Nebraska Department of Health and Human Services. Division of Public Health. Workforce Development Plan

Transcription

1 ERF 3.3.a.1. DHHS Workforce Development Plan Nebraska Department of Health and Human Services Division of Public Health Workforce Development Plan

2 Acknowledgments We would like to thank the Office of Public Health Practice at the University of Nebraska Medical Center, College of Public Health for the development, implementation, and reporting of the needs assessment used to develop this plan. In particular, we appreciate the assistance of: Brandon Grimm, PhD, MPH Kathleen Brandert, MPH, CHES Samuel T. Opoku, MD We would also like to thank the following individuals at the Nebraska Department of Health and Human Services, Division of Public Health for their assistance and support in the design and implementation of this workforce development plan: Joe Acierno, Chief Medical Officer, Director of the Division of Public Health Judy Martin, Deputy Director, Community and Environmental Health Section Sue Medinger, Administrator, Community and Rural Health Planning Unit David Palm, Administrator, Office of Community Health and Performance Management Colleen Svoboda, Performance Improvement Manager, Office of Community Health and Performance Management Paula Eurek, Administrator, Lifespan Health Services Unit Ming Qu, Administrator, Epidemiology and Informatics Unit Bob Semerena, Administrator, Investigations Unit Sue Semerena, Administrator, Environmental Health Unit Kay Wenzl, Administrator, Health Promotion Unit Jeff Soukup, Program Manager, Tobacco Free Nebraska Program Jamie Hahn, Program Manager, Heart Disease & Stroke Prevention Program and Living Well Program Kathy Hickox, Child Care Inspection Specialist, Licensure Unit Questions The Office of Community Health and Performance Management is responsible for the development and maintenance of this plan. Please contact this Office with any questions. 2

3 TABLE OF CONTENTS PURPOSE AND INTRODUCTION 4 DIVISION PROFILE 5 WORKFORCE PROFILE 6 DEMOGRAPHICS 6 FUTURE WORKFORCE 7 POTENTIAL BARRIERS 7 SECTION ONE: COMPETENCY ASSESSMENT RESULTS 8 COMPETENCY ASSESSMENT 8 UNIT LEVEL ANALYSIS AND FOCUS GROUPS 9 OVERALL PERCEIVED IMPORTANCE 9 OVERALL PERCEIVED CAPACITY 10 INDIVIDUAL COMPETENCIES 10 Analytical/Assessment Skills 12 Basic Public Health Sciences Skills 13 Communication Skills 14 Cultural Competency Skills 15 Community Dimensions of Practice Skills 16 Financial Planning and Management Skills 17 Leadership and Systems Thinking Skills 18 Policy Development and Program Planning Skills 19 SKILL AREAS 20 SECTION TWO: LEARNING CULTURE AND STYLE 21 SECTION THREE: OVERALL TRAINING NEEDS 23 IMPLEMENTATION 24 EVALUATION AND TRACKING 24 SECTION FOUR: UNIT LEVEL PRIORITIES 25 Community and Rural Health Planning Unit 26 Environmental Health Unit 31 Epidemiology and Informatics Unit 36 Vital Records Unit 41 Health Promotion Unit 44 Investigations Unit 49 Licensure Unit 54 Lifespan Health Services Unit 59 Administrative Support Staff 64 APPENDICES 69 APPENDIX A. NEBRASKA DIVISION OF PUBLIC HEALTH ORGANIZATIONAL CHART 70 APPENDIX B. TRAINING SCHEDULE TEMPLATE 80 APPENDIX C. SIGN IN SHEET TEMPLATE 81 APPENDIX D. COMPETENCY SKILLS FOR UNIT RESULTS 82 APPENDIX E. COMPETENCY SKILLS FOR ADMINISTRATIVE SUPPORT STAFF RESULTS 84 3

