to the learners' learning with my immediate supervisor at supervision and raise ideas to start the process.
- The care sector, in particular the decision makers, on how to make the approach more standard.
- Key and care workers on what we as a service ca offer them to make their involvement more valuable
- Learners discuss through tutors ask if okay - confidentiality.
- In-house staff projects as well as outside organisations.
- Staff, support staff, volunteer staff, key workers.
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