BOOKlet for Learner - homepages.ulb.ac.behomepages.ulb.ac.be/~ndacosta/download/perPubScripts/download/… · oneSeLF anD otHer S 2.1. To learn to understand oneself 2.2. To step

integrated competency framework for mSf firSt departUre training

PreParation Primary DeParture (PPD)

BOOKlet for Learner

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01 OVERALL PRESENTATION

02 GLOBAL COMPETENCY IN DEVELOPMENT

03 TRAINING AND LEARNING ORIENTATIONS

04 GLOSSARY

05 SUMMARY OF THE PROCESS & METHODOLOGY

BooKLet For Learner

06 FIRST MISSION POSITIONS & ORGANIGRAM

07 SYNOPTIC TABLE OF MACRO CAPACITIES & CAPACITIES

08a PROFESSIONAL & LIFE SITUATIONS

08B ENVIRONMENTS & CONTEXTS

09 QUALITY CRITERIA

10 TRAINING TARGET GROUP

SeLF-eVaLuation For Learner

11 HOW TO USE THE FRAMEWORK

12 MACRO-CAPACITIES & CAPACITIES

BooKLet For Learner | integrated competency framework for mSf firSt departUre training (ppd)2

BOOKlet for Learner

firSt miSSion poSitionS & organigram06The professional profile targeted is that of a ‘first missioner for MSF’, not being any specific profiles, but being the basic competencies to be developed for all MSF profiles recruited by the organization for a first departure. Therefore participants from the PPD may take a post on the field in all different positions that can be found in the organisation chart.

Pharma team

Pharma HP referentNursing activity

manager

Project medical referent

HP teamCultural mediator

team

IPD head nurse

Maternity head nurse …OPD head

nurse

Human resources

coordinator

Hr dev manager

Personal administrative

manager…

Com, advocay & analysis

team

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Pharma referent

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medical coordinator

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integrated competency framework for mSf firSt departUre training (ppd) | BooKLet For Learner 3

Medical activity

manager

HR/Fin manager

ProjeCt CoorDinator

Log & supply manager

Fin assistant Fin assistant

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WatsanCoordinator

Supply manager

Supplycoordinator

Accounting manager

Finance coordinator

Logistic coordinator

Logistic technical referent (mecano, biomed,

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Construction team

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GLoBaL ComPetenCy in DeVeLoPment

The professional profile targeted is that of a “first missioner for MSF”, not being any specific profiles, but being the basic competencies to be developed for all MSF profiles recruited by the organization for a first departure.

For the field projects, it is understanding professional and life situations which refers to the different contexts that a professional leaving for the first time for MSF projects will meet as soon he/she will be engaged in the organization (Work as a team; security ; cultural dimension; be part of a project, …).

These situations, unlike other competency referential, rely as much to life situations than on professional situations. Indeed, the “Preparation for first departure” training, is to equip participants to better address both new very particular realities of life, than some priority professional roles for the organization.

See criteria definitions for high-quality professional practices

HeaD oF miSSion

CentraL CoorDinator


BOOKlet for Learnerm

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Synoptic tabLe of macro capacitieS & capacitieS07

SENSORIAL/PERCEPTUAL CAPACITIES

1to PerCeiVe

1.1. To feel ones emotions

1.2. To awaken ones own sensitivity

1.3. To listen

EMOTIONAL CAPACITIES

2to DeVeLoP emotionaL autonomyin reLation witH oneSeLF anD otHerS

2.1. To learn to understand oneself

2.2. To step outside of ones own views (prejudice, cultural identities, etc.)

2.3. To understand others

2.4. To manage stress

2.5. To adapt (leaving ones comfort zone, etc.)

2.6. To accept ones limitations

2.7. To receive feedback

2.8. To position oneself (role, projects, others, direction, perception, etc.)

COGNITIVE CAPACITIES

3to tHinK LoGiCaLLy

3.1. To understand the organisation (charter, values, code of conduct, organisation chart, etc.)

3.2. To list resources within and outside of the organisation (human, material, financial, logistical, documentary, etc.)