4 Purpose and Introduction Training and development of the workforce is one part of a comprehensive strategy for improving the performance of an agency. Identifying gaps in knowledge, skills, and abilities through the assessment of both organizational and individual needs, and addressing those gaps through targeted training and development opportunities is an important part of this work. This document provides a comprehensive workforce development plan for the Nebraska Department of Health and Human Services (DHHS), Division of Public Health. The DHHS is made up of six Divisions that include 1) Behavioral Health, 2) Children and Family Services, 3) Developmental Disabilities, 4) Medicaid and Long-Term Care, 5) Public Health, and 6) Veterans Homes. The Division of Public Health serves as the state health department. To begin this process, the Office of Public Health Practice at the University of Nebraska Medical Center, College of Public Health (COPH) conducted a comprehensive assessment of the workforce education and training needs of the Department of Health and Human Services, Division of Public Health. Two surveys, one for administrative support staff and one for all other staff, were developed by a committee that included representation from all Units within the Division of Public Health and from the COPH, Office of Public Health Practice. The surveys were based on a 2010 modified version of the Council on Linkages between Academia and Public Health Practice. After they were piloted and finalized, online surveys were sent to Division of Public Health staff and administrative staff in November The results of the survey were used to identify priority workforce education and training needs. Improving the skills and competencies of the Division s workforce is essential in building a high performance public health system. Fundamental to this work is identifying gaps in knowledge and skills through the assessment of needs and addressing those gaps through targeted training and development opportunities. Health departments must have a competent workforce with the skills and experience needed to perform duties and to carry out each department s respective mission. This document provides a comprehensive workforce development plan for the Nebraska DHHS Division of Public Health. The survey results were also used to meet the Public Health Accreditation Board s (PHAB) standards for accreditation. One of the PHAB standards is to ensure a competent workforce through the assessment of staff competencies, and the provision of a supportive work environment. To meet this standard, a health department must develop and implement a workforce development plan. This plan is divided into four sections. The first section presents the results of the survey in which respondents were asked to indicate the level of importance and the degree to which they are capable of performing activities in eight domains. The second section describes the respondents preferences for training formats (e.g., workshops or web-based) and to identify the major reasons for training (e.g., broaden skill base). In the third section, the Division-wide priority training needs are identified for the next two to three years. The final section breaks down the training needs by the Units in the Division. 4

5 Mission and Vision Location and Population Served Governance Organizational Structure Learning Culture Workforce Resources Division Profile The mission of the Nebraska DHHS Division of Public Health is Helping People Live Healthier Lives and the vision is A Healthy and Safe Nebraska Everyone, Everywhere, Every Day. The Division has a strategic plan that includes some workforce development activities. The Division of Public Health is the state health department and serves the entire state of Nebraska. The population of the state is just over 1.8 million. The Division of Public Health collaborates with 20 county and regional local health departments that provide public health coverage to Nebraska. The Division of Public Health is one of six divisions of the Department of Health and Human Services. The six Division Directors report to the Department s Chief Executive Officer, who in turn reports to the Governor. The Division is divided into two sections: Health Licensure and Data and Community and Environmental Health. Within these two sections, there are a total of nine Units (see organizational chart in Appendix A). The Division of Public Health strives to promote a culture of lifelong learning and quality improvement. This workforce development plan supports that culture by identifying workforce competencies, gaps, and training needs to help focus learning opportunities. The Department of Health and Human Services makes trainings available to staff on a variety of topics through its Employee Development Center. Supervisors also have the flexibility to allow staff to participate in conferences and educational opportunities developed by other entities as budgets allow. 5

6 Workforce Profile This section provides a description of the Division of Public Health s current and anticipated future workforce needs. Demographics Category Number (as of July 2014) Total number of employees 460 Number of full-time equivalents (FTE) Number of employees by age category 1.0 FTE 0.9 FTE 0.5 FTE 0.4 FTE 0.25 FTE Vacancies < >70 Number of employees by primary professional disciplines Leadership/Administration 1 Health Program Managers 2 Nurse Drinking Water Specialists Other Environmental Health Specialists, Scientists, or Technicians Epidemiologists Health Surveillance and Data Analysts Health Educators Nutritionists Information Systems Specialists Administrative Support Staff Licensure Specialists Investigations Specialists Employees less than 5 years from retirement 3 Employees less than 10 years from retirement (23 percent) 199 (43 percent) 1 Includes Director, DHHS Administrators I and II, Health Section Administrator, and Discretionary Non-Classified 2 Includes DHHS Program Managers, Health Program Managers, and Program Specialists 3 This includes employees age 61 and older (a retirement age of 66 was used for this calculation). 4 This includes employees age 56 and older (a retirement age of 66 was used for this calculation). 6

