16. Workforce Planning and Development

  1. Hugo de Waal MD, FRCPsych, FHEA3,
  2. Constantine Lyketsos MD, MHS4,
  3. David Ames BA, MD, FRCPsych, FRANZCP5 and
  4. John O'Brien BA, BM BCh, MA, FRCPsych, MD6
  1. Dorothy Kennerley1 and
  2. Hugo de Waal2

Published Online: 7 JUL 2013

DOI: 10.1002/9781118378663.ch16

Designing and Delivering Dementia Services

Designing and Delivering Dementia Services

How to Cite

Kennerley, D. and de Waal, H. (2013) Workforce Planning and Development, in Designing and Delivering Dementia Services (eds H. de Waal, C. Lyketsos, D. Ames and J. O'Brien), John Wiley & Sons, Ltd, Oxford, UK. doi: 10.1002/9781118378663.ch16

Editor Information

  1. 3

    Lead Consultant, Norfolk Dementia Care Academy, Norwich, UK

  2. 4

    Associate Postgraduate Dean, East of England Deanery, Cambridge, UK

  3. 5

    Elizabeth Plank Althouse Professor, Director of the Johns Hopkins Memory and Alzheimer's Treatment Center, Johns Hopkins Medicine, Maryland, USA

  4. 6

    Director, National Ageing Research Institute, University of Melbourne Professor of Ageing and Health, Victoria, Australia

Author Information

  1. 1

    Norfolk & Suffolk Dementia Alliance, UK

  2. 2

    Norfolk Dementia Care Academy, The Julian Hospital, UK

Publication History

  1. Published Online: 7 JUL 2013

ISBN Information

Print ISBN: 9781119953494

Online ISBN: 9781118378663



  • workforce development;
  • dementia care competencies;
  • dementia differentials;
  • competency framework;
  • training needs analysis;
  • personal training plan;
  • experiential learning;
  • learner-centred education;
  • Dynamic Dementia Care;
  • compassionate care


The chapter addresses the issue of workforce development in dementia care. We describe the development of a workable competency framework by the Norfolk & Suffolk Dementia Alliance, how to construct an ‘educational pathway’ for carers in all healthcare sectors, how a specialist workforce can be deployed as an educational tool and what learning models are particularly suitable, eg experiential learning, learner-centred approaches, etc. We present the concept of ‘Dynamic Dementia Care’, as practised in the Norfolk Dementia Care Academy and how this concept is operationalised, what impact it has on specialist workforce development and how this then cascades into the wider care environment.