Summary
Sets direction for ethics in data initiatives. Defines governance processes to ensure compliance with ethical standards. Engages with industry bodies and experts to develop and drive industry recommended practices. Develops and implements strategic ethical frameworks. Leads high-level reviews and decision-making processes. Allocates resources to support the organisation’s commitment to ethical practices. Ensures the organisation has resources and skills for ethical assurance.
Work Activity Components
| Title | Details |
|---|---|
| Governance (Level 6) (AIDE) | Defines governance processes to ensure compliance with ethical standards. |
| Resources (Level 6) (AIDE) | Allocates resources to support the organisation’s commitment to ethical practices. Ensures the organisation has resources and skills for ethical assurance. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Big Data | The discipline associated with data sets so large and/or complex that traditional data processing applications are inadequate. The data files may include structured, unstructured and/or semi-structured data, such as unstructured text, audio, video, etc. Challenges include analysis, capture, curation, search, sharing, storage, transfer, manipulation, analysis, visualization and information privacy. | Proficient in |
| Business Environment | The business environment relating to own sphere of work (own organisation and/or closely associated organisations, such as customers, suppliers, partners and competitors), in particular those aspects of the business that the specialism is to support (i.e. localised organisational awareness from a technical perspective). | Proficient in |
| IT Environment | The IT environment relating to own sphere of work (own organisation and/or closely associated organisations, such as customers, suppliers, partners), in particular own organisation's technical platforms and those that interface to them through the specialism, including those in closely-related organisations. | Proficient in |
| Machine Learning Tools and Techniques | Knowledge and understanding of the development of intelligent agents, able to mimic cognitive functions, react to stimuli, and improve automatically through experience and the use of data. | Familiar with |
Other Skills
| Title | Details | Depth |
|---|---|---|
| Artificial Intelligence Concepts | Understanding of concepts and trends in artificial intelligence and the potential benefits and real-world implications, including risk and security, of its deployment within the organisation. | Expert in |
| Threat Landscape | Knowledge and understanding of the threat landscape, regulatory and legislative requirements and awareness of industry good practice relating to information governance, privacy and security. | Proficient in |
Training
| Title | Details |
|---|---|
| Coaching | Concepts, methods and techniques for providing coaching in subject specialisms to individuals or groups (e.g. GROW model). |
| Latest Cyber Security Threats for Senior Execs | Short, high-level, up-to-date and to-the-point briefing on the latest threats and vulnerabilities in cyber security. |
| Team Dynamics | Team dynamics are critical for organisational success. Without positive team dynamics, the organisation cannot fully leverage employee potential and tap into their skills and experience. An understanding of team dynamics facilitates employee productivity and satisfaction while allowing teams to meet business objectives. Team dynamics methods, tools and techniques, such as Belbin, help individuals understand their role within a particular team, help develop strengths and manage weaknesses as a team member and improve overall team contribution and effectiveness.. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Negotiating and Influencing | Undertaking learning and practice of negotiating with and influencing others. | Developing Professional Skills |
| Research Assignments | Exploring a topic which is not part of own normal responsibilities and presenting findings to colleagues and/or management | Increasing Knowledge |
| 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 |
| 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 |
| 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 |
| Project Assignments | Participating in a project team, working group or task force established to deliver a solution to a specific problem or issue - especially valuable if the group is inter-disciplinary. | Broadening Activities |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| FEDIP Leading Practitioner | The Federation for Informatics Professionals |
Additional Frameworks
National Competency Framework for Data Professionals in Health and Care
Behaviours
| Title | Details |
|---|---|
| Delivering outcomes (B1.1) (Level 5) | You are able to work on, and lead, diverse teams from multiple organisations to achieve a shared goal, even where there are conflicts. |
| Communicating within a hierarchy (B1.2) (Level 5) | You only use hierarchical influence where there is no other type of influence that can be used and it is suitable to do so. |
| Generating consensus (B1.3) (Level 5) | You are able to work with a diverse range of people and win their hearts and minds to support your goal. |