7 Future Workforce Based on the demographics of the Division of Public Health workforce, one of the key issues that needs to be explored is the aging of the workforce. Currently, about 65 percent of the workforce is 50 years or older. It is estimated that about 23 percent of the public health workforce is less than five years from retirement and 43 percent less than 10 years from retirement. A significant number of skilled workers will retire in the next decade and the Division of Public Health will need to find skilled, younger workers to fill the gaps. In addition to recruitment, succession planning and leadership development are important to develop the existing workforce to fill some of the future gaps. Many formal education opportunities exist for public health workers in Nebraska and surrounding states, which should give the Division a recruitment pool. Internships and other work readiness opportunities could be developed to help train the future workforce and expose them to public health and state government. The other key issue is to continue to provide educational and training opportunities for employees related to the identified competencies. Workers on the job are encouraged to enhance their productivity and learn new skills and information. In the future the public health workforce will need to be proficient in using new technology to integrate data, understanding and working with culturally diverse communities and coalitions, managing finances in light of budget constraints, communicating with social media tools, developing linkages with private and public clinics and hospitals, addressing the social determinants of health, and understanding and applying performance and quality improvement techniques. Potential Barriers During the focus groups with each Unit, the participants were asked to discuss barriers that exist to workforce development and what capacity the Division has to overcome the barriers. One common theme that emerged was that it will be difficult to address the cultural competency skill area because it is such a broad area that contains so many components. Another barrier that was identified is a lack of resources and time to coordinate and organize workforce development opportunities. In terms of capacity, the Department of Health and Human Services has many resources available to the Division such as existing courses on topics such as conflict resolution, leadership, and supervision. In addition, the Division has staff members with expertise in some of the gap areas who could provide training (e.g., cultural competency and quality improvement). 7

8 Section One: Competency Assessment Results The Division of Public Health selected the Core Competencies for Public Health Professionals developed by the Council on Linkages between Academia and Public Health Practice to guide professional development. Competency Assessment Public Health competencies were assessed using a modified version of the Council on Linkages between Academia and Public Health Practice (Council on Linkages) Core Competencies for Public Health Professionals (Core Competencies) tool (Council of Linkages, 2010). The survey instrument was modified to reflect the needs of the Division of Public Health. Consensus on the modification was arrived at after stakeholder meetings and piloting. The instrument assesses the level of skill of respondents in carrying out essential public health functions across eight domains. The domains include the following: Analytical/Assessment Skills Policy Development/Program Planning Skills Communication Skills Cultural Competency Skills Community Dimensions of Practice Skills Public Health Sciences Skills Financial Planning and Management Skills Leadership and Systems Thinking Skills The surveys were administered to 494 public health and administrative support staff members from the following nine Units of the Division of Public Health: 1) Epidemiology and Informatics, 2) Investigations, 3) Licensure, 4) Vital Records, 5) Emergency Preparedness and Response, 6) Community and Rural Health Planning, 7) Environmental Health, 8) Health Promotion, and 9) Lifespan Health Services. A total of 312 individuals responded to the surveys, resulting in a response rate of 63.2 percent. The respondents were asked to indicate the level of importance and degree to which they are capable of carrying out each item in a given domain. Each item was ranked on a scale of 1 (I don t know / not applicable) through 5 (highly important) and 1(not applicable) through 5 (I am comfortable, an expert, could teach others) for importance and degree of capability (referred to capacity throughout this plan) respectively. The overall domain results reflect summary responses from competencies included in the overall domain to the moderately and highly important or comfortable and very comfortable response options. The individual competency results reflect responses to the moderately and highly important or comfortable and very comfortable response options. The not applicable and I don t know responses were excluded from the results and are reported as missing data. The results are summarized in Figures 1 through 10. 8

9 Unit Level Analysis and Focus Groups In addition to the Division competency assessment analysis, Unit level analysis was also completed. The data from the Unit level analysis were presented and focus group sessions were also led for each of the nine Units plus administrative/support staff to determine the top five to seven education and training priorities for the next 1-3 years (see Section Four for Unit level training priorities). Overall Perceived Importance The respondents rated the importance of the assessed public health competencies on a scale of 1 (Not applicable / I don t know) to 5 (Very important). Among the respondents who indicated that the competencies applied to their work, 82 percent indicated that the competencies included overall in the Analytic/Assessment Skills domain were moderately to highly important in their work. Leadership and Systems Thinking Skills (77 percent) was the next highest domain followed by Communication Skills (74 percent). Only 59 percent indicated that the competencies included overall in the Cultural Competency Skills domain were of moderate to high importance to their work. It is interesting to note that for the competency questions that make up these domains, the missing data (Not applicable and I don t know responses) ranges from 5 to 50 percent. Figure 1: Overall Perceived Importance of Competency Domains Moderate to High Importance* Analytic/Assessment Leadership & Systems Thinking Communication Basic Public Health Sciences Community Dimensions Policy Development & Program Planning Financial Planning & Management Cultural Competency 82% 77% 74% 72% 68% 67% 62% 59% 0% 20% 40% 60% 80% 100% *Reflects summary responses from competencies included in the overall domain of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects summary responses from competencies included in the overall domain responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and range from 5% to 50% missing data across all measures. 9

