1. 1 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

2. 2 Does the public want professions to learn from the past? Architecture and building? Engineering? Agriculture? Aerospace? Nuclear reactions? Software?

3. 3 What things do we keep getting wrong? 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

4. 4 Case for change made? So what do you think makes up a profession or professional behaviour? (shout out answers!)

5. 5 This is what Lord Benson (1) says professionalism is 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 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)

6. 6 Where to start? - Standards for entry 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

7. 7 DfES Skills Strategy – 3 parts

8. 8 Health Informatics National Occupational Standards (NOS) are the Building blocks - Enablers of change

9. 9 How standards are used and changed Employers agree National Occupational Standards in Skills Sector Councils to define type of labour they need Used to define competencies required in a role and help write JDs, person specs Suggested revisions to standards to Skills Sector Councils; SFIA, KSF etc Feedback on use of standards in the service Used to build course curricula Used to build skills profiles for jobs and JDs, and assessment frameworks eg SFIA, KSF Used to provide a language for CPD Employers, Government, professional bodies, registration authorities, Education, Royal Colleges : assessing what standards required in employment

10. 10 Once you have standards – integrate with competency frameworks /development tools NHS KSF SFIA GSS Others…?

11. 11 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 3Monitor the processing of data and information HI 52 & HI 69 Level 4Develop and modify data and information management models and processes HI 51, 55

12. 12 HINOS found in the IK dimensions - 2 Information & Knowledge Dimension 2 INFORMATION COLLECTION AND ANALYSIS Level 1Collect, collate and report routine and simple data and information None Level 2Gather, analyse and report a limited range of data and information HI 53,66,125 Level 3Gather, analyse, interpret and present extensive and/or complex data and information HI 54, 57, 58, 72, 126, 127 Level 4Plan, develop and evaluate methods and processes for gathering, analysing, interpreting and presenting data and information None

13. 13 HINOS found in the IK dimensions - 3 Information & Knowledge Dimension 3 KNOWLEDGE AND INFORMATION RESOURCES Level 1Access, appraise and apply knowledge and information None Level 2Maintain knowledge and information resources and help others to access and use them HI 71,74,78,79,88 Level 3Organise knowledge and information resources and provide information to meet needs HI 73,75,77,80, 84 Level 4Develop the acquisition, organisation, provision and use of knowledge and information HI 76,81,85,85

14. 14 Skills Framework for the Information Age - NHS Pilot Purpose 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

15. 15

16. 16 NHS KSF SFIA project - Pilot Objectives 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: 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:

17. 17 Using frameworks 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

18. 18 Findings from pilot so far 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.

19. 19 Another element of professionalism - registration What do you think of UKCHIP? [Run web survey questions here]

20. 20 So - how to stop getting it wrong? Past People Professionalism Process / Project Purpose (Benefit) Progress

21. 21 Use tools to ensure that staff are competent for the job ? Identify skills required to deliver the services Assess skills & competencies of existing people Address workforce dev. issues eg new roles, new policies, structure Requires change in roles or solutions? Assess gaps; develop solutions to fill gaps Assess policies and procedures against best practice, benchmark eg ITiL Train staff and implement change Continuous horizon scanning: what requirements, what business needs, what services

22. 22 Display professional behaviour : 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

23. 23 BCS WS5 Perspective……..

24. 24 Do you display professional behaviour? Thank you for listening Questions? (and answers!)

25. 25 Resources ‘The challenges of complex IT projects’; BCS & Royal Academy Engineering www.raeng.org.ukwww.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 www.bcs.org http://www.nao.org.uk/ http://www.intellectuk.org/