Volume 6: Resources to Support Role Development Other ... · individual learner assess your knowledge, skills and capabilities at different levels of the C areer Framework for Health

Maximising: Making the best use of The Skills Maximisation Toolkit series:

• Volume 1: Skills Maximisation Workbook• Volume 2: Facilitator handbook• Volume 3: Participant Booklet (revised Volume 1 containing the questions

and worksheets from the workbook)• Volume 4: More stories and resources• Volume 5: Applying Learning, Developing Your Role. The Learner’s and

Managers Guide • Volume 6: Resources to Support Role Development

Other publications in this series: • Simplifying the Skills Maximisation process:

- A summary- Using the Change curve

All of these publications can be accessed via the NES website: www.nes.scot.nhs.uk

© NHS Education for Scotland 2013. You can copy or reproduce the information in this document for use within NHSScotland and for non-commercial educational purposes. Use of this document for commercial purposes is permitted only with the written permission of NES.

Skills Maximisation Toolkit

Foreward ................................................................................................................................................. 2

Introduction ............................................................................................................................................ 3

Set 1: Descriptors Resource .................................................................................................................... 7

Career Framework for Health Level and Descriptors: for Individual Learners ....................................... 7

Set 1: Attributes Resource .................................................................................................................... 23

Career Framework for Health Levels and Attributes: for Individual Learners ...................................... 23

Set 2: Descriptors Resource .................................................................................................................. 34

Career Framework for Health Level and Descriptors: for Managers .................................................... 34

Set 2: Attributes Resource .................................................................................................................... 45

Career Framework for Health Levels and Attributes: for Managers .................................................... 45

Contents

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This is the sixth volume in the Skills Maximisation Toolkit and sets out the resources described in Volume 5 to assist role development. These resources have been designed with 2 purposes in mind:

SET 1: helping individual learners to be clear on their current career level and their learning needs for future career levels

SET 2: helping managers decide what level of post is required in their service

These resources have been produced with kind permission from Skills for Health. We have made use of the Career Framework for Health and the associated descriptors and attributes that Skills for Health have defined that are relevant for each level on the Career Framework for Health.

Whether you use the resources based on the descriptors or the resources based on the attributes will be largely a matter of personal taste, both are valid but it is not necessary to use both. You may want to try out using both to help you decide which approach suits your style of identifying your learning needs best.

Volume 5 sets out 10 steps to successful role development. Step 1 is to have a clear idea of the improvement you need to make and to achieve this improvement Step 2 asks “what do you need to be able to do?”

These resources are strongly recommended at Step 2 of the role development process.

Very best wishes for successful role development.

Helen McFarlane AHP Programme Director NHS Education for Scotland

Foreward

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In Volume 5 of the Skills Maximisation Toolkit, 10 steps to role development are set out and the resources to help you at each step are introduced and described. In chapter 2 of the Toolkit you will read about the Career Framework for Health1 and its 9 levels.

1 Skills for Health

Introduction

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The brief descriptions of each level on the Career Framework for Health are expanded further and in two different ways. In 2008 Skills for Health set out 8 descriptors and in 2010 they simplified this and set out 3 attributes. The Descriptors and the Attributes applied to each level of the Career Frameworkfor Health.

We have turned the Skills for Health descriptors and the attributes into check lists: Set 1 can be used by the learner as self assessment, Set 2 contains the same information but the layout is designed with managers of a service in mind who may be considering skill mix and deciding the right level of post that the service requires.

The resources are adapted from the Skills for Health Career Framework for Health documents. Each Career Framework for Health level is described in terms of either:

a. Eight descriptors:

1. Knowledge, Skills, Training and Experience 2. Supervision 3. Professional and vocational competence 4. Analytical / Clinical Skills and Patient Care 5. Organisational Skills and Autonomy/Freedom to Act 6. Planning, Policy and Service Development 7. Financial, Administration, Physical and Human Resources 8. Research and development

b. Three attributes:

1. Knowledge and Skills 2. Leadership and management 3. Innovation and decision making

Each set therefore contains 2 resources. One uses the Attributes and one uses the Descriptors. The original work by Skills for Health in 2008 led to the 8 descriptors and subsequent work in 2010 has merged the essence of these 8 descriptors into 3 broader attributes. Both approaches are valid and the information remains available on the Skills for Health website. Whether you choose to use the descriptors or the attributes will be a matter of personal taste. Some colleagues prefer the detail within the 8 descriptors others prefer the broader definitions using the attributes.

Set 1: Resource1: Career Framework for Health Level Descriptors: for Individual Learners Resource 2: Career Framework for Health Level Attributes: for Individual Learners Individuals often feel they are working at a particular level e.g. Advanced Practitioner or AssistantPractitioner but not being recognised as working at this level. These resources will help clarify the evidence for working at a particular level. The breadth of both the Descriptors and the Attributes will help identify learning needs and will remind AHPs that working at these levels indeed at any level is much more than just developing your clinical practice. These resources will help you as an individual learner assess your knowledge, skills and capabilities at different levels of the CareerFramework for Health.

You may be a learner who wants to consider your learning needs in fulfilling your existing role or you may want to explore your learning needs against the next level of post. Each of the resources has a self assessment matrix at the end of the information to help you identify your learning needs.

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Set 2: Resource1: Career Framework for Health Level Descriptors: for Managers Resource 2: Career Framework for Health Level Attributes: for Managers Managers are increasingly expected to carefully consider skill mix and ensure the right person with the right skills is delivering the right service at the right time. This resource sets out the Skills for Health Career Framework level descriptors and attributes in a format that is designed to help managers of services to consider each aspect of a role and to help in the decision making process of what level of post is required in the team. This resource will be especially useful during service re-design and at times when making a business case for a new or changed post. Service re-design involves considering if the team includes the right skill mix. When an individual leaves a post, the manager has the opportunity to consider if the post should be replaced at the same level or if another level of post is required. Does the service require an advanced or consultant practitioner for example? Workforce plans encourage use of assistant practitioners, senior support staff and support workers but deciding which of these 3 different levels is needed can be a difficult task. Using these resources as part of the role development journey outlined in Volume 5 of the Skills Maximisation Toolkit will help clarify the tasks that are required. The resources have been set out by descriptor / attribute rather than by level. The resources are designed for you to consider the appropriate level required for each descriptor / attribute. As you complete these checklists a pattern will emerge which will help guide you to decide the overall level of post your service needs. You may find that the post requires one level for all 8 of the descriptors. It may be more likely, however, you find that for the majority of descriptors the same level is indicated but there is some variation. For example, when considering a support worker role five descriptors may be at level 3, two at level 2 and one at level 4. Using these resources will help provide the evidence for the level you set the post at and will also be useful in developing the wording for job descriptions.

Where you have existing staff who aspire to work at a particular level, you will also find these resources helpful as an objective means to develop evidence for this aspiration and / or to identify aspects of their role that may require further development. Role development to date has not been a systematic approach and there have been plenty of examples where successful role development could be described as a result of happy circumstance; individuals have developed particular areas of expertise and the local context has been right for role development. Roles of assistant practitioners or of consultant and advanced practitioners have therefore emerged but roles may vary from one setting to the next. The resource is therefore also a useful tool for managers and teams wanting to identify additional capacity within the team. There may be untapped skills that are not currently in use and yet are fully expected aspects of the role. Do assistant practitioners and senior support staff, for example, fulfil their roles as researchers, educators and leaders?

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How to use these resources:

Look at the Career Framework for Health. Which level do you think you are or do you think your team needs? Remember that Career Framework for Health levels are NOT the same as Agendafor Change Bands. If you prefer a detailed approach use the Descriptors resource, if you prefer abroad approach use the Attributes resource.

These stories from people who have tried it may help you choose the right resource:

I am a senior speech and language therapy support worker and I wanted to explore my learning needs against my existing post so that I can extend my remit. I am sometimes delegated activities from one of my AHP colleagues but the others don’t appreciate it is part of my role. I used the Descriptors resource from Set 1. My PDP now includes learning activities to support my role in educating other staff like nursery staff.

I am a physiotherapist and I have specialised in antenatal services. I feel I am already functioning at advanced practice level but this is a higher level than I am given credit for. I am going to use the Attributes resource in Set 1 at level 7 to see how much evidence I already have and use this to show my manager at my next KSF PDP meeting.

I am a newly qualified podiatrist and I wanted to know what is expected of me at this level. I used the Descriptors resource from set 1 and looked at level 5.

I am a team leader for dietitians. One of my experienced staff has recently retired and I have been asked if I can replace this post with a newly qualified staff member. I used the Descriptors resource in Set 2 with my team to identify tasks that a newly qualified dietitian could undertake in our service. We then compared this with the tasks that an Advanced practitioner at level 7 could be expected to do. I used this evidence to set out a business case to retain the experienced advanced practitioner post in our service.

I manage the OT mental health service. I wanted to add support workers to the team. I used the Atrributes resource in Set 2 to identify the range of roles for support staff, senior support staff and assistant practitioner. I used the examples and some of the attributes to help me write the different job descriptions for the 3 levels of posts.

