Summary
The Data Quality Team Leader will manage the team that successfully delivers Data Quality system support solutions in accordance with the agreed IT Services quality standards and within NHS policies and procedures. Many of these systems have a direct impact on patient care and hence may require urgent and immediate attention necessitating prompt reorganisation of workload.
You will ensure that Data Quality tasks, including preparatory cleansing, implementation testing/rectification and ongoing work as BAU are completed before, during and after implementations.
You will ensure the timely and accurate production of Data Quality reports.
You will work with teams to correct any errors identified and identify any potential training needs that may exist, review data collected to ensure that patients are treated in accordance with the national waiting time standards and ensure that the organisation reports an accurate position both internally and to external bodies.
You will ensure regular audits for waiting list compliance and data quality assurance are completed.
Work Activity Components
| Title | Details |
|---|---|
| Assignments (TECH) (Level 5) | Takes responsibility for specific assignments related to data quality as the leader of the team. |
| Knowledge research (TECH) (Level 5) | Develops and maintains knowledge of current legislation, guidance and best practice in information governance and Caldicott Guardian matters at a high level by, for example, reading relevant literature, attending conferences and seminars, meeting and maintaining contact with others involved in the specialism, and through taking an active part in appropriate professional and trade bodies. |
| Analysis and resolution (DBAD) (Level 5) | You are able to make use of appropriate information to help you analyse and correct a range of complex data quality problems. |
| Database maintenance (DBAD) (Level 5) | Manages database configuration(s) including installing and upgrading software, servers and application tools, ensuring information is accurate and of the highest quality. Understands the linkages between systems and identifies where associated systems also need to be updated. Deals with complex queries. |
| Patient care (DBAD) (Level 5) | Recognises when a query impacts on patient care and ensures the team prioritises it accordingly. |
| Reporting (DBAD) (Level 5) | Ensures reports are produced in line with the organisation's reporting needs. |
| Career paths and mentoring (PEMT)(Level 4) | Coaches colleagues in developing target skills and capabilities in line with team and personal goals. |
| Empowerment and role model (PEMT) (Level 4) | Facilitates effective working relationships between team members. Motivates team members to maintain a high level of performance. Engages with, and empowers team members. Acts as a role model for individuals and team members, setting a standard, acting professionally at all times and working to a professional code of conduct and ethics. |
| Guidance, performance and feedback (PEMT)(Level 4) | Provides direction, support and guidance as necessary, in line with individual's skills and abilities and role expectations. Sets achievable goals, monitors and acknowledges performance. Makes learning recommendations to support individual and team development. Collects data on individual and team performance. Gives regular feedback to team members and leads them to achieve their full potential. |
| Lead, manage and supervise(PEMT) (Level 4) | Supervises, supports and guides the work of individuals and/or small groups in line with organisational strategy. |
| Work allocation, support and delegation (PEMT) (Level 4) | Allocates routine tasks and assigns project work to individuals, according to their particular skills, capabilities, and development needs. |
| Learning delivery (ETDL) (Level 4) | Teaches, instructs and/or trains students/learners in order to develop knowledge, techniques and skills using appropriate methods, tools, online environments, equipment and materials. The students are likely to be of differing levels of ability and to have some understanding of the application of IT |
| Communications (ADMN) (Level 5) | Communicates with conviction and clarity in the face of tough negotiations or challenges. Influences external partners, stakeholders and customers to successfully secure mutually beneficial outcomes in terms of time and resources. |
Behavioural Skills
| Title | Details |
|---|---|
| Analytical Thinking | Acquiring a proper understanding of a problem or situation by breaking it down systematically into its component parts and identifying the relationships between these parts. Selecting the appropriate method/tool to resolve the problem and reflecting critically on the result, so that what is learnt is identified and assimilated. |
| Attention to Detail | Applying specific quality standards to all tasks undertaken to ensure that deliverables are accurate and complete. |
| Cross-Functional and Inter-Disciplinary Awareness | Understanding the needs, objectives and constraints of those in other disciplines and functions. |
| Customer Focus | Understanding the needs of the internal or external customer and keeping these in mind when taking actions or making decisions. |
| Delegation | Delegating tasks, responsibilities and authorities effectively. |
| Flexibility | Taking account of new information or changed circumstances and/or business requirements and modifying response to a problem or situation accordingly. |