3.3. To identify roles and responsibilities (your own and those of others)

3.4. To update own knowledge

3.5. To clarify concepts conveyed (risks, threats, culture, etc.)

3.6. To write (reports, minutes, statistics, situation reports, etc.)

REFLECTIVE CAPACITIES

4to ContinuouSLy imProVe aCtionS, SyStemS, ProCeSSeS, metHoDS, aCtiVitieS

4.1. To analyse a situation (context, safety, project, activities, beneficiaries, cultures, etc.)

4.2. To develop a shared strategic perspective

4.3. To decide

4.4. To reason

4.5. To anticipate (risks, diseases, departures, returns, etc.)

4.6. To evaluate (processes, activities, groups, etc.)

METACOGNITIVE CAPACITIES

5to DeVeLoP oneSeLF witH awareneSS oF oneS own LearninG ProCeSSeS anD neeDS

5.1. To act professionally

5.2. To question oneself

5.3. To self-evaluate

5.4. To motivate oneself to learn

IMAGINATIVE CAPACITIES

6to moBiLize tHe reSSourCeS oF tHe imaGination

6.1. To create

6.2. To conceive (tools, devices, etc.)

6.3. To imagine


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METACOGNITIVE CAPACITIES

5to DeVeLoP oneSeLF witH awareneSS oF oneS own LearninG ProCeSSeS anD neeDS

5.1. To act professionally

5.2. To question oneself

5.3. To self-evaluate

5.4. To motivate oneself to learn

IMAGINATIVE CAPACITIES

6to moBiLize tHe reSSourCeS oF tHe imaGination

6.1. To create

6.2. To conceive (tools, devices, etc.)

6.3. To imagine

SOCIAL CAPACITIES

7a

to manaGe

7.a.1. To supervise personnel (objectives, assessments, needs, etc.)

7.a.2. To communicate

7.a.3. To give feedback

7.a.4. To work in a team

7.a.5. To organise

7.a.6. To bring people together

7.a.7. To transmit information

7.a.8. To motivate

7.a.9. To provide leadership

7.a.10.To manage a conflict situation

7b

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7.B.1. To live together

7.B.2. To introduce oneself (to ones co-occupants, to authorities, to beneficiaries, to staff, etc.)

7.B.3. To look for support

7.B.4. To debate

7.B.5. To negotiate

7c

to rePreSent tHeorGaniSation

7.C.1. To promote the organisation

7.C.2. To bear witness

7.C.3. To work as part of a network (*not really discussed in preparation for first departure)

OPERATIONAL CAPACITIES

8to uSe ProCeDureS,ProtoCoLS, reSourCeS, etC.

8.1. To search for information

8.2. To use guides, resources, msf documents, etc.

8.3. To evacuate a mission


BOOKlet for Learner

a. profeSSionaL & Living SitUationS08Professional and living situations refer to the various professional and personal contexts that a staff member departing on his or her first MSF mission will encounter after being recruited. These situations, contrary to other competency frameworks, relate to both professional and personal living situations.

The ‘preparation for primary departure’ training (PPD) aims to equip participants with the tools they will need in order to deal with new, quite specific circumstances in certain professional roles that are priorities for the organisation.

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a Commitment to a Humanitarian

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1 maKinG a Commitment to a Humanitarian orGaniSation

MSF is a private association with an international calling which it defines as medical and humanitarian.

The key concepts that are fundamental to MSF are described in its charter: it is first of all an association of volunteers who deliver medical services, acting with neutrality, impartiality, without discrimination (based on race, religion, philosophy or politics) and with independence. The charter also makes it clear to its members that as volunteers, they assess the risks and dangers of the missions they are carrying out.

The activities of the organisation are based on its own understanding of humanitarian aid and its own intention to help save lives and reduce suffering while respecting the dignity as well as the desire for rehabilitation of humans in their capacity of choice and desire for physical recovery expressed by individuals.

In response to this desire, MSF has developed action principles inspired by the charter and the reasons which led to its creation.