I am a Music Therapist. The AHP team I work for are always confusing my level of experience – I am only 2 years qualified- with my Agenda for Change pay Band. I am Band 7. I used the Attributes in Set 1 to demonstrate my level of practice at level 6 of the career framework. I then showed my team the national agenda for change job profiles for Music Therapists.

Skills Maximisation Toolkit Volume 6 {Ŝǘ мΥ 5ŜǎŎǊƛǇǘƻǊǎ wŜǎƻǳǊŎŜCareer Framework for Health Level and Descriptors: for Individuaƭ[ŜŀǊƴŜǊǎ

Maximising the contribution made by Allied Health Professions to the Patient Journey


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Career Framework for Health Levels and Descriptors: for Individual Learners

Consider your role (or the role you aspire to achieve). Select the level you ‘think’ appropriately defines this role. The same descriptors are used to further define each level so you may want to check with the level above or the level below. When you are convinced you have the right level for your post, look at the descriptors and think about your role in these terms.

You should:

• Identify examples where you are already fulfilling one or more of the descriptors

• Identify areas where you would benefit from some form of learning. Remember your learning must link to improving your service to your clients

• Identify where you can contribute by using skills you have but are not currently using

• Identify what you need to help you make these changes e.g. on the job training to ensure that you have the knowledge to use new equipment in your workplace.

Make some notes for each of these, then use the self assessment sheet at the end to identify what you know already and what are your gaps. This links to step 5 in the Skills Maximisation Toolkit Volume 5. This is one of 2 resources that you can use, but you do not need to use them both. This resource uses the detailed descriptors and may appeal to you if you like the detail of considering each aspect of your role. The second resource uses the attributes which is a broader approach and has “in order to” and “you may” sections that you might consider to be more outcomes focussed. When you use this information for the first time you might want to use both to decide which you prefer, but it is not necessary to use both resources.


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Career Level 1: Support Worker Descriptor Broad Responsibilities / Role Notes

1. Knowledge, Skills, Training and Experience

Recalls basic general knowledge and uses language, literacy, numeracy and information technology to carry out straight forward tasks; AND Shows understanding of a small number of routine work procedures gained through short induction or on the job training.

2. Supervision Works under direct supervision and demonstrates personal effectiveness in straight forward and stable contexts.

3. Professional and Vocational Competence

Accepts guidance on work practice AND demonstrates awareness of procedures for solving problems.

4. Analytical / Clinical Skills and Patient Care

Performs limited tasks in a narrow area.

5. Organisational Skills and AutonomyFreedom to Act

Works to established procedures / protocols under direct supervision.

6. Planning, Policy and Service Development

Follows procedures determined by others.

7. Financial, Administration, Physical and Human Resources

Observes personal duty of care in relation to equipment and resources used in course of work.

8. Research and Development

Contributes to simple audits or surveys relevant to own work area.


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Career Level 2: Healthcare Support Worker Descriptor Broad Responsibilities / Role Notes


Uses skills and key competences to carry out tasks where action is governed by rules defining routines and processes and recalls and comprehends basic knowledge of a work area. The range of knowledge involved is limited to facts and main ideas; OR Selects and applies basic methods, tools and strategies; AND Recalls and comprehends basic knowledge of a work area. The range of knowledge involved is limited to facts and main ideas.

2. Supervision Works under close but not continuous supervision; AND Takes limited responsibility for improvements in performance in work contexts and within familiar, homogeneous groups.

3. Professional and vocational competence

Seeks guidance on work practice; AND Solves problems using information provided.


Performs clinical, technical, administrative, or scientific tasks in a narrow area. OR Makes judgements involving straight-forward work-related facts or situations.

5. Organisational Skills and Autonomy/Freedom to Act

Works to established procedures / protocols, work is supervised. OR Organises own day to day work activities and tasks, work is supervised.


Follows procedures determined by others.


Responsible for care of equipment used by self or others.


Performs simple audits or surveys relevant to own work area.


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Career Level 3: Senior Healthcare Support Worker Descriptor Broad Responsibilities / Role Notes


Applies knowledge to a work area that includes processes, techniques, materials, instruments, equipment, terminology and some theoretical ideas; AND evaluates different approaches to tasks; OR Uses a range of work area-specific skills to carry out tasks and show personal interpretation through selection and adjustment of methods, tools and materials; AND evaluates different approaches to tasks.

2. Supervision Takes responsibility for completion of tasks and demonstrates some independence in work where contexts are generally stable but where some factors change, which could include limited supervisory responsibilities.


Takes responsibility for own development and work practice; AND solves problems by integrating information from expert sources taking account of relevant social and ethical issues.


Performs a wider range of protocol driven clinical, technical, administrative or scientific tasks; OR Makes judgements some of which require comparison of options.

5. Organisational Skills and Autonomy / Freedom to Act

Work within established procedures / protocols. Supervision is readily available; OR Organise work tasks of others.


Offers comments / suggestions for improvements toprocedures or possible service developments.


Assist in or carry out training related to own work activity; OR Responsible for maintaining stock; OR Have financial responsibility within strict guidelines.


Performs simple audits or surveys and assist with occasional clinical trials or research projects.


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Career Level 4: Assistant Practitioner Descriptor Broad responsibilities / role Notes


Uses a wide range of work area-specific practical and theoretical knowledge; AND Evaluates outcomes in terms of planned approach used; OR Develops planned approaches to tasks that arise in work or study by applying specialist knowledge and using expert sources of information; AND evaluates outcomes in terms of planned approach used.

2. Supervision Manages role under guidance in work contexts that are usually predictable and where there are many factors involved that cause change and where some factors are interrelated; AND Makes suggestions for improvement to outcomes; OR Ongoing supervision of routine work of others; AND Makes suggestions for improvement to outcomes.

3. Professional and vocational competence

Demonstrates self-directed development and work practice; AND Solves problems by integrating information from expert sources taking account of relevant social and ethical issues.


Performs clinical, technical, administrative or scientific procedures; AND Makes judgements requiring a comparison of options.

5. Organisational Skills and Autonomy/Freedom to Act

Plans straightforward tasks; AND work guided by standard operating procedures / protocols.


Formally comments/makes suggestions on procedures or possible service developments; OR Proposes changes to working practices or procedures for own work area.


Responsible for safe use of highly complex equipment; OR Takes some responsibility for the training of others and may deliver training; OR Undertakes financial transactions working within organisational processes and policies.


Assist with clinical trials or research projects within own work area; OR Evaluate equipment, techniques and procedures.


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Career Level 5: Practitioner Descriptor Broad Responsibilities / Role Notes


Uses broad theoretical and practical knowledge that is often specialised within a field and shows awareness of limits to knowledge base; AND demonstrates ability to transfer theoretical and practical knowledge in creating solutions to problems; OR Uses broad theoretical and practical knowledge that is often specialised within a field and shows awareness of limits to knowledge base; AND develops planned and creative responses in researching solutions to well defined concrete and abstract problems.

2. Supervision Manages work independently that require problem solving where there are many factors some of which interact and lead to unpredictable change; OR Shows creativity in developing work, work is managed rather than supervised; OR Appraise performance of others.


Evaluates own practice and identifies development; AND formulates responses to abstract and concrete problems; OR Evaluates own practice and identifies development; AND demonstrates experience of operational interaction within a work area; OR Evaluates own practice and identifies development. Makes judgements based on knowledge of relevant social and ethical issues.


Makes judgements requiring analysis, interpretation and comparison of options; OR Performs broad range of clinical, technical or scientific procedures.


Plan, organise and prioritise own work, activities and more complex tasks.


Develop procedures and changes working practices or procedures for own work area.


Works within organisational processes and policies for financial and human resource activities; OR Trains others and develops team performance; OR Manages people and reviews performance of self and others; OR Contributes to administration and management of work area or department.


Undertake straightforward or complex audit or assist with clinical trials or research projects.


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Career Level 6: Senior Practitioner Descriptor Broad Responsibilities / Role Notes


Uses detailed theoretical and practical knowledge of a work area; AND utilises some knowledge that is at the forefront of the work area and will involve a critical understanding of theories and principles; AND Devises and sustains arguments to solve problems; OR Uses detailed theoretical and practical knowledge of a work area; AND demonstrate mastery of methods and tools in a complex and specialised work area and demonstrate innovation in terms of methods used; AND devises and sustains arguments to solve problems.

2. Supervision Manages team and resources in environments that are unpredictable and require that complex problems are solved where there are many interacting factors; OR Demonstrates leadership for a work area; OR Shows creativity in developing projects and shows initiative in management processes that includes the development of others to develop team performance.


Consistently evaluates own practice and identifies development needs; AND Gathers and interprets relevant data in a work area to solve problems; AND Makes judgements based on social/ethical issues that arise in work or study; OR Consistently evaluates own practice and identifies development needs; AND demonstrates experience of working within a complex environment; AND Makes judgements based on social / ethical issues that arise in work or study.