| Follow-up and Monitoring | Checking progress against targets, taking action to resolve exceptions/ issues and reporting and escalating where necessary. |
| Interacting with People | Establishing relationships, contributing to an open culture and maintaining contacts with people from a variety of backgrounds and disciplines. Effective, approachable and sensitive communicator in different communities and cultures. Ability to adapt style and approach to meet the needs of different audiences. |
| Planning and Organisation | Determining a course of action by breaking it down into smaller steps and by planning and resourcing each of these, making allowance for potential problems and escalating if necessary. |
| Providing Direction | Directing others to undertake specified tasks within a defined timescale. |
| Teamwork | Working collaboratively with others to achieve a common goal. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Application Systems | Technical or functional understanding of Commercial Off-the-Shelf (COTS) applications and/or other bespoke software deployed within the organisation in order to provide system configuration, audit, technical, and/or functional support. | Familiar with |
| Configuration Management | The discipline that gives precise control over IT assets and components by recording and maintaining information about the 'configuration items', including hardware devices, computer programs, software licences, documentation, network devices, and data centre facilities (virtualised and static). | Proficient in |
| Corporate, Industry and Professional Standards | Applying relevant standards, practices, codes, and assessment and certification programmes to the specific organisation or business domain. | Proficient in |
| Data Handling | The ability to harvest, clean, curate, manage, process and manipulate data in a variety of formats. | Expert in |
| Database Architecture | Different types of database architecture and the products that use each type. | Proficient in |
| Database Modelling and Design Tools | Tools and techniques that assist in creating a logical entity model and/ or generating a physical database. | Expert in |
| Database Software | Software that enables the user to capture, create, populate and manipulate data structures and where appropriate unstructured data. | Proficient in |
| Information and Data Visualisation/Presentation | The ability to visualise and present information and data in an appropriate format that helps stakeholders understand the significance of the information and data. | Proficient in |
| Information Modelling Tools | Using tools (manual or automated) to record the structure, relationships and use of information within an organisation. | Proficient in |
| Information Retrieval Tools | The application of automated (software) tools that enable selective access to information, or extraction of patterns and knowledge from large amount of data, typically held within some form of database or data warehouse. Also referred to as Data Mining. | Proficient in |
| Operating Systems | System software that controls activities such as input, output, dynamic resource allocation, and error reporting, within the operation of a computer configuration. | Proficient in |
Other Skills
| Title | Details | Depth |
|---|---|---|
| Appraisal Techniques | Methods and techniques for appraising an individual's performance and potential. | Familiar with |
| Coaching Techniques | Methods and techniques for coaching individuals or groups by a balanced combination of support and direction, which could include use of virtual learning environments plus add-ons to augment feedback specific to work items, workflow or career plans. | Familiar with |
| Desktop Software | The use of everyday desktop software. | Proficient in |
| Disciplinary Issues and Procedures | Managing episodes of unsatisfactory behaviour or performance in accordance with appropriate policies and legislative conformance. Includes changes to circumstances, such as sickness, disability and other personal issues. | Aware of |
| Document Management Techniques | Methods and techniques for the organisation, storage and version control of information in both paper and electronic formats. | Familiar with |
| Legislation | Relevant national and international legislation. | Proficient in |
| Performance Monitoring | Identifying, agreeing and monitoring (usually by face-to-face interviews) objectives and deliverables with individuals. Identifying under-performance issues against agreed quality standards and performance criteria. Identifying gaps in capability and causes, disciplinary or ability-related (needing assistance, training or other support). | Familiar with |
| Presentation Techniques | Methods and techniques for delivering effective and accessible presentations, either face-to-face or online within various contexts and to a variety of audiences. | Proficient in |
| Resource Allocation | The effective and efficient routine deployment of resources, (but also including reassessment and reallocation in a dynamic multi-project environment), to achieve optimum results. | Familiar with |
| Techniques for Effective Meetings | Methods and techniques for running effective meetings and for understanding and influencing the roles played by participants. | Familiar with |
| Training Techniques | Methods and techniques for creating and delivering effective and accessible learning and development. | Proficient in |
