1.8 Analyse factors to consider when selecting and commissioning activities for learning and professional development

This guide will help you answer 1.8 Analyse factors to consider when selecting and commissioning activities for learning and professional development.

Selecting and commissioning learning and professional development activities in adult care management involves many important steps. It is not just about picking a training programme or arranging a course. Effective selection requires understanding workforce needs, service user requirements, regulatory demands, budget limits, delivery methods, and more. These choices have a direct effect on staff engagement, confidence, service quality, and safety.

In your role within adult care, you play a key part in shaping staff learning opportunities. This analysis explores a range of factors to consider and explains why each point is significant.

Aligning with Organisational Objectives

Every organisation has a set of values, strategic goals, and standards of practice. Learning and professional development must support these aims directly.

This means asking:

• Does the activity reinforce organisational vision and values?
• Will it contribute to identified improvement areas?
• Is it linked to ongoing projects or new service models?

If the training does not match organisational priorities, it may be a poor use of resources and can lead staff to feel the learning is irrelevant.

Meeting Regulatory and Legal Requirements

Adult care is a regulated sector. The Care Quality Commission (CQC), Skills for Care, and legislation like the Health and Social Care Act 2008 set standards for workforce competence and service quality.

Ask yourself:

• Does the activity meet specific statutory or regulatory requirements?
• Does it update staff on legal responsibilities such as safeguarding, health and safety, or the Mental Capacity Act?
• If accrediting bodies or commissioners set mandatory training, does the activity fulfil this?

Ignoring regulatory needs places the service at risk of enforcement actions, loss of reputation, and poor outcomes for people in care.

Building on Workforce Needs and Skills Gaps

You need to know your team’s strengths, weaknesses, and ambitions.

This involves:

• Analysing supervision and appraisal records for patterns
• Reviewing incidents, complaints, and audits for clues about skill gaps
• Using individual feedback and self-assessments
• Understanding future workforce requirements

Different workers will be at different stages of learning. A new member of staff might need induction training, while an experienced colleague might wish to specialise, such as becoming a Dementia Champion.

Targeting identified needs means training has real impact. Avoid a “one size fits all” model.

Service User and Stakeholder Needs

Learning activities must reflect the needs and preferences of people using your service.

Examples:

• If service users have communication needs, is there training in alternative communication methods?
• If your population is ageing or more complex, do staff access courses in end of life care or specific health conditions?
• Are family carers’ views considered when planning workforce learning?

Think about ways to involve service users and their relatives in identifying training needs.

Supporting Career Progression and Staff Motivation

Offering the right professional development supports career progression. It increases motivation and retention.

Consider:

• Does the activity link to recognised qualifications or career pathways?
• Might it support internal promotions or succession planning?
• Will it improve staff engagement and morale?

Staff who feel invested in are more likely to stay and show commitment. Regular, planned learning opportunities build a positive workplace culture.

Assessing Learning Styles and Preferences

People learn in different ways. Some prefer online courses, others do best in face-to-face settings. Practical workshops, shadowing, mentoring, group learning, and self-study are all valuable.

Assess:

• Can the activity be tailored to mixed learning styles?
• Is it accessible for people with disabilities or varying levels of digital knowledge?
• Will staff have time and space to learn safely and comfortably?

The most effective results often come from a blended approach.

Accessibility and Inclusion

Barriers to learning must be identified and addressed. Think about:

• Physical access for staff with mobility needs
• Language or communication barriers
• Cultural or religious considerations, such as training clashing with prayer times or holidays
• Flexible timings for those with caring responsibilities

Accessible learning ensures all staff have fair chances to develop.

Quality and Reputation of Providers

If commissioning training from an external provider, you need to check:

• Are trainers experienced and qualified in adult care?
• Is the course up-to-date and based on best practice?
• Have other organisations given positive feedback?
• Is the provider accredited or endorsed by reputable bodies, such as Skills for Care?

Low-quality providers may use outdated materials or lack sector insight, reducing the value of the training.

Costs and Resources

Budgets in adult care are often stretched. This doesn’t mean staff development is less important, but you must consider:

• What is the total price, including materials, travel, or cover for staff taking part?
• Are there free or subsidised options available?
• Do potential benefits and outcomes justify the cost?

