ASSIST
Association for Informatics
Professionals in Health
and Social Care
ASSIST NORTH WEST BRANCH EVENT
October 2006
Professionalism and the part Competency
Frameworks play
What’s that all about then?
Andrew Haw
Andrew.haw@uhb.nhs.uk
Pam Hughes
Pam.hughes@ic.nhs.uk
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Does the public want professions to learn
from the past?
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Architecture and building?
Engineering?
Agriculture?
Aerospace?
Nuclear reactions?
Software?
What things do we keep getting wrong?
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No link between project and priorities
No measure of success
Lack senior management ownership
Lack of effective stakeholder engagement
Lack of skills / approach to project / risk
management
Bites are not manageable
Price beats long term value for money
Lack of understanding of supplier(s)
Failure to build integrated teams
Source: National Audit Office / Office of Government Commerce
Case for change made?
So what do you think makes up a profession
or professional behaviour?
(shout out answers!)
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This is what Lord Benson (1) says
professionalism is
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Barriers to/ standards of
entry / compulsory
registration
Requirement to do CPD
Standards for CPD
Codes of Conduct / Ethics;
Practice and Discipline
Defined body of knowledge
Limited by statute
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Self regulation
Accreditation of ‘education’ /
‘learning’
Recognised career pathways
Recognition in the workplace eg
protection against unsafe or
unethical behaviour
Gives leadership in a field of
learning
(1) Benson (1992) “Criteria for a group to be considered a profession” as recorded inHansard (Lords) 8 July 1992, 1206-1207 (cited at
http://www.sor.org/aboutus/What_is_the_Society/Professionalism.htm (accessed 29 Jan 2002)
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Where to start? - Standards for entry
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Employers agree National Occupational Standards in Skills
Sector Councils eg for health and e-skills, to define type of
labour they need
These can be used to define competencies required in a role
and help write JDs, person specs
And can be used to build course curricula
And can be used to build skills profiles for jobs and JDs, and
assessment frameworks eg SFIA, KSF
In turn these provide a language to describe CPD
Implementation on the NHS relies on QA; feasibility checks;
review and feedback to suggest changes to NOS
Underpin UKCHIP proposed new Standards for registration
DfES Skills Strategy – 3 parts
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Health Informatics National
Occupational Standards (NOS) are the
Building blocks - Enablers of change
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How standards are used and changed
Employers, Government, professional bodies, registration authorities, Education,
Royal Colleges : assessing what standards required in employment
Employers agree
National Occupational
Standards in Skills Sector Councils
to define type of labour
they need
Suggested revisions to
standards to Skills
Sector Councils; SFIA, KSF
etc
Used to provide a
language
for CPD
Used to define competencies
required in a role and help
write JDs, person specs
Used to build skills profiles for jobs
and JDs, and assessment
frameworks eg SFIA, KSF
Used to build course curricula
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Feedback on use
of standards in
the service
Once you have standards –
integrate with competency frameworks
/development tools
NHS KSF
SFIA
GSS
Others…?
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HINOS found in the IK dimensions - 1
Information & Knowledge Dimension 1
INFORMATION PROCESSING
• Level 1 Input, store and provide data and information
HI 60,64,67
• Level 2 Modify, structure, maintain and present data and
information
HI 61,62,68,70
• Level 3 Monitor the processing of data and information
HI 52 & HI 69
• Level 4 Develop and modify data and information
management models and processes
HI 51, 55
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HINOS found in the IK dimensions - 2
Information & Knowledge Dimension 2
INFORMATION COLLECTION AND ANALYSIS
• Level 1 Collect, collate and report routine and simple data
and information
None
• Level 2 Gather, analyse and report a limited range of data
and information
HI 53,66,125
• Level 3 Gather, analyse, interpret and present extensive
and/or complex data and information
HI 54, 57, 58, 72, 126, 127
• Level 4 Plan, develop and evaluate methods and processes
for gathering, analysing, interpreting and presenting data and
information
None
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HINOS found in the IK dimensions - 3
Information & Knowledge Dimension 3
KNOWLEDGE AND INFORMATION RESOURCES
• Level 1 Access, appraise and apply knowledge and
information
None
• Level 2 Maintain knowledge and information resources
and help others to access and use them
HI 71,74,78,79,88
• Level 3 Organise knowledge and information resources
and provide information to meet needs
HI 73,75,77,80, 84
Level 4
Develop the acquisition, organisation, provision
and use of knowledge and information
HI 76,81,85,85
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Skills Framework for the Information Age
- NHS Pilot Purpose
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An opportunity for employers to focus on how
to best and most completely to define the skills
(competency) requirements for ICT staff
Help to understand how the NHS KSF
(underpinned by NOS) can be used and
supported by SFIA when many staff not just
ICT staff have other professional frameworks
with registration and CPD requirements
Help employees to focus and define their
development requirements
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NHS KSF SFIA project - Pilot Objectives
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To validate an update of Health Informatics National
Occupational Standards (HI NOS)
To test the validity of SFIA in supporting the development
of NHS KSF Outlines for ICT roles identifying
specifically:
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areas of good fit
areas of poor fit
ambiguities/inconsistencies.
To test applicability of the InfoBasis Ltd tool when used by
NHS organisations to develop staff according to the skills
requirement:
Using frameworks
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Collect capacity and capability
Use data to develop workforce
Re-organise teams to maximise resources, and
develop skill sets
Better use of training resources
Better knowledge of ‘untapped’ knowledge and
skills
Better informed managers and staff of team
capacity
Findings from pilot so far
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This tool has enabled some trusts to identify their
health informatics capability using an easy to use
product, and many want to continue to use the
product beyond the end of the time-limited pilot
period
All but managers and IT Trainers of the health
informatics family ‘fit’ the SFIA v3.0 very well
One pilot site has been able to use the data to
inform re-organisation of team/s and/or
departments
This approach has supported the health informatics
practitioners at a time when pay modernisation and
skills evaluation through the pay modernisation
initiative Agenda for Change have impacted their
morale through devaluation of the job roles they
hold.
Another element of professionalism
- registration
What do you think of UKCHIP?
[Run web survey questions here]
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So - how to stop getting it wrong?
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Past
People
Professionalism
Process / Project
Purpose (Benefit)
Progress
Use tools to ensure that staff are competent for the job ?
Continuous horizon scanning: what requirements, what business needs, what services
Address workforce
dev. issues eg new roles,
new policies, structure
Identify skills
required to deliver
the services
Train staff and
implement change
Assess policies
and procedures against
best practice, benchmark eg
ITiL
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Assess skills
& competencies of
existing people
Assess gaps;
develop solutions to fill
gaps
Requires
change in roles
or solutions?
Display professional behaviour :
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Gather and choose the right people
Organise them according to best practice and the
services to be delivered
Appraise and develop them
Build their confidence by mixing learning from
others with learning for themselves
Lead them to, and let them deliver successes
Tell them they are valued when they have succeeded,
and rebuilding them when they fail
Make people feel they are professionals
BCS WS5 Perspective……..
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ASSIST
Association for Informatics
Professionals in Health
and Social Care
Do you display professional
behaviour?
Thank you for listening
Questions?
(and answers!)
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Resources
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‘The challenges of complex IT projects’; BCS &
Royal Academy Engineering www.raeng.org.uk
http://www.ogc.gov.uk
http://www.prince2.org.uk/web/site/home/Home.asp
http://www.itsmf.com/index.asp
http://www.sfia.org.uk
www.ukchip.org
www.bcs.org, and ‘IT NOW’, April 2006
http://www.nao.org.uk/
http://www.intellectuk.org/