Training
| Title | Details |
|---|---|
| Agile Development | Methods and techniques for evolutionary development of IT applications and service, typically making extensive use of modelling and progressive prototyping, involving the owners and end-users throughout. |
| Application Development Tools | Software tools that automate or assist the whole development life-cycle, for example IDEs (Integrated Development Environments), Visual studio, etc. |
| Coaching | Concepts, methods and techniques for providing coaching in subject specialisms to individuals or groups (e.g. GROW model). |
| DevOps | The techniques to adopt a collaborative approach in order to facilitate rapid IT service and product delivery. DevOps emphasizes people (and culture) and seeks to improve collaboration between development (Dev) and operations (Ops) teams with the aim of shortening the systems development life cycle to provide continuous release of high-quality software. |
| Mentoring | Methods and techniques for providing mentoring support to less experienced individuals. |
| Security Awareness | Tools and techniques to help users and employees understand the role they play in helping to combat information security breaches and for IT and security professionals to prevent and mitigate risk. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Deputising | Standing in for supervisor or manager on a temporary basis during periods of absence. | Broadening Activities |
| Gaining Knowledge of Broader IT Issues | Increasing and maintaining currency of knowledge of broader IT issues through reading, attending and participating in seminars or conferences, special studies, temporary assignments etc. | Increasing Knowledge |
| Gaining Strategic Knowledge of Employing Organisation | Developing a comprehensive understanding of the business environment in which the employing organisation operates and its position, policies and direction in relation to health and care, country and global issues. | Increasing Knowledge |
| Job Shadowing and Special Assignments | Undertaking temporary periods or secondments in other roles, particularly those that offer a new perspective on own function or exposure to other environments and cultures. | Broadening Activities |
| Management Development | Undertaking learning and best practice of the skills appropriate to managing all or part of an organisation, including business and financial management, benefits management, people management, management of change and strategic planning. This will require both on and off the job learning and may include participation in an appropriate development programme such as MBA or DMS (Diploma in Management Studies). | Developing Professional Skills |
| Mentoring | Acting as a mentor, advising those for whom there is no direct responsibility, on matters to do with their job role, career and professional development. | Broadening Activities |
| Negotiating and Influencing | Undertaking learning and practice of negotiating with and influencing others. | Developing Professional Skills |
| Participation in Professional Body Affairs | Taking an active part in professional body affairs at branch, specialist group, committee or board level. | Participation in Professional Activities |
| Research Assignments | Exploring a topic which is not part of own normal responsibilities and presenting findings to colleagues and/or management | Increasing Knowledge |
| Standards and Legislation | Participating in working groups, advisory boards, committees etc. responsible for the production, maintenance or oversight of relevant standards or legislative requirements, for example BCS policy reviews or the SFIA Council. | Participation in Professional Activities |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| FEDIP Advanced Practitioner | The Federation for Informatics Professionals |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
|
Data management |
Practitioner Data management You can: advocate data governance and data management standards and guidelines within your team’s products and services continually communicate and improve data management practices in your teams help define and support the use of common toolsets seek to automate data management activities where possible develop processes to enable good data management practices and compliance with data governance policies |
|
Stakeholder relationship management Stakeholder relationship management involves managing stakeholder requirements and communications throughout a project, while remaining focused on the user needs. |
Working Stakeholder relationship management You can:
|
Additional Frameworks
National Competency Framework for Data Professionals in Health and Care
Data Skills
| Title | Details |
|---|---|
| Data quality (Data Analysis) (DAC2.2) (Level Four) | You anticipate and remove blockages to the processing of data and influence senior stakeholders to facilitate the creation and flow of appropriate data. |
| Data governance (Data Analyst) (DAC 2.9) (Level Four) | You anticipate and plan for changes to any business or technical constraints. |
| Development opportunities (Data Analyst) (DAC6.2) (Level 3) | You embrace opportunities to add to the variety of services you and your team provide analysis to. |
The Professional Body Responsible for this job family is IHRIM. This job role profile was created in collaboration with BCS, using Role Model Plus.