Effective commissioning balances value-for-money with staff and service needs. Sometimes collaborative commissioning with partner agencies may help share resources.

Impact Assessment and SMART Objectives

Training activities are more effective if you can measure their outcomes.

Use SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound) to define:

• What change or learning do you expect?
• How will you know if the training has worked?
• What evidence will you collect?

Methods include feedback forms, staff assessments, reflective accounts, observations, and tracking indicators like reduction in errors or improved care quality.

Commissioning learning without planning for impact wastes time and money and hinders continuous improvement.

Integration With Supervision and Ongoing Support

Learning activities do not happen in isolation. Consider:

• How will new knowledge and skills be embedded into daily work?
• Are supervisors trained to reinforce learning in practice?
• Is there follow-up or refresher training scheduled?
• Will learners receive coaching or mentoring after the activity?

This approach closes the gap between theory and practice and helps learning stick.

Organisational Capacity and Readiness

Sometimes even excellent training will fail if the team or service is not ready.

Ask:

• Will workloads allow staff to attend and participate?
• Is there leadership support for making changes post-training?
• Do staff feel psychologically safe to learn and try new approaches?

Organisational culture, readiness, and capacity make a big difference to uptake and impact.

Technology, Equipment, and Digital Skills

If choosing e-learning or digital resources, check the following:

• Do staff have access to tablets, computers, or smartphones?
• Is there reliable internet access in the workplace?
• Are staff confident in digital skills, or do they need extra support?
• Will digital security and confidentiality be maintained?

Failure to provide the right tools or support creates frustration and limits learning.

Legal and Contractual Considerations in Commissioning

Commissioning involves contracts, terms, and sometimes procurement rules. Important points include:

• Clear service level agreements, including responsibilities and timescales
• Data protection and confidentiality provisions
• Cancelation and refund policies
• Safeguarding measures, for example, Disclosure and Barring Service (DBS) checks for external trainers

Poor contracting or unclear expectations can cause disputes and affect learning quality.

Involving Staff in Planning and Selection

Staff are more likely to value and participate in activities they have helped plan.

Ways to involve staff:

• Discuss training needs during one-to-ones or team meetings
• Gather anonymous feedback on previous activities
• Ask for volunteers to act as “learning champions”
• Invite suggestions for new providers or innovative formats

Participation empowers staff and makes learning more meaningful.

Monitoring Trends and New Developments

Learning and development must respond to changes in the adult care sector. Consider:

• Updates in legislation, policy, or research. For example, new guidance on infection control or falls prevention.
• Innovations in technology, such as online record-keeping tools.
• Shifts in the profile or needs of service users, for example, increased co-existing health conditions.

Managers who keep up to date are able to plan learning that addresses new demands and maintains service quality.

Continuous Evaluation and Feedback

After commissioning and delivering learning, feedback and evaluation are essential:

• Collect real-time feedback from participants
• Review outcomes through quality assurance mechanisms
• Examine service user experiences and satisfaction after new skills are put into practice

Lessons learned feed into future activity selection, making the next round stronger.

Case Example: Commissioning Dementia Care Training

Let’s use an example to tie these factors together:

You manage a residential care home and have identified rising numbers of service users with dementia. Last year’s feedback highlighted inadequate staff confidence in handling dementia-related behaviours. There have been two recent safeguarding alerts. Your local authority supports services working towards the Dementia Care Framework.

Following a needs analysis, you plan to commission advanced dementia care training. You invite input from staff, relatives, and your local commissioner. You shortlist providers, checking for Skills for Care endorsement, clear outcomes, and links to qualifications. The programme is scheduled at various times to fit different shifts. You carry out pre- and post-training knowledge checks to capture impact.

This approach covers alignment with service needs, regulatory demands, staff views, quality, accessibility, and impact measurement.

Final Thoughts

Choosing and commissioning learning activities in adult care is a multi-dimensional process. Each decision should look at organisational aims, legal requirements, real staff needs, service user expectations, financial reasoning, provider quality, inclusion, and measurable impact. Good planning creates a workforce that is capable, motivated, and focused on improving care.

Never forget to review and adapt plans as staff, regulation, and service user profiles change. This dynamic approach keeps your learning and professional development activities relevant and effective.