Phase 1
Benchmarking
Benchmarking is a tool, and it is a relevant process used to understand the best standards and make organisational improvements to achieve such standards [2]. In setting up a new organisation, the benchmarking process aims to draw on strengths and avoid pitfalls, thus ensuring the developmental process is of the highest possible standard.
Benchmarking is tracking and defining the best performance standards in a function or group of functions for a specific private or public organisation. It identifies areas where the organisation is keen to point out actionable insights, shortlisting other companies/industries to benchmark, collecting data, and studying gaps between them. Benchmarking focuses on best practices to identify subsequent actions and strives for continuous improvement to maintain a competitive edge. The Xerox Corporation first started in the 1970s, and since then, several organisations have accepted the value this process brings in improving practices and productivity. Today, benchmarking is critical for organisations that want to remain relevant in the market and stay ahead of the competition. It is used widely in health services and educational development.
The country selection for the benchmarking process was based on health system performance with advanced public health services and economies to the selected nations and representation for different continents. For example, all could be members of the G20. The United States of America (USA) has been included as it is a permanent point of reference despite not having the most robust health system. Other countries selected were the United Kingdom (Europe), Canada (Americas), South Korea (Asia) and Australia (Oceania). Other organisations included in benchmarking were the European CDC and WHO Academy.
The aim of these case studies is to learn how countries and international organisations achieve good public health performance and develop their workforce through education, training, and continuous professional development. The countries' dimensions were reviewed for the political and socioeconomic backgrounds, health system overview, public health workforce, and available public health training programmes.
Research Methods for Phase 1:
Research methods used to extract country information include:
Literature search: A quick search using Google Scholar and other academic electronic databases such as PubMed with key search terms such as “USA, UK, Australia, Canada, South Korea, public health, academies, training, competencies, schools” to explore the available literature on the academies of public health. There was a limited number of relevant research papers on the topic.
Grey literature: Through an internet search, organisational websites were visited in the relevant countries for public access information such as published reports, annual reports, and social media. The snowballing technique was used to ensure as much information as possible. The term ‘academy’ is not used widely; hence, the focus was on public health workforce ‘development’ and improving public health practice standards. Although all accept the same definition, the term “public health" is used differently in different countries.
Personal contacts: Key contacts were approached from the respective countries to acquire first-hand information as well as to receive direction on the relevant material regarding important documentation and evidence about the public health workforce development and training for our benchmarking process.
Influencing factors: This method aims to collect as much information on key internal and external factors (political, economic, social, technological) that influence the public health workforce development. Furthermore, how such factors could influence the educational and training needs in each of the five countries was analysed, and lessons were drawn.
Snyder’s phases: Snyder's method was selected for identifying and structuring the phases for our country reports. These phases are usually utilised for literature/scoping reviews and adapted for this project's public data review. The purpose of the phases was to organise the task and follow a logical order. The questions are a reflective exercise followed throughout the process to continuously evaluate the deliverable's usefulness continuously [3]. This tool helped align the competencies of a multi-disciplinary team to the task.
It must be noted that besides Snyder’s structured phases, an adaptation of the “Guidelines to assess the quality of a literature review” was used. Only questions relevant to our data were used, differing from the requirements of other varieties, such as a quantitative systematic literature review.
Targeted data analysis included public online resources such as health institutes, ministries of health and education, and related dependencies in an integrative manner to extract the main ideas and relationships for the purpose critically.
Phase 2
Situation Analysis
A situation analysis was conducted to identify internal and external factors that might affect the Academy and help identify and understand the target market, necessary capabilities, and the industry in which it will operate. The analysis included an extensive review of available literature and market research, related parties’ strategic plans and goals, interviews with key internal and external stakeholders, and a focus group with potential trainees.
In this ‘developmental’ strategy, a triangulated multiple methods were used to develop the strategy. A mixed-method approach like triangulation, which combines different viewpoints, might yield a complete data picture with less bias than other research methods. This method is one of the most cited reasons to enhance data validity through combining qualitative and quantitative techniques [4].