Provides specialist clinical, technical or scientific services and / or advice; OR Makes judgements involving a range of complex facts, options, analysis and interpretation.


Works independently and directs work activities of a team or others.


Implement policy and propose / changes working practices or procedures; OR Plans complex activities involving liaison with others and / or over long time periods.


Holds a delegated budget; OR Be responsible for purchasing / maintenance of assets; OR Undertakes supervision and is responsible for teaching and training inside / outside work area.


Carry out R&D as a major activity; AND regularly undertake clinical trials or research projects.


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Career Level 7: Advanced Practitioner Descriptor Broad Responsibilities / Role Notes


Utilises highly developed specialised knowledge covering a range of procedures and underpinned by relevant broad based knowledge, experience and competence; AND develops new skills in response to emerging knowledge and techniques; OR Uses highly specialised theoretical and practical knowledge some of which is at the forefront of knowledge in the work area. This knowledge forms the basis for originality in developing and / or applying ideas; AND develops new skills in response to emerging knowledge and techniques; OR Demonstrates critical awareness of known issues in the work area and at the interface between different work areas, creating research based diagnosis to problems by integral knowledge; AND Makes judgements with incomplete or limited information developing new skills in response to emerging knowledge and techniques.

2. Supervision Demonstrates leadership and innovation in work contexts that are unfamiliar, complex and unpredictable and that require solving problems involving many interacting factors; OR Reviews strategic impact / outcome of the work or team.


Demonstrates independence in the direction of practice and a high level understanding of development processes; AND Responds to social/scientific, clinical/ethical issues that are encountered in work or study; AND Manages change within a complex environment; OR Demonstrates independence in the direction of practice responding to social scientific clinical andethical issues that are encountered in work orstudy; AND High level understanding of development processes; OR Demonstrates independence in the direction of practice responding to social scientific clinical and ethical issues that are encountered in work or study; AND Solves problems by integrating complex knowledge sources that are sometimes incomplete and in new and unfamiliar contexts; OR Demonstrates independence in the direction of practice responding to social scientific clinical and ethical issues that are encountered in work orstudy; AND Manages change within a complex environment.


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Descriptor Broad responsibilities / role Notes


Provides highly specialist clinical, technical and / or scientific services; AND makes complex judgements; OR Provides specialist clinical, technical and / or scientific services across a work area; AND Makes complex judgements; OR Accountable for direct delivery of part of service; AND Makes complex judgements.


Responsible for work area, specialist services or clinical pathways; OR Accountable for direct delivery of part of service.


Proposes changes to practices or procedures which impact beyond own work area; OR May plan and/or organise a broad range of complex activities or programmes with formulation of strategies.


Devise training or development programmes; OR Responsible for work area budget; OR Manages staff and/or services ranging in size and complexity.


Initiate and develop R&D programmes.


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Career Level 8: Consultant Practitioner Descriptor Broad Responsibilities / Role Notes


Uses highly developed specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas that are at the most advanced frontier of a work area; AND Extends or redefines existing knowledge and / or professional practice within a work area or at the interface between work areas; OR Uses highly developed specialist / specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas that are at the most advanced frontier of a work area; AND researches, conceives, designs, implements and adapts projects that lead to new knowledge and new procedural solutions; PLUS Applies advanced specialist knowledge across a work area or over more than one work areas acquired over a long period; OR In-depth and advanced specialist knowledge, experience and competence.

2. Supervision Demonstrates substantial leadership, innovation and independence in work contexts that are novel and require the solving of problems that involve many interacting factors.


Demonstrates sustained commitment to development of new ideas or processes and a high level understanding of development processes; AND Promotes social / ethical advancement through actions; OR Critically analyses, evaluates and synthesises new and complex ideas and makes strategic decisions based on these processes; AND Promotes social / ethical advancement through actions; OR Carries out operational interactions with strategic decision making capacity within a complex environment; AND Promotes social / ethical advancement through actions.


Provides highly specialist clinical, technical or scientific services and / or advice, across a work area; AND Is able to act as an expert in one or more service areas; OR Makes complex or highly complex judgements AND Is able to act as an expert in one or more service areas.


Direct and influence commissioning and / or service provision; OR Be accountable for direct delivery of a service/s.


Develop and implement policy and service developments which impact beyond own area of responsibility beyond organisation.


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Descriptor Broad Responsibilities / Role Notes


Responsible for overall delivery of teaching and training programmes; OR A budget holder for one or more services and responsible for physical assets.


Implement R&D programmes; OR Initiate and develop programmes with external impact.


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Career Level 9: More Senior Staff Descriptor Broad Responsibilities / Role Notes


Applies advanced and highly developed theoretical and practical knowledge over a wide range of clinical, scientific, technical and / or management functions; OR Is accountable for ensuring all staff within area of responsibility have required skills and knowledge to deliver products of the highest standard and facilitate effective knowledge management to ensure evidence based practice and quality assurance.

2. Supervision Take overall responsibility for service area, ensuring goals, targets including financial and quality benchmarks are achieved; AND Interprets national policy and strategy to set goals and standards and directs services with responsibility and accountability; OR Interprets national policy and strategy to set goals and standards and directs services with responsibility and accountability; AND Provides leadership across a number of areas bringing strategic direction, innovation and influence through work practice.


Takes overall responsibility for service area, department or clinical pathway - to include financial and managerial responsibility; AND Critically analyses, evaluates and synthesises new and complex ideas and makes strategic decisions based on these processes; AND Demonstrates experience of operational interactions with strategic decision making capacity within a complex environment; AND Carries responsibility for policy implementation formulating long term strategic plans impacting across or beyond the organisation.


Provides clinical, technical, and scientific expertise and leadership which may be recognised at national and / or international level; OR Has corporate responsibility or lead provision of clinical, technical or scientific services which may extend beyond employing organisation.

5. Organisational Skills and Autonomy /Freedom to Act

Has responsibility and accountability for services, setting goals, standards and direction by interpretation of strategic policy and national strategy.


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Descriptor Broad Responsibilities / Role Notes


Responsible for policy implementation and policy or service development at directorate / division or organisational level or with other organisations and agencies. This involves formulating long term strategic plans impacting across or beyond organisation.


Responsibility for delivery against local and national quality, financial and performance frameworks.


Takes overall responsibility for coordination of R&D programmes.


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Assessing your Practice This tool should be used in conjunction with the Career Level Descriptor information. It will allow you to assess your knowledge and skills at different levels of the Career Framework for Health against their descriptors, giving an overview of the skills and knowledge that you currently have. This tool will also highlight where you may not be using your abilities to best advantage in the team and where you have further learning needs.

Once you have looked at the descriptors and levels decided where you want to focus, you should review your levels of confidence in the aspects of the descriptors you are focusing in using the following scale2

A. You do not have the knowledge and skills required

.

B. You know the knowledge and skills required but don’t have them C. You know and are developing the knowledge and skills D. You have the knowledge and skill but don’t use them E. You have the knowledge and skills and use them regularly

2 Adapted from the Skills for Health Career Framework for Health Tool (https://tools.skillsforhealth.org.uk/ )


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Career Framework for Health level: ...................

Descriptor / Notes Career Framework Level

Level of Confidence

Areas where you could develop, have learning needs or already have skills that You may not be using (if these need updating, include this in the Actions / Next steps)

Actions / Next Steps

1-9 A-E 1. Knowledge, Skills,

Training and Experience

2. Supervision







Skills Maximisation Toolkit Volume 6 {Ŝǘ мΥ !ǘǘǊƛōǳǘŜǎ wŜǎƻǳǊŎŜ Career Framework for Health Level and !ǘǘǊƛōǳǘŜǎΥ for Individual[ŜŀǊƴŜǊs



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Career Framework for Health Levels and Attributes: for Individual Learners This resource helps you to look at your level of skills, knowledge and confidence in terms of the Career Framework for Health level attributes across your career level. The Skills for Health Career Framework for Health Self Assessment Tool will help you to identify your knowledge against your KSF outline. This can be found at: https://tools.skillsforhealth.org.uk/. This is the second of 2 resources within this set both are adapted from the Skills for Health Career Framework for Health. This resource takes the attributes described by the Career Framework for Health and helps you focus on your current levels and your learning needs for achieving other levels.

You do not need to use both. Some people will have a preference for the details of the descriptors others will prefer the broader and more outcome focussed approach provided by the attributes. The attributes only exist for Level 2 to Level 8 on The Career Framework for Health. Level 1 and Level 9are not included.

Consider your role (or the role you aspire to achieve). Select the level you ‘think’ appropriately defines this role. The same attributes are used to further define each level so you may want to check with the level above or the level below. When you are convinced you have the right level for your post, look at the attributes and think about your role in these terms.

Make some notes for each of these, then use the self assessment sheet at the end to identify what you know already and what are your gaps. This links to step 5 in the Skills Maximisation Toolkit Volume 5.