10 Overall Perceived Capacity The respondents rated their perceived capacity in the assessed public health competencies on a scale of 1 (Not applicable) to 5 (I am very comfortable, an expert; could teach this to others). Among the respondents who indicated that the competencies applied to their work, 83 percent indicated that they had moderate to high capacity to perform the competencies included overall in the Leadership and Systems Thinking Skills domain. Policy Development and Program Planning Skills (81 percent) was the next highest domain followed by Communication Skills (77 percent). Only 64 percent indicated moderate to high capacity to perform the competencies included in the Basic Public Health Sciences Skills domain. Figure 2: Overall Perceived Capacity of Competency Domains Moderate to High Capacity** Leadership & Systems Thinking Policy Development & Program Planning Communication Financial Planning & Management Analytic/Assessment Community Dimensions Cultural Competency Basic Public Health Sciences 83% 81% 77% 76% 76% 75% 70% 64% 0% 20% 40% 60% 80% 100% *Reflects summary responses from competencies included in the overall domain of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects summary responses from competencies included in the overall domain responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and range from 5% to 50% missing data across all measures. Individual Competencies For each domain, types of individual competencies were analyzed to assess the level of importance, as perceived by respondents as well as the perceived capacity of respondents to perform the competency. The level of importance was ranked on a scale of 1 (Not applicable / I don t know) to 5 (Highly important). Figures 3 to 10 illustrate the perceived level of importance and capacity for each competency in the eight domains. The level of capacity was ranked on a scale of 1 (Not applicable) to 5 (I am very comfortable, an expert; could teach this to others). 10

11 The individual competency results reflect responses of moderately and highly important or comfortable and very comfortable response options. The not applicable and I don t know responses were excluded from the results and are reported as missing data. When reviewing the results, it is important to keep in mind that while staff may have perceived certain skills as important, those skills may not be perceived as training needs. In some cases, the results show that staff perceived they had sufficient capacity in skill areas that were deemed important (so they are not training needs). The skill areas that staff perceived as important and in which they perceived they had less capacity are topics that are suitable for additional training. In addition, training needs vary by Unit and within each Unit. 11

12 ANALYTICAL/ASSESSMENT SKILLS 1. Assess the health status of populations and their related determinants of health and illness 2. Identify factors to measure public health conditions 3. Use public health data and information in daily work 4. Employ ethical principles in the collection, maintenance, use, and dissemination of data and information 5. Distill results from data relevant to the community or population served 6. Use information technology (i.e. databases) to collect, store, and retrieve data For the Analytical and Assessment Skills domain, six competencies were examined. The top two competencies that respondents who indicated that the competencies applied to their work perceived as moderately to highly important to their work were 1) Employing ethical principles in the collection, maintenance, use, and dissemination of data and information (92 percent) and 2) Using information technology (i.e., databases) to collect, store, and retrieve data (92 percent). In terms of perceived capacity to meet the competencies, 84 percent of staff who completed the survey indicated that they had moderate to high capacity with Employing ethical principles in the collection, maintenance, use, and dissemination of data and information and 83 percent with Using public health data and information in daily work. The competency that had the largest variance between importance and capacity was Using information technology (i.e., databases) to collect, store, and retrieve data. For employees to whom this applies, this is an area that may require training. Figure 3: Importance and Capacity of Analytical and Assessment Skills, by Competency Assess Health Status Factor Identification Daily Use of PH Data Data Ethics Distill Results I.T. Use Moderate to High Importance* Moderate to High Capacity** 75% 68% 75% 65% 76% 83% 92% 84% 79% 73% 92% 78% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and range from 6% to 27% missing data (i.e., NA and "I don't know") across all measures. 12

