1. Public Health Practitioner Portfolio Assessment National Pilot Schemes The story so far www.totalimprove.com

2. Total Improvement Process was commissioned to research and present an overview of the UKPHR pilot in December 2010, to evaluate the Kent & Medway pilot in 2011 and the Wales pilot in 2011 and 2012. They also undertake evaluations for the Department of Health, United Nations and equalities organisations. Their evaluation director coaches the City of London Health & Wellbeing Board in its shadow form, Public Health practitioner mentors and two Public Health consultants. They facilitated and sponsored the last UK Evaluation Society national conference and will do so this year. A note about this presentation’s author

3. “The Board was determined to open the Register…there is such turmoil in England that anything people can hang onto has value…and in Wales we also get an insight into the benefit for the employer…..this way we put it on the table and see if people want it.” UKPHR interview The characters in this story

4. The characters in simple headlines

5. Story-sub-plots: experimentation, emerging evidence base and refinement of:

7. Shared characteristics Visionary Determined (“obstinate!”) Resilient Attention-to-detail Six of the leaders we encountered and some of their many roles Claire Barley Public Health Wales Sylvia Beacham Kent Public Health Joanna Chapman- Andrews NHS South Central Jenny Griffiths UKPHR Sally James NHS West Midlands Lillian Somervaille UKPHR

8. Intervention Aim Key Drivers

9. “...I feel strongly that the reputation of Public Health will be strengthened by registering Practitioners: this will drive up standards and give opportunities for career progression, which will in turn encourage good staff to come into/remain in the profession and seek further development where appropriate.” Practitioner in Kent & Medway

10. Identify who are most likely to benefit Establish a supportive CPD culture Briefings that attract practitioners and help them make an informed decision Offer enough for the more advanced Practitioners Offer enough for the Level 5 and 6 Practitioners Offer enough for the developing Practitioners

11. Make a well-argued case to senior team Secure outline agreement for time off-the- job for candidates Secure an adequate budget Demonstrate success to fund second Cohorts Make a compelling case to key employers

12. Build a workable structure Use credibility, local knowledge, professional knowledge and track record to secure active allies Have a strong picture of what you seek to achieve Recruit sufficient assessors and verifiers Commit a very considerable amount of personal pioneering energy to sustain a start- up programme Design and run a robust evidence and commentary assembly and assessment system Create effective support process Recruit practitioners

13. Function Purpose Facilitation and Support Target Groups Frequency Number Function Purpose Facilitation and Support Target Groups Frequency Number Commission training/facilitation events for key topics Define what that is Identify who can best provide it Train/support them to provide it Define what that is Identify who can best provide it Train/support them to provide it Set up a Mentoring process Set up Learning Sets Define what that is Identify who can best provide it Train/support them to provide it Define what that is Identify who can best provide it Train/support them to provide it Provide relevant CPD Match those recruited to accessible assessment, guidance and support processes

14. Function Purpose Facilitation and Support Target Groups Frequency Number Function Purpose Facilitation and Support Target Groups Frequency Number Commission training/facilitation events for key topics Define what that is Identify who can best provide it Train/support them to provide it Define what that is Identify who can best provide it Train/support them to provide it Set up a Mentoring process Set up Learning Sets Define what that is Identify who can best provide it Train/support them to provide it Define what that is Identify who can best provide it Train/support them to provide it Provide relevant CPD Match those recruited to accessible assessment, guidance and support processes

15. “…Putting the learning sets on. The organisation was good at letting us have time out to do the learning sets.” “Number of people were able to complete fairly quickly because of the learning sets Sylvia had been running for all these years. We were prepared!” “It was the learning sets. I had a colleague on the same team in the same learning set, so we could work together...if I was alone in my team, I would have been less motivated to have finished.” “There was a network of people doing fast track, so even when we were not on the learning set, it allowed you to talk to people and bounce ideas off.” “We had 10 geographically spread learning sets initially with about with 10 practitioners in each – and we had three sessions of each?” Set up Learning Sets

16. Evaluate and learn fast to simplify and reduce demands Go electronic as soon as practicable Work towards a succession strategy to ensure it does not remain unsustainably dependent on a particular Coordinator Maintain dialogue with counter- parts in other pilots Link to the "Mother Ship" ie UKPHR

17. Evaluate and learn fast to simplify and reduce demands Go electronic as soon as practicable Work towards a succession strategy to ensure it does not remain unsustainably dependent on a particular Coordinator Maintain dialogue with counter- parts in other pilots Link to the "Mother Ship" ie UKPHR