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Career Level 2: Healthcare Support Worker People working at level 2 require basic factual knowledge of a field of work. They may carry out clinical, technical, scientific or administrative duties according to established protocols or procedures, or systems of work. Support workers work to agreed protocols and procedures. They are able to solve routine problems and make straightforward judgements. They have general skills across a range of aspects of service delivery and work under close supervision. Characteristics of the Support Worker will include some or all of the attributes detailed below:

Attribute Broad Responsibilities / Role Notes

Knowledge / Skills • able to recall and comprehend basic facts and main ideas and use practical skills to carry out tasks in their work area;

• able to solve routine problems using simple rules and tools;

• take limited responsibility for improvements in performance in the work context in familiar groups and environments.

Leadership /Management

• works under close but not continuous supervision;

• follows procedures determined by others; • takes responsibility for the completion of

tasks.

Innovation / DecisionMaking

• Solves routine problems using information provided and escalates them for resolution when necessary;

• Makes judgements involving straightforward work related facts or situations.

This allows you to: • perform clinical technical administrative or scientific tasks in a narrow area • organise own day to day work activities or tasks • work to established procedures / protocols • have responsibility for care of equipment and resources used by self or others. You may: • perform simple audits or surveys relevant to own work area.


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Career Framework for Health level 3 (Senior Healthcare Assistants/Technicians) People at level 3 require knowledge of facts, principles, processes and general concepts in a field of work.

They may carry out a wider range of duties than the person working at level 2, and will have more responsibility, with guidance and supervision available when needed. They will contribute to service development, and are responsible for self development.

Senior Healthcare Assistants or Technicians support the work of practitioners at all levels and may work as part of a team. They demonstrate an ability to carry out tasks, solving straightforward problems and making some judgements, with guidance and supervision available. They have skills in specific focussed aspects of service delivery

Characteristics of the Senior Support Worker will include some or all of the attributes detailed below:

Attribute Broad responsibilities/role Notes

Knowledge / Skills • uses a range of work area specific skills to carry out tasks, selects and adjusts methods, tools or materials as required;

• evaluates different approaches to tasks; • responsible for improvements in own

performance, based on input from others.

Leadership / Management • supervision is readily available; • works within established procedures and

protocols; • takes responsibility for the completion of tasks.

Innovation / Decision Making

• solves straightforward problems, and adapts own behaviour as a result;

• makes judgements, some of which require a comparison of options.

This allows you to: • perform a range of protocol driven clinical technical administrative or scientific tasks • be able to offer comments / suggestions for improvements to procedures or possible service

developments. You may: • have responsibility for monitoring and maintaining stock or equipment • assist in or carry out training related to own work activity • have responsibility for specific financial tasks working within organisational policies and

processes • perform simple audits or surveys and assist with occasional clinical trials or R&D projects.


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Career Framework for Health level 4 (Assistant/Associate Practitioner) People at level 4 require factual and theoretical knowledge in broad contexts within a field of work.

Work is guided by standard operating procedures, protocols or systems of work, but the worker makes judgements, plans activities, contributes to service development and demonstrates self development. They may have responsibility for supervision of some staff.

Assistant practitioners have a required level of knowledge and skill enabling them to undertake tasks that may otherwise have been undertaken by a practitioner. They will have developed specific technical skills and have a high degree of technical proficiency. They will exercise a degree of autonomy and undertake well defined tasks requiring limited judgement. They may have line management responsibility for others.

Characteristics of the Assistant Practitioner will include some or all of the attributes detailed below:


Knowledge / Skills • use of a wide range of work area-specific practical and theoretical knowledge, which informs the approach planned to tasks that arise in work and /or study;

• evaluates outcomes in terms of the –planned approach used;

• demonstrates self-directed development and work practice.

Leadership / Management • manage their role under guidance in work contexts that are usually predictable and where there are many factors involved that cause change and where some factors are interrelated;

• work is guided by standard operating procedures / protocols;

• plans straightforward tasks.


• solves problems by integrating information from expert sources taking account of relevant social and ethical issues;

• make judgements requiring a comparison of options.

This allows you to: • perform clinical, technical, administrative or scientific procedures • formally comments / makes suggestions on procedures or possible service developments

suggestions for improvement to outcomes • proposes changes to working practices or procedures for own work area. You may:

• supervise routine work of others • be responsible for safe use of highly complex equipment • take some responsibility for the training of others and may deliver training • undertake financial transactions working within organisational processes and policies • evaluate equipment, techniques and procedures • assist with clinical trials or research projects within own work area.


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Career Framework for Health level 5 (Practitioner) People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a field of work and an awareness of the boundaries of that knowledge.

They are able to use knowledge to solve problems creatively, make judgements which require analysis and interpretation, and actively contribute to service and self development. They may have responsibility for supervision of staff or training.

Practitioners have a broad knowledge base in a particular field of practice which enables them to work with a considerable degree of autonomy. They may have line management responsibilities but will not be responsible for service delivery. They actively use research findings to enhance and underpin their practice. A practitioner is competent in their area of practice and will seek opportunities to improve the service they offer.

Characteristics of the Practitioner will include some or all of the attributes detailed below:


Knowledge / Skills • uses comprehensive specialised factual and theoretical knowledge, with an awareness of limits of their knowledge base;

• able to transfer theoretical and practical knowledge in order to solve problems;

• evaluates own practice and identifies own development needs.

Leadership / Management

• work is managed rather than supervised and requires problem solving where there are interacting factors leading to unpredictable change;

• works independently, planning organising and prioritising own work, activities and more complex tasks.


• has a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems;

• makes judgements requiring analysis interpretation and comparison of options.

This allows you to • perform a broad range of clinical technical managerial or scientific procedures • develop procedures and changes to working practices or procedures for own work area. You may: • manage people and review performance of self and others • review and develop performance of self and others • train others and develop team performance • have a responsibility to contribute to administration and management of processes and policies of

work area or department • evaluate equipment techniques and procedures and make recommendations • undertake complex audits of a service • assist in the development of clinical trials or R&D projects.


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Career Framework for Health level 6 (Specialist or Senior Practitioner) People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist and /or have management and leadership responsibilities. They demonstrate initiative and are creative in finding solutions to problems. They have some responsibility for team performance and service development and they consistently undertake self development.

Specialist practitioners have developed a high level of knowledge and skill in a specific area of practice. They have a depth of knowledge and understanding which enables you to perform at a high level of practice, take a leadership role, use and develop evidence to inform your practice, and deal with complex, unpredictable environments. They will have their own caseload or work area responsibilities. Characteristics of the Specialist or Senior Practitioner will include some or all of the attributes detailed below:


Knowledge / Skills • uses detailed theoretical and practical knowledge of a work area involving a critical understanding of theories and principles;

• demonstrates mastery and innovation in methods and tools used in a complex and specialised work area;

• evaluates own practice and identifies development needs within a complex environment.


• works independently, leads work activities of a team or others;

• demonstrates leadership for a work area taking responsibility for managing professional development of individuals and groups.


• uses the ability to devise and sustain arguments to solve problems;

• makes judgements involving a range of facts, options, analysis and interpretation.

This allows you to: • provide specialist clinical, technical, managerial or scientific services and or advice • implement policy and propose changes to working practices or procedures. You may: • lead work activities of a team or others • plan complex activities involving liaison with others and/or over long time periods • take responsibility for the purchasing / maintenance of assets, equipment and / or resources • hold a delegated budget • take responsibility for teaching or training inside / outside work area • manage a team and resources in environments that are unpredictable taking responsibility for

decision making in unpredictable work or study contexts • undertake clinical trials and research projects where this activity is a significant part of the job

description.


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Career Framework for Health level 7 (Advanced Practitioner) People at level 7 of the Career Framework for Health have a critical awareness of knowledge issues in the field and at the interface between different fields. They are innovative, and have a responsibility for developing and changing practice and/or services in a complex and unpredictable environment. Advanced practitioners are experienced professionals who have developed their skills and theoretical knowledge to a very high standard, performing a highly complex role and continuously developing their practice within a defined field and / or having management responsibilities for a section / small department. They will have their own caseload or work area responsibilities. Characteristics of the Advanced Practitioner will include some or all of the attributes detailed below:

Attribute Broad Responsibilities / Role Notes Knowledge / Skills • uses highly specialised theoretical and practical

knowledge some of which is at the forefront of knowledge in the work area covering a range of procedures and underpinned by relevant broad based knowledge, experience and competence;

• this knowledge forms the basis for originality in developing and / or applying ideas;

• demonstrates critical awareness of knowledge issues in the work area and at the interface between different work areas.


• demonstrates independence in the direction of practice responding appropriately to social scientific clinical and ethical issues encountered;

• demonstrates leadership and innovation in work contexts that are complex and unpredictable and require new strategic approaches;

• demonstrates experience of managing change within a complex environment.


• solves problems by integrating complex knowledge sources that are sometimes incomplete and in new and unfamiliar contexts;

• they will make complex judgements; • makes judgements based on incomplete or limited

information; • develop new skills in response to emerging

knowledge and techniques.