13 BASIC PUBLIC HEALTH SCIENCES SKILLS 1. Explain public health purpose to those NOT in Public Health 2. Describe the core public health functions (i.e. assessment, assurance and policy development) 3. Identify the ten essential services of Public Health 4. Locate and use scientific evidence to address a public health issue, concern, or intervention 5. Know who to contact or where to find laws, regulations and procedures for research, surveillance and evaluation o For the Basic Public Health Sciences Skills domain, five competencies were assessed. The top two competencies that respondents who indicated that the competencies applied to their work perceived as moderately to highly important to their work were 1) Knowing who to contact or where to find laws, regulations and procedures for research, surveillance and evaluation (89 percent) and 2) Locating and using scientific evidence to address a public health issue, concern, or intervention (79 percent). In terms of perceived capacity to meet the competencies, 78 percent of respondents indicated that they had moderate to high capacity with Knowing who to contact or where to find laws, regulations, and procedures for research, surveillance, and evaluation and 78 percent with Explaining public health purpose to those NOT in Public Health. The competency that had the largest variance between importance and capacity was Identifying the ten essential services of Public Health. In this domain, it is interesting to see that staff perceive the importance and perceive their capacity as lower in the competencies that address the foundation of public health (core functions and ten essential services). Awareness of basic public health fundamentals should be standard to every public health employee. Figure 4: Importance and Capacity of Basic Public Health Sciences Skills, by Competency Moderate to High Importance* Moderate to High Capacity** Explain Public Health Purpose Describe Core Functions Identify 10 Essential Services Locate and Use Scientific Evidence Find Laws, Regulations, etc. 32% 59% 54% 52% 77% 78% 79% 73% 78% 89% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 5% to 26% missing data (i.e., NA and "I don't know") across all measures. 13

14 COMMUNICATION SKILLS 1. Develop health information at appropriate literacy levels 2. Assess the health literacy of populations served (Can the population understand the information provided?) 3. Use a variety of print approaches to disseminate public health information 4. Use a variety of social media approaches to disseminate public health information 5. Communicate in writing and electronically with proficiency 6. Give oral presentations with confidence and skill 7. Present scientific information for use by professional and lay audiences 8. Apply appropriate group facilitation techniques For the Communication Skills domain, eight competencies were assessed. The top two competencies that staff who indicated the competencies applied to their work perceived as moderately to highly important were 1) Communicating in writing and electronically with proficiency (99 percent) and 2) Giving oral presentations with confidence and skill (83 percent). In terms of perceived capacity to meet the competencies, 97 percent and 88 percent of respondents respectively indicated that they had moderate to high capacity with the same two competencies. The competencies that had the largest variance between importance and capacity were 1) Assessing the health literacy of populations served and 2) Using a variety of social media approaches to disseminate public health information. The results from this domain seem to indicate a need for workforce training in assessing health literacy and dissemination of public health information using a variety of approaches including social media. The training should include education related to the Division social media policy. Figure 5: Importance and Capacity of Communication Skills, by Competency Develop Health Information Assess Health Literacy Print Approaches Social Media Approaches Communicate in Writing Give Oral Presentations Present Scientific Information Apply Group Facilitation Moderate to High Importance* Moderate to High Capacity** 49% 57% 63% 66% 61% 80% 75% 76% 83% 88% 76% 81% 66% 71% 99% 97% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 3% to 30% missing data (i.e., NA and "I don't know") across all measures. 14

15 CULTURAL COMPETENCY SKILLS 1. Incorporate strategies for interacting with persons from diverse backgrounds 2. Consider the role of cultural, social, and behavioral factors in the accessibility, availability, acceptability and delivery of public health services 3. Respond to diverse needs that are the result of cultural differences 4. Explain the dynamic forces that contribute to cultural diversity 5. Describe the needs for a diverse public health workforce 6. Assess public health programs for their cultural competence For the Cultural Competency Skills domain, six competencies were assessed. The top two competencies that staff who indicated the competencies applied to their work perceived as moderately to highly important were 1) Incorporating strategies for interacting with persons from diverse backgrounds (81 percent) and 2) Considering the role of cultural, social, and behavioral factors in the accessibility, availability, acceptability and delivery of public health services (76 percent). In terms of perceived capacity, 76 percent and 67 percent of staff respectively indicated that they had moderate to high capacity with the same two competencies. The competencies that had the largest variance between importance and capacity were 1) Assessing public health programs for their cultural competence and 2) Explaining the dynamic forces that contribute to cultural diversity. These may be areas that require training. Figure 6: Importance and Capacity of Cultural Competency Skills, by Competency Describe Needs for Diverse Workforce Assess Public Health Programs Moderate to High Importance* Incorporate Strategies Consider Role of Factors Respond to Diverse Needs Explain Dynamic Forces Moderate to High Capacity** 81% 76% 67% 76% 63% 74% 47% 61% 52% 61% 42% 59% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 6% to 36% missing data (i.e., NA and "I don't know") across all measures. 15

