Establishing fitness to practise
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This article describes the development process
of a competency framework for the Faculty of Prescribing and Medicines
Management of the College of Pharmacy Practice
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When we recruit someone for a particular
position, we need to have a clear picture of the individual who is likely
to be effective, not just currently, but also in the future. Person specifications
often state the competencies required, both in terms of skills and the
personal qualities necessary for effective performance.
"Competencies" is a relatively new bit
of jargon, yet the concept of identifying the skills and abilities required
in a job is long established. When we talk about competencies, we are
in effect asking questions about what people need to be able to do and
how they need to behave in order to be effective, normally in one job
or a category or level of jobs, probably against defined acceptable standards
or performance expectations. The difficulty is the lack of consensus on
what is and is not a competency (McBeath 1994).
The development of a specific set of competencies
for one group or level of jobs within one situation, seems to be necessary
for a real understanding of the truly relevant competencies to emerge.
There are difficulties with competencies development including applying
measurement or weighting to the selection of competencies, and their lack
of permanence as the environment changes (Stewart 2001).
The three aims for the Faculty of Prescribing
and Medicines Management competency framework are:
1. To provide guidance to FPMM members
on the specification required for any prescribing or medicines management
position that is to be filled across the health economy.
2. To provide guidance on the specification
likely to be needed in the future, as this will influence recruitment
and development programmes to aid succession planning.
3. To understand the difference between
now and the future to help the change management process.
To develop the framework, a small group
of faculty members and associates were circulated with dimensions and
competencies for a number of different organisations.
Initially, participants were asked to
consider current and future tasks of FPMM members, to consider the dimensions
appropriate for each task identified, then to map the appropriate tasks
onto these. It was intended that from this work a set of core competencies
could be identified.
On completion of the various tasks, the
working group agreed that four dimensions were relevant for faculty members
linked to nine identified competencies.
1. Thinking stretegically, giving purpose
and direction
Competencies: independence; initiative;
judgement; leadership.
2. Making a difference
Competencies: understanding the NHS and
its partners; providing patient-focused working practices.
3. Promoting quality and risk
Competency: ability to use, critically
appraise, interpret and communicate information (changing data into usable
information).
4. Ethically managing self and available
resources
Competencies: the ability to demonstrate
a practical approach to prioritisation of resources; managing self and
others — how you work, think and are.
The other dimensions considered to underpin
professional practice of FPMM members (and therefore essential requirements
to all) are below:
5. Evidence of continuing professional
development and continuing education
6. Effective communication
7. Evidence of partnership working
8. Promoting and protecting the public's
health and wellbeing through the effective use of medicines
The Faculty Board put this work forward
at the first annual general meeting on 10 May for approval of the direction
of travel by representatives present. In developing this set of competencies
we have been clear as to why they are needed; we have determined a list
which is relevant to the roles and have made the context relevant to members
of the faculty. The next stage is to refine the template as agreed at
the AGM, and to circulate the final draft to all FPMM members and associates
for ratification.
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References
1. McBeath G Practical
Management Development, Blackwell, 1994
2. Stewart R Evidence
based management, Radcliffe Press, 2001
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