The commitment by each volunteer to the MSF movement goes beyond that of individual fulfilment of a mission. It implies as well active participation in the associative life of the organisation under the charter and principles of MSF.

Within the various representative structures, effective participation by each volunteer on the basis of each member’s vote being equal guarantees the associative nature of the organisation.

Combined with the ideals of volunteering, the associative nature of MSF allows it to look outwards to our societies and gives it the capacity of critical analysis.

MSF also wants to be an association that looks critically at both itself and other humanitarian organisation and political players. It encourages its members to debate, challenge, argue for and against, doubt, discuss, etc. in order to promote appropriate changes to practices and to develop towards the perspective of a learning organisation.

The organisation comprises five operational centres and 19 sections based in various locations in Europe, Africa, Asia, Latin America, North America and the Middle East. In addition, the organisation has a hierarchical structure.

2 BeinG Part oF a ProjeCt

Any professional employed by the association will join a project that has its own activities in which they will participate .

MSF projects are based on its medical activities and effective presence in the field. The two pillars of MSF intervention are medical activities and bearing witness also named as “Témoignage”. MSF defines several areas for intervention such as violence, epidemics, endemic diseases, health gaps, sanitation gaps, aid for victims of natural disasters, neglected diseases and migrant-related issues. Certain projects are defined as by choice (justification required for MSF to intervene) and others by default (requiring justification for MSF not to intervene).

See criteria definitions for high-quality professional practices


BOOKlet for Learner

a. profeSSionaL & Living SitUationS083 LiVinG anD worKinG in a muLtiCuLturaL enVironment anD in VarieD

ContextS

MSF sends international staff to various parts of the world to assist with implementation and to contribute to the supervision of projects in countries that may be at war or at peace, or where there is or has been conflict. These countries can be in crisis, medical and humanitarian emergencies, or in development status.

The expatriate who departs with MSF will thus find himself or herself in an environment different from back home, with means and resources which can be more limited than in his or her home country. He or she will also be confronted with different value systems based on socio-cultural and educational factors that may be different from his or her own value system and principles.

In addition, an expatriate may find himself or herself faced with emergency situations, sometimes extreme, and will be more regularly confronted with suffering and the daily realities of the populations with whom he or she enters into contact.

The diversity of these environments and contexts is the characteristic feature of MSF’s work and requires the progressive development of a high degree of adaptability by the individual committing to this work.

Expatriates will also be confronted with the organisational culture of MSF which seeks autonomy , the assumption of responsibility , engaging its creativity , adaptability, flexibility and the ability to find innovative solutions in line with the situation in the field. The expatriate must understand, analyse and adapt to his or her new living and working environment.

4 worKinG in an enVironment wHere SaFety anD SeCurity are onGoinG CHaLLenGeS

Included in the charter is the notion of assessing and taking risks that MSF expatriate MSF employee are ready to undertake in order to fulfil the organisation’s humanitarian activities. These risks are described in terms of safety and security .

Working for a humanitarian organisation like MSF thus involves being aware of the risks that this may entail. Expatriates must therefore have an understanding of the contexts they will work in. They must be able to analyse the environment and remain attentive to signs of change. They must report any safety or security incident they are faced with and consult with their superiors. Each mission and project will have its own safety and security rules. Expatriates must understand and adhere to these rules. Any changes within the environment will lead to rules being reviewed and possibly amended. This will always be carried out with the agreement of line management, never by the individual alone. MSF may decide to continue its activities, to reduce the number of teams or to temporarily or permanently suspend its activities. Expatriates must comply with these new circumstances and the new rules that apply to it. MSF bases its decisions on risk analysis of these projects and on the balance between risks incurred by its teams, the beneficiaries and the added value created by its operations in terms of life-saving activities. This will generate emotional intensity that is not always easy to manage. Expatriates must be aware of this possibility.

MSF may also have to deal with crisis situations involving its teams (death, kidnapping). MSF will do its utmost to ensure that its members are quickly returned safe and sound.