16 COMMUNITY DIMENSIONS OF PRACTICE SKILLS 1. Develop and maintain productive partnerships with key stakeholders 2. Ensure participation of key stakeholders 3. Use appropriate facilitation techniques to encourage community involvement 4. Distinguish the role of governmental and nongovernmental organizations in the public health system 5. Inquire about and use available community assets and resources 6. Use community input when developing public health policies and programs 7. Promote Division of Public Health policies, programs, and resources to communities or populations served For the Community Dimensions of Practice Skills domain, seven competencies were assessed. The top two competencies that respondents who indicated the competencies applied to their work perceived as moderately to highly important were 1) Developing and maintaining productive partnerships with key stakeholders (87 percent) and 2) Ensuring participation of key stakeholders (84 percent). For perceived capacity, 82 percent and 73 percent of staff respectively indicated that they had moderate to high capacity with the same two competencies. The competencies that had the largest variance between importance and capacity were 1) Using community input when developing public health policies and programs and 2) Ensuring participation of key stakeholders. Training opportunities should be explored in these areas for employees who find these competencies particularly relevant. Figure 7: Importance and Capacity of Community Dimensions of Practice Skills, by Competency Develop and Maintain Partnerships Ensure Stakeholder Participation Use Appropriate Facilitation Distinguish Role of Organizations Inquire and Use Assets and Resources Moderate to High Importance* Use Community Input Promote Division Policies Moderate to High Capacity** 87% 82% 84% 73% 69% 62% 68% 62% 70% 68% 69% 57% 76% 69% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 15% to 34% missing data (i.e., NA and "I don't know") across all measures. 16

17 FINANCIAL PLANNING AND MANAGEMENT SKILLS 1. Develop a program budget 2. Manage programs in light of budget constraints 3. Develop budget priorities based on federal, state, and local guidance 4. Write effective grant proposals 5. Develop contracts, sub grants and other service agreements 6. Manage and monitor contracts, sub grants and other service agreements For the Financial Planning and Management Skills domain, six competencies were assessed. This was the domain that had the largest amount of missing data (i.e., not applicable and I don t know responses) ranging from 39 percent to 50 percent for the different competency questions. It should be noted that when broken out by Unit, some Units perceived some of these competencies as more important. Those that ranked these competencies higher in terms of both importance and capacity were the Community and Rural Health Planning, Health Promotion, Lifespan Health Services, and Public Health and Emergency Response Units. For those respondents who indicated that the competencies applied to their work, there was considerable variance between perceived importance and perceived capacity for most competencies. Training should be provided to staff for all of these competencies, especially to staff who are responsible for budgeting and management of funds. Figure 8: Importance and Capacity of Financial Planning and Management Skills, by Competency Moderate to High Importance* Moderate to High Capacity** Develop Budget Manage within Budget Constraints Develop Budget Priorities Write Grant Proposals Develop Agreements Manage and Monitor Agreements 77% 65% 79% 65% 78% 62% 71% 61% 75% 59% 74% 60% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 39% to 50% missing data (i.e., NA and "I don't know") across all measures. 17

18 LEADERSHIP AND SYSTEMS THINKING SKILLS 1. Use ethical practices as the basis of all interactions with organizations, communities and individuals 2. Describe how my individual program or Unit fits into the overall mission of the Division of Public Health 3. Describe how my individual program or Unit fits into the larger public health system 4. Aware of internal and external influences that may affect the delivery of public health services 5. Participate with stakeholders to identify key values and shared vision for the benefit of communities or populations served 6. Able to motivate team members 7. Able to participate in and resolve conflict productively 8. Modify individual practices with changing social, political, and/or economic situations For the Leadership and Systems Thinking Skills domain, eight competencies were examined. The top two competencies that respondents who indicated the competencies applied to their work perceived as moderately to highly important were 1) Using ethical practices as the basis of all interactions with organizations, communities, and individuals (96 percent) and 2) Ability to participate in and resolve conflict productively (89 percent). In terms of perceived capacity, 92 percent of staff indicated that they had moderate to high capacity to Use ethical practices as the basis of all interactions with organizations, communities, and individuals and 84 percent in Ability to motivate team members. The competencies that had the largest variance between importance and capacity were 1) Awareness of internal and external influences that may affect delivery of public health services and 2) Ability to participate in and resolve conflict productively. This may indicate a greater need for training. Figure 9: Importance and Capacity of Leadership and Systems Thinking Skills, by Competency Use Ethical Practices Program Fit into Mission of Division Program Fit into Public Health System Influences that May Affect Delivery Identify Key Values and Shared Vision Motivate Team Members Conflict Resolution Modify Individual Practices Moderate to High Importance* Moderate to High Capacity** 96% 92% 82% 80% 81% 80% 76% 61% 78% 68% 85% 84% 89% 78% 77% 69% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 5% to 28% missing data (i.e., NA and "I don't know") across all measures. 18