18. Evaluate and learn fast to simplify and reduce demands Support Groups Initial 1:1s Portfolio development groups facilitated by two Master classes and learning sequences will be provided to fill knowledge gaps Better tools, such as time-related project plans and resources Better IT channels creating one point of email contact A list of mentors will be provided Assessment process Development, with other pilots, of an electronic method of recording assessment. Assignment of an assessor only when progress has been made through the support programme Limiting assessor feedback to constructive comment Clear deadline dates for submission of portfolios to assessor Clear deadline dates for completion of assessment and submission by practitioner to Verification Panel Interim Evaluation of Assessment Processes for the Portfolio Development Programme Viv Speller November 2011 Example from South Central of the changes the pilot team have already made or are considering, taken from a recent evaluation

19. How much time did practitioners, assessors and verifiers invest? 8 Practitioners invested an average total of 334 hours completing their application forms and completing their portfolios 5 Assessors invested a total of 47 hours assessing 8 portfolios 4 Verifiers invested a total of 17 hours verifying 8 portfolios “ “ It was time consuming, but it was also a very good exercise to take stock of what projects I have been involved in. Example from Total Improvement Process’s Kent and Medway evaluation summary

20. Structured professional development Encourages reflection / reflective practice Development of Assessors, Verifiers and Managers What benefits from being on/involved in this programme did the participants identify? Structured professional development Encourages reflection / reflective practice  Recognising and assessing competence across the system - knowing who our troops are and where they are  Structured approach  Provides a credible systematic structure for a workforce who have historically never had one  Professional development  Supports management of other public health staff – give them similar guidance  Supports & encourages reflective practice  Recognise gaps  Reward for taking risks: achieving through supporting others. Recognition of PoD team across UK  Identify achievement When mentors are line managers to other staff it helps the support to these staff too. You start thinking “perhaps I should be doing this also for the “ “ staff I manage!” The benefits ‘leak out’. Example from Total Improvement Process’s Wales Public Health evaluation summary

21. The questions raised by the story Public Health Practitioner Portfolio Assessment National Pilot Schemes

22. What is the consistent message you need to give about the £75 Registration fee? Is the goodwill model sustainable in most likely scenarios? How big is the potential pool of public health practitioners you need to - and are likely to - register? How can you collaborate to build a compelling case for Employers? Are there some emerging ways of supporting the different groups ie experienced and competent practitioners who see the value of recognition and those who are still significantly building their competence? How do you communicate the measurable impact on confidence and the difference it makes? How do you communicate the increased public confidence this process can bring?

23. The next chapter? Public Health Practitioner Portfolio Assessment National Pilot Schemes

24. 3. Identify the key bodies and individuals who influence further take-up of the process in their countries, regions or sub-regions 6. Lobby key individuals through formal and informal meetings 5. Identify the key publications, journals etc into which you want to input letters, articles and papers about achievement and learning 4. Identify the key events and professional conversations into which you need to input and influence 2. Create a joint spread plan – especially who does what 1. Create and collate credible data that will build a compelling case for spread

25. 3. Identify the key bodies and individuals who influence further take-up of the process in their countries, regions or sub-regions Policy-shapers (eg Employers, Local Govt Association nationally, emergent Health & Well- Being Boards regionally) Potential clinical and professional allies (eg Faculty, RCN) Funders (eg Employers, “Local” Education and Training Boards, Local Authorities) Potential suppliers (eg Colleges and/or HE Institutions)

26. 1. Create and collate credible data that will build a compelling case for spread Clarify the input necessary to replicate successful start-up and maintenance of a programme Assemble key case-studies and stories of success and impact Assemble the key pilot statistics about achievement

27. Write on…..! Public Health Practitioner Portfolio Assessment National Pilot Schemes

28. “Throughout this evaluation, despite the teething problems with the pilot, the commitment, enthusiasm and professionalism of all involved in the programme has been evident. Its continued success depends on the good will and dedication of many in the public health community, and it is hoped that with the learning from this pilot, and streamlining of processes, the assessment process will continue to be of the highest standards for quality assurance, and will be sustainable within existing resources for future public health practitioners wishing to have their professional contribution to public health formally recognised.” Interim Evaluation of Assessment Processes for the Portfolio Development Programme Viv Speller for NHS South Central November 2011