| Logical arguments (B1.4) (Level 5) | You are able to debate appropriate complex subjects with a range of experts to agree the balance of probability. |
| Negotiation (B1.5) (Level 5) | You are able to lead and win complex debates, sometimes over a long period of time often with confrontational and adversarial opponents. |
| Generating support (B1.6) (Level 5) | You have created a team of leaders for who their teams consistently go above and beyond |
| Influence (B1.7) (Level 5) | You are often the lead for organisation wide initiatives and have strong relationships across organisations. |
| Equality (B2.1) (Level 5) | You are an ally for underrepresented and marginalised groups and model an open environment by encouraging staff to actively seek out input from these individuals. |
| Challenging discrimination (B2.2) (Level 5) | You are able to engage in the most sensitive ED&I issues, often in the public eye, and deal with them with the utmost dignity, respect and fairness. |
| NHS Constitution (B2.3) (Level 5) | You are seen as an ambassador of promoting the behaviours and values of the NHS Constitution. |
| Supporting others (B2.4) (Level 5) | You lead by example and are open and honest about health and wellbeing issues. You take adequate time for yourself as you know that must be done before you can create an effective system for others |
| Open environment (B2.5) (Level Four) | You are an ally for underrepresented and marginalised groups and model an open environment by facilitating sessions for these individuals to share their lived experiences with you and your colleagues. |
| Challenging disrespect (B2.6) (Level Four) | You support staff to understand the impact of disrespectful behaviour and support them in challenging it. |
| Written communication (B3.1) (Level 5) | You are capable of having a number of articles published in national or international publications should the opportunity arise. |
| Discussing complex ideas (B3.2) (Level 5) | You are able to engage in complex technical debates with other specialists, from a variety of disciplines, whilst using accessible and accurate language. |
| Delivering complex ideas (B3.3) (Level 5) | Your confidence in your expertise enables others to feel confident and at ease with your contribution, even beyond your specialism. |
| Understanding new ideas (B3.4) (Level 5) | You can easily strip complex problems to the root cause and convey this to people from a variety of backgrounds. |
| Reading audiences (B3.5) (Level 5) | You can impart complex ideas to a diverse audience in simple terms without having to explain a number of different ways. |
| Problem sharing (B4.1) (Level 5) | You promote collaboration opportunities throughout the organisation and beyond. |
| Seeking opinions (B4.2) (Level 5) | You seek out opportunities for cross organisational working for those in your area of work. |
| Sharing best practice (B4.3) (Level 5) | You promote the success of your area in and outside of your organisation. |
| Embedding best practice (B4.4) (Level 5) | You attract examples of what good looks like both regionally and nationally and implement the most relevant to your area. |
| Patient impact (B5.1) (Level 5) | You ensure all work within your area offers the most efficient support to customers and patient outcomes. |
| Understanding the customer (B5.2) (Level 5) | You create opportunities for joint working with the customer to ensure efficient utilisation of the service. |
| Customer service (B5.3) (Level 5) | You pre-empt changes within health and care to ensure the service is always able to deliver the best solutions. |
| Customer solutions (B5.4) (Level 5) | You seek out opportunities for your service to learn cutting edge technologies that could be advantageous to the customer. |
Leadership
| Title | Details |
|---|---|
| Empathy and understanding (Level Five) (LM1.1) | You act with care, empathy and understanding and ensure that your team knows you are always available to them. |
| Pressure (Level Five) | You have an acute awareness of organisational and political pressure and are able to influence at the highest levels in order to alleviate them. |
| EDI (Level Five) | You act as a champion for EDI issues and ensure that everyone within your remit shows compassion and understanding to those with differing life experiences and ensure that all opportunities are open and fair to all. |
| Compassion (Level Five) | You show compassion to others who are struggling and create solutions to difficult emotional situations. |
| Bringing people together (Level Five) | You are a leading exponent of bringing people together to work towards joint goals that were not at first visible. |
| Team support (Level Five) | The goals and expectations you set for your unit are both achievable and aspirational. |
| Positivity (Level Five) | You approach discussions on targets with positivity and use challenges as a means to develop innovative solutions. |
| Innovation (Level Five) | Your team often hears you praising their work to others. |
| Safe to fail (Level Five) | You promote the importance of learning through failure and set up safe environments where your team can develop their abilities safely, creating an environment where failure is celebrated as the first indicator of progress. |