19 POLICY DEVELOPMENT AND PROGRAM PLANNING SKILLS 1. Locate and apply information relevant to public health policy issues (e.g. procedures, regulations and laws) 2. Describe the implications of public health policies 3. Develop work plans to implement programs 4. Develop work plans to implement policies 5. Manage programs consistent with public health laws and regulations 6. Develop evaluation plans to monitor programs for their effectiveness and quality 7. Conduct program evaluations 8. Use evaluation results (internal or external) to improve programs 9. Describe the purpose and value of public health programs in my Unit 10. Develop strategies for continuous quality improvement 11. Implement strategies for continuous quality improvement For the Policy Development and Program Planning Skills domain, eleven competencies were assessed. The top two competencies that staff who indicated the competencies applied to their work perceived as moderately to highly important were 1) Managing programs consistent with public health laws and regulations (89 percent) and 2) Locating and applying information relevant to public health policy issues (86 percent). In terms of perceived capacity, 75 and 79 percent of staff respectively indicated that they had moderate to high capacity with these same competencies. There was considerable variance between perceived importance and capacity for several of the competencies especially those related to evaluation and quality improvement. Training should be provided to staff for these competency areas. Figure 10: Importance and Capacity of Policy Development and Program Planning Skills, by Competency Moderate to High Importance* Moderate to High Capacity** Locate and Apply Information 86% 79% Describe Public Health Policy Implications 73% 62% Develop Work Plans to Implement Programs 80% 68% Develop Work Plans to Implement Policies 76% 62% Manage Programs Consistent with PH Laws 89% 75% Develop Evaluation Plans 82% 62% Conduct Program Evaluations 81% 61% Use Evaluation Results 85% 67% Describe Program Purpose and Value 74% 73% Develop Quality Improvement Strategies 82% 58% Implement Quality Improvement Strategies 83% 63% 0% 20% 40% 60% 80% 100% *Reflects responses of "moderately" and "highly" important on a four-point scale consisting of "not at all," "slightly," "moderately", and "highly" important. Excludes NA and don't know responses. **Reflects responses of "I am comfortable with knowledge or ability to apply the skill" and "I am very comfortable, an expert; could teach this to others" on a four-point scale consisting of "I am unaware or have very little knowledge of the item," "I have heard of it, limited knowledge and/or ability to apply the skill," "I am comfortable with knowledge or ability to apply the skill," and "I am very comfortable, an expert; could teach this to others." Excludes NA and don't know responses. Note: All valid cases are reported for each measure, and ranges from 10% to 35% missing data (i.e., NA and "I don't know") across all measures. 19

20 Skill Areas Respondents (N = 233) were asked to rate the priority for training from a list of public health topics as 1) not important, 2) neutral, 3) important, or 4) not applicable. Figure 11 describes the public health skill areas that were identified as important by the respondents. The top five areas included team building, quality improvement, conflict management, program evaluation, and oral presentation skills. Figure 11. Skill Areas PRIORITY RATING FOR SKILL AREAS Important Team Building Quality Improvement Conflict Management Program Evaluation Oral Presentation Skills Use of Social Media for Communication Emergency Preparedness and Response Policy Development Needs Assessment Mentoring Performance Management Cost- Effectiveness Cultural Competency Health Disparities Peer- Coaching Database Management Social Determinants Group Facilitation Public Health Informatics Use of Geographic Information Systems Financial Forecasting / Budgeting Contract Management Statistical Analysis Grant Writing Community Planning Life Course Health Theory Community- based Participatory Research 59.9% 57.1% 53.9% 53.7% 52.0% 46.8% 44.0% 43.5% 43.3% 42.2% 42.2% 41.6% 41.2% 40.3% 39.0% 37.5% 37.3% 36.6% 33.6% 33.3% 32.3% 32.3% 31.9% 28.4% 28.3% 19.0% 18.0% 20

21 Section Two: Learning Culture and Style Respondents were asked to describe their preferred learning setting for public health training/education opportunities. Respondents preferred instructor led training sessions. When they were asked to rank their training format preference on a scale of 1 (least preferred) to 5 (most preferred), multiday onsite workshop was identified as the most preferred choice (Figure 12). Figure 12. Learning Formats Learning Format Percent Mentoring Workshop Computer based training Video & Web conferencing Self-directed Learning University Course Work Respondents were asked about the importance of additional factors when considering training options. The most important consideration when participating in any form of public health training was the opportunity to interact with other participants and the instructor face to face (Figure 13). Figure 13. Training Considerations Percent Interact face to face Training: Considerations Interact with other participants Part of a group Start at any time Complete at own pace 21