Data Collection
Various methods were used to collect and analyse data to meet the study objectives and draw conclusions on the current gaps in public health skills across the specified region.
The first method employed was to review and analyse available literature, including grey publications and official government reports. Websites of organisations, universities, and the Ministry of Health in the region were also visited in order to review titles relating to public health education and training or the Department of Public Health with active education and training. The curriculum of the courses, when available, and any defined competencies were also looked at. Additionally, the current regulatory mechanism of public health professionals’ education and training courses approval was examined.
Furthermore, potential beneficiaries of identified courses were also contacted, including public health practitioners from various fields. Focus groups were organised to raise questions about the learning needs. This was followed by a comparison and analysis of course types, including self-learning, to bridge the gap identified by the leaders in the focus groups and the literature. Findings were discussed with opinion leaders, and conclusions were drawn to serve the strategic and operational plan. This process was completed with the help of stakeholders’ interviews, both internally and externally.
The data collected and analysed through these methods demonstrated the current gaps in public health skills across the specified region. This data was used to draw conclusions and create a strategic and operational plan to bridge the gap. The results of this research can potentially improve the quality of public health services in the region, leading to better health outcomes for the population.
Desk Research:
An extensive literature review was conducted through search engines and databases. The search provided an excellent baseline on the current situation worldwide and in the Kingdom. Specifically, it highlighted structured and established training offers and ad hoc courses dedicated to enhancing public health workforce skills and strengthening infrastructures. All relevant parties have been analysed regarding their initiatives, plans, and strategies, where needs and related recommendations were included as part of the research findings under each organisation.
Interviews:
First, key leaders of all relevant external stakeholders were interviewed virtually for one hour about their organisations’ training needs in public health and supporting skills. The findings showed the current gaps in service training needs, shortages in public health skills across the Kingdom, and potential desirable courses that support the organisation's functions.
Second, internal stakeholders’ interview: Eight senior managers and professionals at the ‘Saudi CDC’, including the Deputy Chief Executive, were interviewed virtually by the Project Team. The focus of these interviews was on the composition of the work within each team, their background and training needs, relevant stakeholders, and partners’ training needs, the direction for the Academy, the priority areas for the Academy, and pertinent questions to the section/unit speciality of each leader interviewed.
Focus Group:
Focus group meeting with potential trainees (beneficiaries) where 28 colleagues with different backgrounds in public health (medical and non-medical) attended at different career development levels. They came from almost all stakeholders with public health functions. A half-day virtual meeting focusing on training needs to improve skills, enhance career, and increase quality and productivity has crystalised some key points on the direction the Academy steers. Seventeen of the participants completed a follow-up questionnaire.
Phase 3: Vision and Mission
After the situational analysis, we were able to identify the main vision and mission of the Academy with the approval of the Chief Executive Officer. Its values and principles of service were also determined. The Academy's work was shaped through various themes to ensure effectiveness, comprehensiveness and a realistic approach to its vision and mission. Phases 1 and 2 allowed us to come up with conclusions on the targets, and we divided them into themes and aligned them with stakeholders. These themes are built to deliver the transformation needed for the public health workforce and structure within the Kingdom and a workforce fit-for-purpose in an environment of learning excellence with the full engagement of all relevant stakeholders across the Kingdom and beyond whilst managing the available resources effectively. However, we also had to analyse the risks and understand the gaps by SWOT, PESTEL, and gap analyses. Targets identified in the operational plan were essential to grow a new organisation or multidimensional programme: development, delivery, and measurement.
A SWOT analysis was conducted to clearly show the Academy’s strengths and weaknesses, its opportunities, and the threats it may face. A gap analysis was also undertaken to define the current situation, compare it to the desired state, and describe some remedies to bridge the identified gaps. Finally, external factors such as political, economic, sociocultural, technological, ecological, and legal factors were identified, which may influence the strategic direction.