| Fairness (Level Five) | You act as an aspirational figure for those working within your business unit. |
| Opportunities (Level Five) | You will maintain a strong overarching knowledge of the data profession in order to highlight opportunities and enhance your team's confidence in you as a leading data professional. |
| Goals (Level Five) | You foresee shifts in staffing requirements and plan personnel and succession accordingly. |
| Performance (Level Five) | You deliver messages around performance in an unambiguous but approachable manner. |
| Motivation (Level Five) | People within your team have a clear understanding of their career path and feel valued and supported in achieving it. |
| Expectations (Level Five) | You have high hopes of your team but make low demands so that everyone knows that what is expected is different to that which is hoped for and that not doing what is expected is not acceptable. |
| Developing talent (Level Four) | You take pride in the talent of your team and go to great lengths to develop their skills and innovations. |
| Succession planning (Level Three) | You are able to readily identify those in your team who have the opportunity to excel at their level and beyond and use this knowledge to begin succession planning. |
| Managing expenditure (Level Five) | You are able to set, monitor and adjust expenditure to ensure your teams have the requisite resources are in place for the year's priorities. |
| Budget control (Level Five) | You are able to set, monitor and adjust annual budgets to ensure individual projects don't overspend unless it is done so with the conscious ssacrifice of other areas of work. |
| Forecasting (Level Five) | You are able to produce accurate budgets based on aspiration and foreseen developments in the responsibilities placed on your department. |
| Business cases (Level Five) | You are able to assess the merits of business cases and options appraisals and balance these in line with business needs and financial capacity. |
| Recruitment (Level Five) | You ensure that funding is in place for the appropriate recruitment and retention of staff whilst leading by example on recruiting to promote equality, diversity and inclusion. |
| Supporting ambition (Level Five) | You take the time to talk to all staff members within your remit and encourage your managers to support their ambitions, providing solutions where these diverge from perceived organisational drivers. |
| Training opportunities (Level Five) | You ensure that your managers enable training on a regular basis within their unit and have ample access to training for their own development. You ensure that everyone has access to the best training, balancing cost with quality. |
| Professional development (Level Five) | You lead by example with your focus on CPD and PDP, even discussing yours with members of your team where appropriate. |
| Managing external pressures (Level Five) | You support your direct reports by showing them how to deal with the political and organisational pressures from outside of the department and give them the tools to evaluate perspectives and push back on work that is not as high a priority. |
Data Skills
| Title | Details |
|---|---|
| Non-technical audiences (Level Five) | Ensure that communication has clear purpose, takes into account people's individual needs and provides the opportunity for open dialogue. |
| Stakeholder management (Data Ethics) (Level Five) | You can manage stakeholder expectations and moderate discussions about high risk and complex data ethics challenges, even within constrained timescales. |
| Positive communication (Data Ethics) (Level Five) | You can speak on behalf of and represent the data ethics community to large audiences inside and outside of government. |
| Facilitation (Data Ethics) (Level Five) | You can influence senior stakeholders and provide mediation on contentious ethical issues considering organisational and wider system implications. |
| Communication strategy (Level Five) | You can initiate and oversee programmes of communication promoting and influencing data and ethics policy and practice within and without your system . |
| Relationship management (Level Five) | You can direct and foster close working relationships with very senior stakeholders to ensure that data ethics is an integral consideration at all levels at an organisational and system level . |
| Translation (Level Five) | You can expertly translate technical and emergent concepts to non-technical audiences so they are understood by all, and expertly interpret how non-technical discussion maps into technical requirements. |
| Technical knowledge (Level Five) | You can demonstrate a comprehensive understanding of how ethics apply to technology and data products and services and can highlight this to key stakeholders across the system. |
| Joint working (Level Five) | You can understand technical language and have sufficient knowledge to hold meaningful conversations with data professionals on issues such as minimising bias in data, or gathering, collecting, cleansing, triangulating, and reusing data and can negotiate these issues with experts across the system. |