22 Finally, respondents were asked about the reasons they pursue continuing education. The major reasons were as follows: (1) broaden skills (2) gain a better understanding of an area of importance to my job and (3) stay current in the field (Figure 14). Figure 14. Reasons for Training Percent Better Understanding 78.8 Broaden Skill Base Training: Reasons 52.0 Enhance competitiveness on job market 55.8 Career advancement Career change Current in field Licensure Requirement 22

23 Section Three: Overall Training Needs This section provides information regarding training recommendations overall for the Division of Public Health, as well as resources, roles and responsibilities related to the implementation of the plan. After a comprehensive analysis of the quantitative and qualitative (Unit focus groups) data, the following final recommendations are provided for the Division of Public Health workforce. Figure 15. Competency Domain Training Recommendation Summary Competency Training Recommendations Domain Analytical / Use information technology (i.e., databases) to collect, store, and retrieve data. Assessment Computer skills training. (FG 5 ) Basic Public Identify the ten essential services and core functions of Public Health especially as they Health Sciences relate to meeting national standards and measures for public health (Public Health Accreditation Board). Explain purpose of public health to those not in public health. (FG) Public Health 101 (e.g., core functions and essential services). (FG) Communication Assess the health literacy of populations served. Use a variety of social media approaches to share public health information. Public speaking. (FG) Skills to communicate effectively using social media, data analysis, written and orally. (FG) Develop information at appropriate health literacy levels. (FG) Cultural Competency Community Dimensions of Practice Financial Planning & Management Leadership & Systems Thinking Assess public health programs for their cultural competence. Explain the dynamic forces that contribute to cultural diversity. Consider the role of cultural, social, and behavioral factors. (FG) Assure a diverse public health workforce. (FG) Use community input when developing public health policies and programs. Ensure participation of key stakeholders. Understand how to work with / collaborate with communities to help them solve problems. (FG) Productive partnerships with internal and external key stakeholders. (FG) Use appropriate facilitation techniques to encourage community involvement. (FG) Develop a program budget. Manage programs in light of budget constraints. Develop budget priorities based on federal, state, and local guidance. Write effective grant proposals. Develop contracts, sub grants and other service agreements. Manage and monitor contracts, sub grants and other service agreements. Understand accounting coding system. (FG) Awareness of internal and external influences that may affect delivery of public health services. Ability to participate in and resolve conflict productively. 5 FG This recommendation emerged as a theme during the focus group conversations. 23

24 Policy Development & Program Planning Ability to implement succession planning, cross training, and mentoring activities. (FG) Describe the implications of public health policies. Develop work plans to implement programs. Develop work plans to implement policies. Manage programs consistent with public health laws and regulations. Develop evaluation plans to monitor programs for their effectiveness and quality. Conduct program evaluations. Use evaluation results (internal or external) to improve programs. Describe the purpose and value of public health programs in my Unit. Develop strategies for continuous quality improvement. Implement strategies for continuous quality improvement. Implementation While the Office of Community Health and Performance Management is responsible for the development and maintenance of the workforce development plan, each Unit is responsible for the development and implementation of specific training plans based on these results. Office of Community Health and Performance Management staff will help Units interpret their results and develop training plans according the template outlined in Appendix B. Office staff will also develop a Division of Public Health training plan based on areas that overlap in the Unit Plans and will provide coordination for training needs that include staff from the entire Division of Public Health workforce. Evaluation and Tracking Evaluation of training will provide the DHHS Division of Public Health with useful feedback regarding its efforts, including content, delivery, and staff satisfaction. The type of evaluation will depend on the training method (e.g., on-site presentation or webinar) used. At a minimum, it is expected that for any organized educational opportunity such as a presentation or webinar, an employee satisfaction survey will be completed. Those coordinating the opportunity could also decide to complete a pre/post-test to evaluate the extent to which participants acquired the intended knowledge or skills and will apply what they learned on the job. For online courses that you can take on your own schedule, employees should keep any certificate or notice of completion for their records as evidence of completion. The Office of Community Health and Performance Management will collect progress information annually from each Unit to track progress toward completing the training plans. Once training plans are submitted to the Office, staff will provide a tracking sheet for each Unit to use to collect progress information. If a Unit organizes an educational opportunity, at a minimum, it is expected that the Unit will document their efforts with a completed sign in sheet (Appendix C), copy of the presentation, and an agenda. This information will be provided annually to the Office of Community Health and Performance Management. It is expected that if trainings are provided to staff that relate to the identified competencies, scores will improve the next time the competency assessment is completed. 24