This allows you to: • provide specialist clinical, technical, managerial and / or scientific services across a work area

involving complex judgements • take responsibility for a work area, specialist services or clinical pathways • propose changes to practices or procedures which impact beyond own work area • use the specialised problem solving skills required in research and or innovation to develop new

knowledge and procedures and to integrate knowledge from different fields • review strategic impact / outcome of the work or team • undertake supervision and / or teaching and training • undertake audit, and possibly initiate and develop R&D programmes. You may: • be responsible for a work area budget • manage staff and / or services ranging in size and complexity • plan and / or organise a broad range of complex activities or programmes with formulation of

strategies • devise training or development programmes.


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Career Framework for Health level 8 (Consultant Practitioner) People at level 8 of the Career Framework for Health require highly specialised knowledge, some of which is at the forefront of knowledge in a field of work, which they use as the basis for original thinking and / or research. They are leaders with considerable responsibility, and the ability to research and analyse complex processes. They have responsibility for service improvement or development. They may have considerable management responsibilities and be accountable for service delivery or have a leading education or commissioning role. The Consultant Practitioner is an expert practitioner with a high level of responsibility for the development and delivery of services. There is a strong element of research within the role. They will carry out research, and may have overall responsibility for the coordination of R&D programmes as well as ensuring that current research findings are used by all staff to inform their practice. The Consultant Practitioners will lead by example in developing highly innovative solutions to problems based on original research and inquiry. They will apply a highly developed theoretical and practical knowledge over a wide range of clinical, scientific, technical and /or management functions. Characteristics of the Consultant Practitioner will include some or all of the attributes detailed below:


Knowledge / Skills • uses specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas at the most advanced frontier of their work area;

• they will create and interpret new knowledge through original research or other advanced scholarship of a quality to satisfy review by peers.


• demonstrates substantial leadership, innovation and independence in work contexts that are groundbreaking and require the solving of problems that involve many interacting factors;

• communicate with authority through engaging in critical dialogue with peers in a specialist community;

• scrutinise and reflect on social norms and relationships and lead action to change them.


• extends and redefines knowledge and/or professional practice within a work area or at the interface between work areas;

• critically analyses evaluates and synthesises new and complex ideas and strategic decision making based on these processes.

This allows you to: • be expert in one or more service areas • develop and influence policy and service developments • make strategic decisions based on new and complex ideas, is an expert in one or more service areas • carry out operational interactions with strategic decision making capacity within a complex environment • research, conceive, design and implement projects that lead to new knowledge and new procedural

solutions • ensure all staff within their area of responsibility deliver to the highest standard. You may: • be accountable for delivery of one or more services • hold a budget for one or more services • direct and influence commissioning / service provision • initiate and develop R& D programmes • be responsible for overall delivery of teaching or training programmes.


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Assessing yourself This tool should be used in conjunction with the Career Level Attributes information.

This tool will allow you to assess your knowledge and skills against the attributes for the Career Framework for Health, giving an overview of the skills and knowledge that you currently have. This tool will also highlight where you have abilities that are not being used to best advantage in the team and where you have further learning needs.

You should read through and select the level that best describes your role (or the role you are aspiring to achieve). You can consider the evidence you can demonstrate or highlight.

Once you have looked at the attributes and levels decided where you want to focus, you should review your levels of effectiveness in the aspects of the attributes you are focusing on using the following scale 3

A. You do not have the knowledge and skills required

.

B. You know the knowledge and skills required but don’t have them C. You know and are developing the knowledge and skills D. You have the knowledge and skill but don’t use them E. You have the knowledge and skills and use them regularly

3 Adapted from the Skills for Health Career Framework for Health Tool (https://tools.skillsforhealth.org.uk/ )


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Career Framework for Health Level: ...............

Attribute / Notes Career Framework Level

Level of Confidence

Areas where you could develop, have learning needs or already have skills that You may not be using (if these need updating, include this in the Actions / Next Steps)

Actions / Next Steps

2-8 A-E Knowledge / Skills



Skills Maximisation Toolkit Volume 6 {Ŝǘ нΥ 5ŜǎŎǊƛǇǘƻǊǎ wŜǎƻǳǊŎŜ Career Framework for Health Level and Descriptors: for aŀƴŀƎŜǊǎ



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Career Framework for Health Descriptors and Levels: for Managers

As a Manager, you may use this resource in a number of ways.

• This resource helps you to look at staff levels of skills, knowledge and confidence in terms of the Career Framework for Health level descriptors across the career levels.The Skills for Health Career Framework Self Assessment Tool will help you to identifytheir knowledge against their KSF outline. This can be found at: https://tools.skillsforhealth.org.uk/

Look at the descriptors below and think about staff roles across the team / service in these terms. You should: identify areas where there are gaps, where there could be improvements in your service, and where staff would benefit from some form of learning, or may be able to contribute to the work of the team or service by using skills they have but are not currently using e.g. from different posts or other interests. Identify what is needed for changes to happen e.g. on the job training to ensure that staff have the knowledge to use new equipment in the workplace. Add the initials of the existing post holder as you work your way through each set of Descriptors.

• This resource also helps you to consider what level of post you require within your team for example during service re-design activities or whenever you have a vacant post.

Add an asterisk to mark which level has the closest fit to your team needs. If you can add specific examples that are relevant to your service you will find space to add these to the summary sheet. These examples will be helpful when you write the job description for the post.

After you have considered each description, we have provided you with a summary and action sheet to record your thoughts. You may want a summary for each post you have been considering. These summaries will be useful in your KSF / PDP meeting with existing staff members of your team. If you are using the tool to help guide your decision about a new post, the summary will be useful as you develop the job description and KSF outline for the new post.


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Career Framework Descriptor 1: Knowledge, Skills, Training and Experience

Level Asterisk or Initials

Descriptor

1 Recalls basic general knowledge and uses language, literacy, numeracy and information technology to carry out straight forward tasks; AND Shows understanding of a small number of routine work procedures gained through short induction or on the job training.

2 Uses skills and key competences to carry out tasks where action is governed by rules defining routines and processes and recalls and comprehends basic knowledge of a work area. The range of knowledge involved is limited to facts and main ideas; OR Selects and applies basic methods, tools and strategies; AND Recalls and comprehends basic knowledge of a work area. The range of knowledge involved is limited to facts and main ideas.

3 Applies knowledge to a work area that includes processes, techniques, materials, instruments, equipment, terminology and some theoretical ideas; AND Evaluates different approaches to tasks; OR Uses a range of work area-specific skills to carry out tasks and show personal interpretation through selection and adjustment of methods, tools and materials; AND Evaluates different approaches to tasks.

4 Uses a wide range of work area-specific practical and theoretical knowledge; AND Evaluates outcomes in terms of planned approach used; OR Develops planned approaches to tasks that arise in work or study by applying specialist knowledge and using expert sources of information; AND Evaluates outcomes in terms of planned approach used.

5 Uses broad theoretical and practical knowledge that is often specialised within a field and shows awareness of limits to knowledge base; AND Demonstrates ability to transfer theoretical and practical knowledge in creating solutions to problems; OR Uses broad theoretical and practical knowledge that is often specialised within a field and shows awareness of limits to knowledge base; AND Develops planned and creative responses in researching solutions to well defined concrete and abstract problems.

6 Uses detailed theoretical and practical knowledge of a work area; AND utilises some knowledge that is at the forefront of the work area and will involve a critical understanding of theories and principles; AND Devises and sustains arguments to solve problems; OR Uses detailed theoretical and practical knowledge of a work area; AND Demonstrate mastery of methods and tools in a complex and specialised work area and demonstrate innovation in terms of methods used; AND Devises and sustains arguments to solve problems.

7 Utilises highly developed specialised knowledge covering a range of procedures and underpinned by relevant broad based knowledge, experience and competence; AND develops new skills in response to emerging knowledge and techniques; OR Uses highly specialised theoretical and practical knowledge some of which is at the forefront of knowledge in the work area. This knowledge forms the basis for originality in developing and/or applying ideas;


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Descriptor

AND develops new skills in response to emerging knowledge and techniques; OR Demonstrates critical awareness of known issues in the work area and at the interface between different work areas, creating research based diagnosis to problems by integral knowledge; AND Makes judgements with incomplete or limited information developing new skills in response to emerging knowledge and techniques.

8 Uses highly developed specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas that are at the most advanced frontier of a work area; AND Extends or redefines existing knowledge and / or professional practice within a work area or at the interface between work areas; OR Uses highly developed specialist / specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas that are at the most advanced frontier of a work area; AND researches, conceives, designs, implements and adapts projects that lead to new knowledge and new procedural solutions; PLUS Applies advanced specialist knowledge across a work area or over more than one work areas acquired over a long period; OR in-depth and advanced specialist knowledge, experience and competence.

9 Applies advanced and highly developed theoretical and practical knowledge over a wide range of clinical, scientific, technical and / or management functions; OR Is accountable for ensuring all staff within area of responsibility have required skills and knowledge to deliver products of the highest standard and facilitate effective knowledge management to ensure evidence based practice and quality assurance.