| Coaching and mentoring (Level Five) | You can effectively coach and support C-Level, national stakeholders and wider system in understanding and implementing data ethics policies and practices, and their importance. |
| Analysis (Level Five) | You can expertly draw together, analyse and evaluate qualitative and quantitative data. |
| Interpretation (Level Five) | You can quickly read, interpret, contribute to, and appropriately challenge complex documents from a range of sources and distil to what is relevant and make improvements where appropriate. |
| Research(Level Five) | You can turn research data into clear findings that inform data ethics decisions for the entire organisation. |
| Capacity building (Data Ethics) (Level Five) | You can justify and build data ethics capacity in analysis and synthesis and involve others to increase consensus and challenge assumptions. |
| Advice (Data Ethics) (Level Five) | You can drive the organisation and system to embed, assure and improve data ethics to generate robust, ethical technological and data-driven solutions. |
| Ethical diagnostics (Level Five) | You can help organisations to define project outcomes and ethical considerations, and to integrate ethical diagnostics and assessment. |
| Application of theory (Level Five) | You can apply various theories including medical ethics and social theory to the strategic oversight of data projects, products and policies, and to evaluate and challenge assumptions made in data science projects whilst offering alternative suggestions. |
| Academic links (Level Five) | You can work with academics and external researchers and you seek to drive research and dissemination on applied data ethics in health and care. |
| Patient and public engagement (Level Five) | You are able to oversee the engagement of patients and the public in order to maximise awareness and trust in data processes and practice, and ensure that this engagement is proliferated to the wider organisation and system. |
| Best practice (Data Ethics) (Level Five) | You can demonstrate expert knowledge of existing schools of thought and best practice in data ethics whilst identifying how best practice should be applied or adapted to emergent issues. |
| Knowledge base (Level Five) | You can demonstrate expert knowledge of social sciences (such as anthropology, economics, sociology, philosophy, psychology or race theory) and how these are relevant to data and analysis in a health and care context. |
| Underrepresented groups (Level Five) | You can incorporate a wide variety of views from underrepresented groups, throughout the system, into product and policy work, using in-depth consulting and outreach strategies. |
| Diversity plans (Level Five) | You are actively involved in the wider organisational, and system, diversity and inclusion plan. |
| Data systems (Level Five) | You can draw on your multidisciplinary background and personal experience to understand the consequences of data systems on a diverse range of stakeholders and are able to communicate this at all levels. |
| Social issues (Level Five) | You can demonstrate a thorough understanding of social issues, types of bias and discrimination different groups can face, and the different ways this materialises in data science and you can use this knowledge to develop system-wide processes and strategies. |
| Approaches (Level Five) | You can expertly set and identify the ethical considerations of potential data science approaches. |
| Legislation (Level Five) | You are able to consistently apply the appropriate legislation, such as General Data Protection Regulation (GDPR) and the Data Protection Act (DPA), in making sound decisions on data ethics. |
| Ethical frameworks (Level Five) | You can demonstrate expert knowledge of existing data and AI ethics frameworks in and outside government and can advise others seeking ethical guidance. |
| Investigation (Level Five) | You can ensure that the right actions are taken to investigate, resolve and anticipate problems and communicate these across the organisation and system. |
| Prevention (Level Five) | You can co-ordinate teams, across the system, to investigate problems, implement solutions and take preventive measures. |
| Risk management (Level Five) | You are able to balance the risks and benefits of consequential or complex issues presenting a holistic understanding of data ethics across the organisation and system, applying different methodologies as appropriate. |
| Consensus (Level Five) | You can build consensus between services or independent stakeholders within the organisation and system-wide. |
| Good design (Level Five) | You can lead and oversee people and projects to ensure support to make good project design decisions informed by data ethics. |
| Tools (Data Ethics) (Level Five) | You can define and create organisation-wide data ethics tools and translate theoretical principles into practice for system-wide use. |
| Ways of working (Level Five) | You identify and design new ways of working in accordance with changes in data ethics, ensuring the efficacy of products used in the system is maintained. |
| Evaluation (Level Five) | You can demonstrate expertise in feedback gathering, evaluation mechanisms and product promotion within data ethics. |
