This page contains a Flash digital edition of a book.
a blended programme

and we’re going to help you achieve that transformation’. And I think in the end, transformation only takes place when the behaviour of the whole organisation changes.

Through Touch we’ve been able to link the company’s aspirations with those of the staff, and we’ve achieved that through competence, through skills, and

allowing people to get the confi dence and the belief that what they want to do, what our residents expect, and what we want to do are totally aligned. In this blended way of learning, Touch is about giving people the skills to do their job to the best of their ability, and to give them the confi dence that they are doing the very best they can do for the residents.

Analysed: HC One’s Touch programme

The situation The need

The learning

The much-publicised demise of Southern Cross left the legacy of poor management and a disengaged and disillusioned workforce. The business needed to re-engage its staff.

HC-One was looking to increase certifi ed compliance from 20% to 85% in 12 months, at a 50% lower cost, while increasing staff engagement by 5% (all of which were achieved). However, Touch had three additional objectives:

1. 2. 3.

The learners The logistics

To move from a culture of ‘training for compliance’ to a culture of ‘learning to deliver the kindest care’. To embed learning rather than just provide it.

To use the most appropriate channels to meet the business need.

HC-One encompasses a very wide range of roles, but staff can be characterised as ‘people people’, not those likely to want to sit in a classroom or at a computer.

Only ten months was available to network more than 200 care homes across the UK and meet the business objectives.

The blend Methods Preparation HC-One created the Touch identity, and this runs through all aspects of the programme.

A comprehensive communications programme prepared staff for the launch, including a nationwide roadshow.

Input Classroom workshops.

Self-study courses, including case studies and scenarios. Video programmes, presented by and featuring HC-One staff.

Animated mini-movies – short and high impact – designed to reinforce critical attitudinal or behavioural messages and act as teasers to introduce new courses. Peer-contributed content – audio and video.

Application ‘Spark cards’ used to encourage debate.

‘Offl ine activities’ that help to embed the learning. These are used as the basis for guided supervision and observation.


Animated mini-movies and spark cards are used to keep the learning alive. Learning is on the agenda in meetings with supervisors and in handovers. Every home has a specially trained Touch learning ambassador.

Fourteen separate communication channels were used

Delivered face to face in the care homes

E-learning Online Online


Self-directed, face to face Face to face

Various Face to face



e.learning age april 2015

Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35