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Career Framework Descriptor 2: Supervision Level Asterisk

or Initials

Descriptor

1 Works under direct supervision and demonstrates personal effectiveness in straight forward and stable contexts.

2 Works under close but not continuous supervision; AND takes limited responsibility for improvements in performance in work contexts and within familiar, homogeneous groups.

3 Takes responsibility for completion of tasks and demonstrates some independence in work where contexts are generally stable but where some factors change - which could include limited supervisory responsibilities.

4 Manages role under guidance in work contexts that are usually predictable and where there are many factors involved that cause change and where some factors are interrelated; AND makes suggestions for improvement to outcomes; OR Ongoing supervision of routine work of others; AND makes suggestions for improvement to outcomes.

5 Manages work independently that require problem solving where there are many factors some of which interact and lead to unpredictable change; OR Shows creativity in developing work, work is managed rather than supervised; OR Appraise performance of others.

6 Manages team and resources in environments that are unpredictable and require that complex problems are solved where there are many interacting factors; OR Demonstrates leadership for a work area; OR Shows creativity in developing projects and shows initiative in management processes that includes the development of others to develop team performance.

7 Demonstrates leadership and innovation in work contexts that are unfamiliar, complex and unpredictable and that require solving problems involving many interacting factors; OR Reviews strategic impact/outcome of the work or team.

8 Demonstrates substantial leadership, innovation and independence in work contexts that are novel and require the solving of problems that involve many interacting factors.

9 Take overall responsibility for service area, ensuring goals, targets including financial and quality benchmarks are achieved; AND Interprets national policy and strategy to set goals and standards and directs services with responsibility and accountability; OR Interprets national policy and strategy to set goals and standards and directs services with responsibility and accountability; AND provides leadership across a number of areas bringing strategic direction, innovation and influence through work practice.


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Career Framework Descriptor 3: Professional and Vocational Competence


Descriptor

1 Accepts guidance on work practice; AND demonstrates awareness of procedures for solving problems.

2 Seeks guidance on work practice; AND solves problems using information provided.

3 Takes responsibility for own development and work practice; AND solves problems by integrating information from expert sources taking account of relevant social and ethical issues.

4 Demonstrates self-directed development and work practice; AND Solves problems by integrating information from expert sources taking account of relevant social and ethical issues.

5 Evaluates own practice and identifies development; AND formulates responses to abstract and concrete problems; OR Evaluates own practice and identifies development; AND demonstrates experience of operational interaction within a work area; OR Evaluates own practice and identifies development. Makes judgements based on knowledge of relevant social and ethical issues.

6 Consistently evaluates own practice and identifies development needs; AND Gathers and interprets relevant data in a work area to solve problems; AND Makes judgements based on social/ethical issues that arise in work or study; OR Consistently evaluates own practice and identifies development needs; AND demonstrates experience of working within a complex environment; AND makes judgements based on social/ethical issues that arise in work or study.

7 Demonstrates independence in the direction of practice and a high level understanding of development processes; AND responds to social / scientific, clinical / ethical issues that are encountered in work or study; AND manages change within a complex environment; OR Demonstrates independence in the direction of practice responding to social scientific clinical and ethical issues that are encountered in work or study; AND High level understanding of development processes; OR Demonstrates independence in the direction of practice responding to social scientific clinical and ethical issues that are encountered in work or study; AND Solves problems by integrating complex knowledge sources that are sometimes incomplete and in new and unfamiliar contexts; OR Demonstrates independence in the direction of practice responding to social scientific clinical and ethical issues that are encountered in work or study; AND Manages change within a complex environment.

8 Demonstrates sustained commitment to development of new ideas or processes and a high level understanding of development processes; AND Promotes social / ethical advancement through actions; OR Critically analyses, evaluates and synthesises new and complex ideas and makes strategic decisions based on these processes; AND Promotes social/ethical advancement through actions; OR Carries out operational interactions with strategic decision making capacity within a complex environment; AND Promotes social / ethical advancement through actions.

9 Takes overall responsibility for service area, department or clinical pathway to include financial and managerial responsibility; AND Critically analyses, evaluates and synthesises new and complex ideas and makes strategic decisions based on these processes; AND Demonstrates experience of operational interactions with strategic decision making capacity within a complex environment; AND Carries responsibility for policy implementation formulating long term strategic plans impacting across or beyond the organisation.


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Career Framework Descriptor 4: Analytical / Clinical Skills and Patient Care

Level Asteriskor Initials

Descriptor

1 Performs limited tasks in a narrow area. 2 Performs clinical, technical, administrative, or scientific tasks in a narrow area;

OR Makes judgements involving straight-forward work-related facts or situations. 3 Performs a wider range of protocol driven clinical, technical, administrative or scientific

tasks; OR Makes judgements some of which require comparison of options.

4 Performs clinical, technical, administrative or scientific procedures; AND Makes judgements requiring a comparison of options.

5 Makes judgements requiring analysis, interpretation and comparison of options; OR Performs broad range of clinical, technical or scientific procedures.

6 Provides specialist clinical, technical or scientific services and/or advice; OR Makes judgements involving a range of complex facts, options, analysis and interpretation.

7 Provides highly specialist clinical, technical and/or scientific services; AND Makes complex judgements; OR Provides specialist clinical, technical and/or scientific services across a work area; AND Makes complex judgements; OR Accountable for direct delivery of part of service; AND Makes complex judgements.

8 Provides highly specialist clinical, technical or scientific services and/or advice, across a work area; AND Is able to act as an expert in one or more service areas; OR Makes complex or highly complex judgements; AND Is able to act as an expert in one or more service areas.

9 Provides clinical, technical, and scientific expertise and leadership which may be recognised at national and / or international level; OR Has corporate responsibility or lead provision of clinical, technical or scientific services which may extend beyond employing organisation.


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Career Framework Descriptor 5: Organisational Skills and Autonomy / Freedom to Act


Descriptor

1 Works to established procedures / protocols under direct supervision. 2 Works to established procedures / protocols, work is supervised;

OR Organises own day to day work activities and tasks, work is supervised. 3 Work within established procedures / protocols. Supervision is readily available;

OR Organise work tasks of others. 4 Plans straightforward tasks;

AND work guided by standard operating procedures / protocols. 5 Plan, organise and prioritise own work, activities and more complex tasks. 6 Works independently and directs work activities of a team or others 7 Responsible for work area, specialist services or clinical pathways;

OR Accountable for direct delivery of part of service 8 Direct and influence commissioning and / or service provision;

OR Be accountable for direct delivery of a service/s. 9 Has responsibility and accountability for services, setting goals, standards and direction

by interpretation of strategic policy and national strategy.

Career Framework Descriptor 6: Planning, Policy and Service Development

Level Asterisk or initials

Descriptor

1 Follows procedures determined by others. 2 Follows procedures determined by others. 3 Offers comments / suggestions for improvements to procedures or possible service

developments. 4 Formally comments / makes suggestions on procedures or possible service developments;

OR Proposes changes to working practices or procedures for own work area. 5 Develop procedures and changes working practices or procedures for own work area.

6 Implement policy and propose / changes working practices or procedures; OR Plans complex activities involving liaison with others and/or over long time periods.

7 Proposes changes to practices or procedures which impact beyond own work area; OR May plan and / or organise a broad range of complex activities or programmes with formulation of strategies.

8 Develop and implement policy and service developments which impact beyond own area of responsibility beyond organisation.

9 Responsible for policy implementation and policy or service development at directorate / division or organisational level or with other organisations and agencies. This involves formulating long term strategic plans impacting across or beyond organisation.


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Career Framework Descriptor 7: Financial, Administration, Physical and Human Resources


Descriptor

1 Observes personal duty of care in relation to equipment and resources used in course of work.

2 Responsible for care of equipment used by self or others. 3 Assist in or carry out training related to own work activity.

OR Responsible for maintaining stock. OR Have financial responsibility within strict guidelines.

4 Responsible for safe use of highly complex equipment. OR Takes some responsibility for the training of others and may deliver training. OR Undertakes financial transactions working within organisational processes and policies.

5 Works within organisational processes and policies for financial and human resource activities OR Trains others and develops team performance. OR Manages people and reviews performance of self and others. OR Contributes to administration and management of work area or department.

6 Holds a delegated budget OR Be responsible for purchasing / maintenance of assets OR Undertakes supervision and is responsible for teaching and training inside/outside work area.

7 Devise training or development programmes. OR Responsible for work area budget. OR Manages staff and/or services ranging in size and complexity.

8 Responsible for overall delivery of teaching and training programmes. OR A budget holder for one or more services and responsible for physical assets.

9 Responsibility for delivery against local and national quality, financial and performance frameworks.

Career Framework Descriptor 8: Research and Development Level Asterisk

or Initials

Descriptor

1 Contributes to simple audits or surveys relevant to own work area. 2 Performs simple audits or surveys relevant to own work area. 3 Performs simple audits or surveys and assist with occasional clinical trials or research

projects. 4 Assist with clinical trials or projects within own work area.