This means that expatriates must be aware of this possibility and reflect on it before making the decision to leave for the field. A critical incident involving expatriates may have direct consequences not only for themselves but also on their family and friends. This means that expatriates must provide the necessary information for the organisation to handle such incidents.


5 LiVinG toGetHer in a muLtiCuLturaL exPatriate team

As part of its principles, MSF has decided to work in close proximity to populations and beneficiaries . This desire to be on the ground requires the presence of expatriates in the field who will share professional situations and live together as a community, often in very close quarters. Living together in such a multicultural environment requires certain interpersonal and psycho-affective skills, an open mind and consideration of the community , the ability to compromise and respect for others and being respected by them.

6 worKinG in an interDiSCiPLinary team

MSF’s activities in these different areas require the recruitment of different professional profiles and skills. The organisation ensures that competencies are developed according to needs, growth and development of the organisation. Although it is a medical organisation, which requires the recruitment and deployment of 50% medical (doctors, surgeons, anaesthetists, emergency doctors and gynaecologist-obstetricians) and paramedical personnel (nurses, midwives, pharmacists, psychologists, health promoters and anthropologists), MSF also recruits non-medical personnel (financial analysts, accountants, architects, electricians, biomedical technicians, vehicle mechanics, laboratory technicians, administrators, human resource managers, journalists, lawyers, political scientists, etc.).

Working within MSF thus involves working collaboratively as part of an interdisciplinary team.

This leads to multiple challenges, including the ability to work while recognising other people’s views; issues involving different professional and cultural identities among expatriates; issues relating to professional relationships between expatriates and national personnel contracted by MSF and/or national personnel from the Ministry of Health and managerial issues.

7 new roLeS: manaGer anD SuPerViSor

In additional to their professional skills as doctors, nurses, accountants, logistics specialists, psychologists, pharmacists, architects, suppliers, etc., expatriates leaving for the field will also learn to develop managerial and supervisory skills. This means becoming aware of their role as a managerial supervisor of a team they are responsible for and their training role within the framework of development and professional activities

These new responsibilities include the topics addressed above: a new cultural, political and security environment, the level of education of colleagues, the situation in the field, the operational context, needs, individuals, team size, etc.

8 StreSS anD me, or How i manaGe my own StreSS

Being an expatriate, discovering a new organisation, a new skill, taking on new professional roles and responsibilities , far from family and friends, leaving your professional and personal comfort zone, sometimes being thrown into violent situations (war, natural disasters, suffering and pain), having limited human and material resources to carry out the work, feeling out of your depth due to the situation, the workload, not finding a way to avoid a conflict within a team and so many other factors can generate a certain level of stress and impact your physical and mental well-being and that of your colleagues.

It is up to each individual as well as the organisation to watch over the psychological and physical well-being of everyone and to put into place mechanisms to prevent and manage stress.


BOOKlet for Learner

b. environmentS & contextS08mSF worKinG enVironmentS anD oPerationaL ContextS

The professional situations described are also centred on the contexts and roles encountered as part of the professional activity. However, the special context of the work of an NGO like MSF means that multiple possible environments and constraints must be considered, connected to a wide range of factors. These environments must also be taken into account when organising training and supervision.

E.g. security, zone with regions of armed conflict.

Highly varied epidemiological health risks according to region.

Working in partnership or independently from the Ministry of Health.

Type of health system organisation.

Variable human, material and financial resources.

Varied geographical context, e.g. isolated areas.

What stage the project is at in the project management cycle (launch, implementation, ending, etc.).

Type and size of facility (number of inpatient beds, for example).

Type of activities organised by MSF.