| User needs (Data Ethics) (Level Five) | You are able to capture user needs and translate these into actionable processes and strategies for users across the system. |
| Geographical Data Mapping (Level Three) | You understand when geographical mapping is appropriate and can combine it with other visualisation methods to create greater impact. You can produce dynamic maps based on changing data. |
| Population Segmentation and Stratification (Level Three) | You can use a variety of methods within advanced broad technique categories eg k?mean, k-modes, CHAID etc. You understand Random Forests and how they build on standard decision trees. You know other dynamic segmentation techniques. |
| Information Governance (Data)(Level Three) | You know when data can be accessed and shared and know who to approach outside the organisation for advice. You understand how data linkage and different types of analysis can re-identify or help anonymise data. You have knowledge of GDPR. |
| Behavioural Science (Level Three) | You have a core knowledge in data science, economics, psychology and policy and are able to transform theory into practice and better adapt interventions to a specific context. |
| Social Research (Level Three) | You are able to review existing research evidence and work with other analysts to provide timely, relevant and robust policy responses and debate. |
| Economics (Level Three) | You can create econometric models for example CGE (Computable General Equilibrium) or partial equilibrium for scenario analysis in software packages. |
Project Skills
| Title | Details |
|---|---|
| Business cases (WP1.1)(Level Five) | You promote accountability for all digital and data staff involved in project work by modelling the highest professional standards. |
| Scope (WP1.2) (Level Five) | You analyse the portfolio of projects in data and digital and liaise with others to ensure projects of the greatest utility for the business are supported by senior leaders, drawing on lessons learned within the data and digital community. |
| Reviews (Level Four) | You advise on the coherence of programmes in data and digital to maximise the effectiveness of time and available skills within the business. |
| Quality assurance - Data and digital (Level Four) | You lead quality assurance in data and digital, drawing on external expertise where necessary, learning lessons and sharing those with the wider data and digital community for their project work. |
| Advice and monitoring (WP2.1)(Level Five) | You advise on the balance of the portfolio of projects as it affects or is dependent upon the availability of data and digital skills and resources for projects. You advocate for the portfolio to include data and digital projects which will promote the sustainability of the business. |
| Scheduling (Level Two) | You schedule project work appropriately for yourself and the team, ensuring business needs are met both within the project and in business as usual. |
| Refinement (Level Two) | You refine the plan within your work area to take account of any authorised changes communicating actions, progress and results with project managers. |
| Resource identification (WP3.1)(Level Five) | You ensure fully funded resources for projects are in place and optimised across any programmes, convincingly arguing their business value to non-data and digital colleagues and project stakeholders. |
| Skill acquisition and management (WP3.2)(Level Three) | You plan for the recruitment of staff with additional required skill sets, liaising with HR and/or other providers to source skilled staff to fulfil project roles, onboard and manage them and their workloads. |
| Additional tools and resources (Level Three) | You cost and acquire, deploy and contract for the support of additional tools and resources such as hardware, software, training and data sources for the course of the project life cycle. |
| Resource allocation (Level Two) | You plan the allocation of existing resources to project work whilst effectively maintaining business as usual wherever feasible. |
| Project management (WP4.1)(Level Five) | You ensure the team's project delivery activities have sufficient resources to co-exist with business as usual. |
| Pilots and testing (WP4.2)(Level Five) | You oversee the reported risks and issues affecting data and digital roles in projects and programmes. |
| Implementation (WP4.3)(Level Five) | You engage with the wider business, project managers and stakeholders to map out all necessary resources and activities including education in new ways of working and enhancing data-literacy in the business for effective and sustained implementation. |
| Business change (Level Five) | You understand the business and technological drivers for change and communicate that vision with stakeholders within and beyond the technological functions. |
| Assurance (WP5.2) (Level Five) | You bring a holistic perspective, integrating change initiatives across programmes and build lasting solutions which are owned by the whole business. |
| Evaluation (WP5.3) (Level Three) | You ensure appropriate solutions are evaluated and viable alternatives are considered to deliver the intended business benefits. |
The Professional Body Responsible for this job family is AphA. This job role profile was created in collaboration with BCS, using Role Model Plus.