OR Evaluate equipment, techniques and research. 5 Undertake straightforward or complex audit or assist with clinical trials or research

projects. 6 Carry out R&D as a major activity AND regularly undertake clinical trials or research

projects. 7 Initiate and develop R&D programmes 8 Implement R&D programmes.

OR Initiate and develop programmes with external impact. 9 Takes overall responsibility for coordination of R&D programmes.


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Assessing the Team -embers or #onsidering the ,evel of .ew 0osts2equired

This tool should be used in conjunction with the Career Level Descriptor information in this volume.

This tool will allow you to assess the knowledge and skills of team members against the descriptors for each level of the Career Framework for Health, giving an overview of the skills and knowledge thatthey currently have. This will highlight where there may be untapped capabilities and capacity with team members who may not be using their abilities to best advantage in the team and where there are learning needs for team members to fully develop their roles.

You may also use this resource to help guide your thinking about new posts for example during re-design activities or when considering if you will replace a vacant post like with like. Some line managers may find this tool useful to clarify thinking about a business case for an advanced practitioner or consultant post. The resource will also be useful in thinking through what level of healthcare support staff are required to add best value to your team. For each Descriptor, note what level you felt was most appropriate for the new post to meet the requirements of your team. Add examples where possible and these can be used to help inform the writing of the job description or advert for the new post. Use the scale below.

A. They do not have the knowledge and skills required OR You do not require these skills in the new role

B. They know the knowledge and skills required but don’t have them OR you will rarely require these skills in the new role

C. They know and are developing the knowledge and skills OR You will occasionally require these skills in the new role

D. They have the knowledge and skill but don’t use them OR you will frequently require these skills in the new role

E. They have the knowledge and skills and use them regularly OR these skills are constantly required for the success of the new role


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Career Framework for Health Post/Job title:

What Level? Descriptor / botes Level of Confidence

Examples from Staff roles or examples that could be used within job description for new posts

Areas where existing staff could develop / already have skills that they may not be using

Your Next Move

A B C D E

1. Knowledge, Skills,

Training and Experience

2. Supervision

3. Professional and

Vocational Competence

4. Analytical / Clinical

Skills and Patient Care

5. Organisational Skills

and Autonomy / Freedom to Act

6. Planning, Policy and

Service Development

7. Financial,

Administration, Physical and Human Resources

8. Research and

Development

Skills Maximisation Toolkit Volume 6 {Ŝǘ нΥ !ǘǘǊƛǳōǳǘŜǎ wŜǎƻǳǊŎŜ Career Framework for Health Level and !ǘǘǊƛōǳǘŜǎ: for aŀƴŀƎŜǊǎ



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Career Framework for Health Attributes and levels: for -anagers

You can use this resource in a number of ways.

• This resource helps you to look at your staff’s level of skills, knowledge and confidence in terms of the Career Framework for Health level attributes. The Skills for Health Career Framework Self Assessment Tool will help you to identify their knowledge against their KSF outline. This can be found at: https://tools.skillsforhealth.org.uk/

• This resource can also be used to inform your decision about the level of post that is

required. If your team is involved in service re-design you can use this resource to consider what is required. The resource will be especially useful if you have staff vacanciesand the opportunity to consider whether to replace the post like with like or try to identify otherroles required within your team.

This resource sets out the 3 attributes at each level to help you consider each aspect of a role to help to inform your decision about the level of post your team requires. The 3 attributes are Knowledge and Skills, Leadership / Management and Innovation / Decision Making. The information below is presented in table form for each aspect of the Skills for Health document detailing the levels and attributes. The tables are:

• A General Overview of each Career Level • General Responsibilities / Expectations • Knowledge and Skills • Leadership / Management • Innovation / Decision Making • What this will let them do? • The End Result • An assessment tool to help you assess each team member against the criteria above

Read through the information within the tables. Mark with an asterisk which is the closest fit to the post you are considering. If you have a staff member in post, then you can add their initials to the level that is the closest fit to their existing skills, knowledge and confidence.

You do not need to use both the attributes and the descriptors. One provides a detailed breakdown, the other has a more outcome focussed but broad brush approach. You choose!


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General Overview of each Career Level

Level 8

Level 7 Level 6 Level 5 Level 4 Level 3 Level 2

People at level 8 of the career framework require highly specialised knowledge, some of which is at the forefront of knowledge in a field of work, which they use as the basis for original thinking and / or research. They are leaders with considerable responsibility, and the ability to research and analyse complex processes. They have responsibility for service improvement or development. They may have considerable management responsibilities and be accountable for service delivery or have a leading education or commissioning role.

People at level 7 of the career framework have a critical awareness of knowledge issues in the field and at the interface between different fields. They are innovative, and have a responsibility for developing and changing practice and / or services in a complex and unpredictable environment.

People at level 6 require a critical understanding of detailed theoretical and practical knowledge, are specialist and / or have management and leadership responsibilities. They demonstrate initiative and are creative in finding solutions to problems. They have some responsibility for team performance and service development and they consistently undertake self development.

People at level 5 will have a comprehensive, specialised, factual and theoretical knowledge within a field of work and an awareness of the boundaries of that knowledge. They are able to use knowledge to solve problems creatively, make judgements which require analysis and interpretation, and actively contribute to service and self development. They may have responsibility for supervision of staff or training.

People at level 4 require factual and theoretical knowledge in broad contexts within a field of work. Work is guided by standard operating procedures, protocols or systems of work, but the worker makes judgements, plans activities, contributes to service development and demonstrates self development. They may have responsibility for supervision of some staff.

People at level 3 require knowledge of facts, principles, processes and general concepts in a field of work. They may carry out a wider range of duties than the person working at level 2, and will have more responsibility, with guidance and supervision available when needed. They will contribute to service development, and are responsible for self development.

People at level 2 require basic factual knowledge of a field of work. They may carry out clinical, technical, scientific or administrative duties according to established protocols or procedures, or systems of work.

Note with an asterisk or postholders inititials the closest fit to the post under consideration


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General Responsibilities / Expectations Consultant Practitioner (Level 8)

Advanced Practitioner (Level 7)

Specialist or Senior Practitioner (Level 6)

Practitioner (Level 5)

Assistant / Associate Practitioner (Level 4)

Senior Healthcare Assistants / Technicians (Level 3)

Support Worker (Level 2)

The Consultant practitioner is an expert practitioner with a high level of responsibility for the development and delivery of services. There is a strong element of research within the role. They will carry out research, and may have overall responsibility for the coordination of R&D programmes as well as ensuring that current research findings are used by all staff to inform their practice. The consultant practitioners will lead by example in developing highly innovative solutions to problems based on original research and inquiry. They will apply a highly developed theoretical and practical knowledge over a wide range of clinical, scientific, technical and / or management functions.

Advanced practitioners are experienced professionals who have developed their skills and theoretical knowledge to a very high standard, performing a highly complex role and continuously developing their practice within a defined field and / or having management responsibilities for a section / small department. They will have their own caseload or work area responsibilities.

Specialist practitioners have developed a high level of knowledge and skill in a specific area of practice. They have a depth of knowledge and understanding which enables them to perform at a high level of practice, take a leadership role, use and develop evidence to inform their practice, and deal with complex, unpredictable environments. They will have their own caseload or work area responsibilities.

Practitioners have a broad knowledge base in a particular field of practice which enables them to work with a considerable degree of autonomy. They may have line management responsibilities but will not be responsible for service delivery. They actively use research findings to enhance and underpin their practice. A practitioner is competent in their area of practice and will seek opportunities to improve the service they offer.

Assistant practitioners have a required level of knowledge and skill enabling them to undertake tasks that may otherwise have been undertaken by a practitioner. They will have developed specific technical skills and have a high degree of technical proficiency. They will exercise a degree of autonomy and undertake well defined tasks requiring limited judgement. They may have line management responsibility for others.

Senior healthcare assistants or technicians support the work of practitioners at all levels and may work as part of a team. They demonstrate an ability to carry out tasks, solving straightforward problems and making some judgements, with guidance and supervision available. They have skills in specific focussed aspects of service delivery.

Support workers work to agreed protocols and procedures. They are able to solve routine problems and make straightforward judgements. They have general skills across a range of aspects of service delivery and work under close supervision

Note with an asterisk or postholders initials the closest fit to the post under consideration


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Knowledge and Skills Level 8 Consultant Practitioner

Level 7 Advanced Practitioner

Level 6 Specialist Practitioner

Level 5 Practitioner

Level 4 Assistant Practitioner

Level 3 Senior Healthcare Assistant

Level 2 Support Worker

Uses specialised knowledge to critically analyse, evaluate and synthesise new and complex ideas at the most advanced frontier of their work area.

They will create and interpret new knowledge through original research or other advanced scholarship of a quality to satisfy review by peers.

Uses highly specialised theoretical and practical knowledge some of which is at the forefront of knowledge in the work area covering a range of procedures and underpinned by relevant broad based knowledge, experience and competence.