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definitionS of QUaLity criteria for profeSSionaL practiceS reLated to tHe ppd ( )

09

1 Ethics (meta-criterion)2 Accessibility3 Patient and community-based approach4 Assertiveness5 Autonomy6 Collaboration7 Consistency

8 Confidentiality9 Continuity10 Creativity11 Efficiency12 Empathy13 Flexibility14 Integrity (or congruency)15 Cross cultural/diversity16 Inter-professionalism

17 Motivation18 Participation19 Critical thinking20 Relevance21 Reflection22 Responsibility23 Acknowledgement24 Rigour25 Security

1 | etHiCS meta-criterion. The art of guiding one’s personal and professional conduct and practices based on analysing the appropriateness, meaning and issues linked to respect for or transgression of human value systems, as part of various issues relating to cooperation, development, training, management, health, construction, communication, etc. or multiple potentially conflicting values. Ethics are understood through an action or reflection on a situation, prior to commitment and making a decision. Ethics are asserted with respect to oneself, others and society, always in unusual contexts. It requires a multidisciplinary nature, thinking collectively and the ability to entertain doubts.

As such, ethical questioning is part of knowing how to act appropriately in a situation, according to the complex nature of the situation. For this, one should not resort to a single standardised procedure for applying principles, as may sometimes be suggested if applying reductionists concepts.

2 | aCCeSSiBiLity The promotion of various types of geographical, financial and cultural conditions and factors that allow people to benefit from human and material resources. This accessibility relates to care recipients as well as healthcare professionals and any other stakeholder.

3 | Patient- anD Community-BaSeD aPProaCH An attitude looking to understand how the patient or community perceives and characterises their health issues. This is not reduced to the biomedical dimension alone, but is considered from an overall, psycho-social and anthropological perspective,

focused on the individual. It is an open approach that looks at the living conditions of the patient and the community, the social and cultural context and the effect of the situation on their needs and expectations. It is a professional attitude that devotes time to the patient and the community, which involves them in decisions that affect them with an approach of genuine partnership, aiming for autonomy for the individual or group, while demonstrating empathy and avoiding any moralising.

4 | aSSertiVeneSS This is stating and asserting one’s point of view. It means expressing and arguing for one’s ideas, practices, methods, opinions, needs or emotions without ignoring or demeaning the opinions, needs, feelings, etc. of others.

5 | autonomy A quality of a person or a group of people to independently and responsibly make decisions based on information and that are consistent with one’s own values.

However, the autonomy sought is not autocratic, aiming for a self-sufficient individual. On the contrary, it is asserted during interactions, e.g. between the patient and health professional, within their teams with their colleagues, or between the trainee and the trainer, with a relational and mutual empowerment perspective.

Respecting autonomy is one of the key values to take into account when thinking about the ethics of health actions.


6 | CoLLaBoration (between departments, logistics specialists, financial specialists, head of human resources), supervision and coordination teams, Ministries, etc.). The organisation of work between individuals (professionals and/or trainees), based firstly on recognition of the other and secondly on the interaction, integration, cooperation, consensus, coordination and communication processes aiming to achieve shared objectives using existing resources.

7 | ConSiStenCy Use of a logical approach for a speech, idea, act or project which does not contain internal contradictions. It requires attempts to streamline and structure.

8 | ConFiDentiaLity This means setting up the methods necessary to avoid information from being shared by any means (paper file, orally, electronically, etc.) outside of those individuals who are concerned and authorised to do so.

9 | Continuity A quality based on seeking to carry out an activity or project without interruption, incorporating the necessary adjustments via regular re-evaluations and calling for the necessary resources in turn.

10 | CreatiVity Opening the fied of possibilities, innovation, originality and eclectism, under the spur of curiosity and constraint. It requires involvement, risk taking, self-confidence and critical thinking. It gives access to other views of beings and situations.

11 | eFFiCienCy Considered use of human, financial and material resources in order to promote high-quality actions that are more effective and provided at a lower cost.

12 | emPatHy Centred on the perception, recognition, acknowledgement of the emotions of and understanding of what others (individuals or groups) feel (physically and mentally), while maintaining a valid presence. It requires the absence of judgement or stereotypes (e.g. cultural) and the expression of the human qualities of respect, attentiveness, availability, tolerance and self-awareness.

13 | FLexiBiLity Ability of an individual or group to adjust to changing situations, get out of their comfort zone and respond constructively. Flexibility requires dealing with individuals’ limits in terms of what they can deal with via an approach that is understanding of the individual and conducted responsibly by the organisation.