This knowledge

forms the basis for originality in developing and / or applying ideas.

Demonstrates

critical awareness of knowledge issues in the work area and at the interface between different work areas.

Uses detailed theoretical and practical knowledge of a work area involving a critical understanding of theories and principles.

Demonstrates

mastery and innovation in methods and tools used in a complex and specialised work area.

Evaluates own

practice and identifies development needs within a complex environment.

Uses comprehensive specialised factual and theoretical knowledge, with an awareness of limits of their knowledge base

Able to transfer

theoretical and practical knowledge in order to solve problems.

Evaluates own

practice and identifies own development needs.

Use of a wide range of work area-specific practical and theoretical knowledge, which informs the approach planned to tasks that arise in work and / or study.

Evaluates

outcomes in terms of the planned approach used.

Demonstrates

self-directed development and work practice.

Uses a range of work area specific skills to carry out tasks, selects and adjusts methods, tools or materials as required.

Evaluates different

approaches to tasks.

Responsible for

improvements in own performance, based on input from others.

Able to recall and comprehend basic facts and main ideas and use practical skills to carry out tasks in their work area;

Able to solve

routine problems using simple rules and tools.

Take limited responsibility for improvements in performance in the work context in familiar groups and environments.

Note with an asterisk or postholder’s initials the closest fit to the post under consideration


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Leadership / Management Level 8 Consultant Practitioner







Demonstrates substantial leadership, innovation and independence in work contexts that are groundbreaking and require the solving of problems that involve many interacting factors.

Communicate with

authority through engaging in critical dialogue with peers in a specialist community.

Scrutinise and reflect

on social norms and relationships and lead action to change them.

Demonstrates independence in the direction of practice responding appropriately to social scientific clinical and ethical issues encountered.

Demonstrates

leadership and innovation in work contexts that are complex and unpredictable and require new strategic approaches.

Demonstrates

experience of managing change within a complex environment.

Works independently, leads work activities of a team or others.

Demonstrates

leadership for a work area taking responsibility for managing professional development of individuals and groups.

Work is managed rather than supervised and requires problem solving where there are interacting factors leading to unpredictable change. Works

independently, planning organising and prioritising own work, activities and more complex tasks.

Manage their role under guidance in work contexts that are usually predictable and where there are many factors involved that cause change and where some factors are interrelated.

Work is guided by

standard operating procedures / protocols. Plans

straightforward tasks.

Supervision is readily available. Works within

established procedures and protocols.

Takes

responsibility for the completion of tasks.

Works under close but not continuous supervision. Follows procedures

determined by others. Takes

responsibility for the completion of

tasks.



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Innovation / Decision Making Level 8 Consultant Practitioner







Extends and redefines knowledge and/or professional practice within a work area or at the interface between work areas.

Critically analyses

evaluates and synthesises new and complex ideas and strategic decision making based on these processes.

Solves problems by integrating complex knowledge sources that are sometimes incomplete and in new and unfamiliar contexts. They will make complex judgements.

Makes

judgements based on incomplete or limited information.

Develop new

skills in response to emerging knowledge and techniques.

Uses the ability to devise and sustain arguments to solve problems.

Makes

judgements involving a range of facts, options, analysis and interpretation.

Has a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems.

Makes judgements requiring analysis interpretation and comparison of options.

Solves problems by integrating information from expert sources taking account of relevant social and ethical issues.

Make

judgements requiring a comparison of options.

Solves straightforward problems, and adapts own behaviour as a result.

Makes judgements, some of which require a comparison of options.

Solves routine problems using information provided and escalates them for resolution when necessary.

Makes judgements involving straightforward work related facts or situations.



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Level 8 Consultant Practitioner



Level 5 Practitioner Level 4 Assistant Practitioner



In order to: Be expert in one or

more service areas. Develop and

influence policy and service developments.

Make strategic

decisions based on new and complex ideas, is an expert in one or more service areas.

Carry out

operational interactions with strategic decision making capacity within a complex environment.

Research, conceive, design and implement projects that lead to new knowledge and new procedural solutions.

Ensures all staff within their area of

In order to: Take

responsibility for a work area, specialist services or clinical pathways.

Propose changes to practices or procedures which impact beyond own work area.

Use the specialised problem solving skills required in research and or innovation to develop new knowledge and procedures and to integrate knowledge from different fields.

Review strategic

impact/outcome of the work or team.

In order to: Provides

specialist clinical. Technical, managerial or scientific services and or advice.

Implement policy and propose changes to working practices or procedures.

In order to: Performs a broad

range of clinical technical managerial or scientific procedures.

Develops

procedures and changes to working practices or procedures for own work area.

In order to: Perform clinical,

technical, administrative or scientific procedures.

Formally

comments / makes suggestions on procedures or possible service developments suggestions for improvement to outcomes.

Proposes changes to working practices or procedures for own work area.

In order to: comments

/ suggestions for improvements to procedures or possible service developments.

In order to: Performs clinical

technical administrative or scientific tasks in a narrow area.

Organises own

day to day work activities or tasks.


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Level 5 Practitioner Level 4 Assistant Practitioner



responsibility delivers to the highest standard.

Undertake supervision and/or teaching and training.

Undertake audit, and possibly initiate and develop R&D programmes.

Provide

specialist clinical, technical , managerial and / or scientific services across a work area involving complex judgements.



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They may: Be accountable

for delivery of one or more services

Hold a budget for one or more services

Direct and influence commissioning / service provision

Initiate and develop R and D programmes

Be responsible for overall delivery of teaching or training programmes

They may: Be responsible

for a work area budget

Manage staff

and/or services ranging in size and complexity.

Plan and/or organise a broad range of complex activities or programmes with formulation of strategies.

Devise training or development programmes.

They may: Lead work

activities of a team or others.

Plan complex activities involving liaison with others and/or over long time periods.

Take responsibility for the purchasing/maintenance of assets, equipment and /or resources.

Hold a delegated budget.

Take responsibility for teaching or training inside/outside work area.

Manage a team and resources in environments that are unpredictable taking responsibility for

They may: Manage people

and review performance of self and others.

Reviews and develops performance of self and others

Train others and

develop team performance

Have a

responsibility to contribute to administration and management of processes and policies of work area or department

Evaluate

equipment techniques and procedures and make recommendations

Undertake complex audits of a service

They may: Supervise

routine work of others

Be responsible for safe use of highly complex equipment.

Takes some responsibility for the training of others and may deliver training.

Undertake financial transactions working within organisational processes and policies.

Evaluate equipment, techniques and procedures

Assist with clinical trials or research projects within own work area.

They may: Have

responsibility for monitoring and maintaining stock or equipment

Assist in or carry out training related to own work activity

Have responsibility for specific financial tasks working within organisational policies and processes.

Perform simple audits or surveys Assist with occasional clinical trials or R&D projects

They may: Perform simple

audits or surveys relevant to own work area.


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decision making in unpredictable work or study contexts.

Undertake clinical

trials and research projects where this activity is a significant part of the job description.

Assist in the development of clinical trials or R&D projects.



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Assessing the 4eam -embers or !ssessing 2equirements for a .ew 0ost

This tool should be used in conjunction with the Career Level Attributes information in this volume.

This tool will allow you to assess the requirements you have for any new or developing roles within your team. You can also use this tool to consider the knowledge and skills of team members against the attributes for each level of the Career Framework, giving an overview of the skills and knowledge that they currently have. This will highlight where they may not be using their abilities to best advantage in the team and where there are learning needs.

Once you have looked at the descriptors and levels decided where you want to focus, you should review staff members’ levels of effectiveness of staff members in the aspects of the descriptors you are focusing on using the following scale 4

A. They do not have the knowledge and skills required OR You do not require these skills in the new role

. When deciding on the appropriate level for any new or developing role in your team the scale can be adapted with the alternative definitions given below:

B. They know the knowledge and skills required but don’t have them OR you will rarely require these skills in the new role

C. They know and are developing the knowledge and skills OR You will occasionally require these skills in the new role

D. They have the knowledge and skill but don’t use them OR you will frequently require these skills in the new role

E. They have the knowledge and skills and use them regularly OR these skills are constantly required for the success of the new role

Transfer the information marked with your asterisks to the table and add examples that are relevant to the work of your team.

4 Adapted from the Skills for Health Career Framework Tool (https://tools.skillsforhealth.org.uk/ )


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Career Framework for Health Level:

LEVEL Attribute / Notes Level of Confidence

Examples from Staff roles or examples that could be included in job description

Areas where staff could develop / already have skills that they may not be using

Your Next Move

A B C D E

General Overview

General Responsibilities

Knowledge and skills

Leadership/management

Innovation/ decision making

In order to:

They may:

Published November 2013

NHS Education for ScotlandWestport 102West PortEdinburgh EH3 9DN

Tel: 0131 656 3200www.nes.scot.nhs.uk

Documents

Volume 6: Resources to Support Role Development Other ... · individual learner assess your knowledge, skills and capabilities at different levels of the C areer Framework for Health