14 | inteGrity (or congruence). Ability of an individual to maintain consistent interaction between their actions and their personnel and professional values.

15 | interCuLturaLity/DiVerSity This is the awareness and genuine understanding that each individual and community (within their team, organisation, community or with patients, etc.) is unique, based on recognition of the complexity of individual and group differences and similarities.

This can be based on ethnic group, sexual orientation, socio-economic status, age, physical capacity, professional identity, religious beliefs, political beliefs, etc.

16 | inter-ProFeSSionaLiSm A team that works in an inter-professional manner is able to use the common conceptual framework, methods and shared resources in ways that promote effective teamwork.

17 | motiVation A dynamic state that influences one’s commitment and perseverance with respect to a specific activity, which is a determining factor for starting off in a certain direction with the desired intensity until success is achieved or there is an interruption.

18 | PartiCiPation This is voluntary involvement in activities and decisions.

19 | CritiCaL tHinKinG Critical thinking is a systematic approach applying intellectual rigour, which examines and evaluates a given proposal, seeking to discern and discuss it with the aim of clarifying and analysing it in a clear-headed manner. Critical thinking requires stepping back from one’s beliefs and image, as well as those of others and from commonly accepted views.

20 | reLeVanCe A quality of an appropriate approach which is meaningful for the individual or stakeholders involved. It is linked to the outcomes. It refers to whether the questions, actions and solutions applied to a situation are well founded, based on knowledge and consensus.


BOOKlet for Learner

21 | reFLeCtion An approach consisting of reflecting on one’s actions by analysing their consequences and comparing with other frameworks, references and experts with the aim of improving one’s professional practices. It requires being open to change with a critical perspective (linked to the ‘critical thinking’ criterion).

More specifically, reflexivity consists of an approach where one is aware of one’s own motivations, psycho-emotional state and one’s actions in a situation. It assists with the process of transforming, developing and adapting one’s actions. One’s practices are improved by reflection, in real time or after the fact, in particular by comparing various theoretical and methodological frameworks. Reflective practice requires having a good understanding of oneself, the organisation and constraints of the system. It is part of having an ethical approach.

22 | reSPonSiBiLity A quality of an action, relating to potential choices and their consequences, demonstrated by making decisions, individually or collectively. The decision can be argued with respect to legal, institutional and ethical frameworks (linked to the ‘ethics’ criterion). It involves continuous efforts to acquire knowledge and work collectively.

23 | aCKnowLeDGement An attitude that promotes social exchange, reciprocity and protection from mental harm, especially from disregard. Acknowledgement relates to the individual, with their needs and preferences, as well as moral autonomy and equal rights, social esteem and fair recompense.

Acknowledgement promotes exchange and reciprocity as it promotes the involvement, investment and the participation of the individual in the group and increases the expression of each individual’s and the group’s potential. At the same time, it strengthens the expression of identity and social links as well as contributing to maintaining and increasing motivation.

24 | riGour A systematic process which allows different types of situations to be tackled with intellectual precision and honesty, both in terms of the scientific method and ethics. It defines the state of an action within a rational approach, from its design to its implementation. It uses knowledge, logic, methods, skills and reflexivity.

25 | SeCurity A systematic approach for preventing and anticipating exposure to risks (physical and mental) for individuals and material goods.

definitionS of QUaLity criteria09


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training target groUp10This relates to meeting the selection criteria in order to increase the overall efficiency and effectiveness of the training, linked in particular to a competency- and professional development-based teaching approach.

traininG tarGet GrouP

Expatriates first time with MSF

National staff becoming expatriates

Mobile Implementation Officer without MSF experience

Expatriates with less than 3 months MSF experience (to be discussed case by case)

SeLeCtion Criteria For tarGet GrouP

Any professional hired by MSF, who commits for the first time as expatriate staff, will be offered a preparation to primary departure training.

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Documents

BOOKlet for Learner - homepages.ulb.ac.behomepages.ulb.ac.be/~ndacosta/download/perPubScripts/download/… · oneSeLF anD otHer S 2.1. To learn to understand oneself 2.2. To step