Conducting Workforce Development in Illinois: An update and how-to refresher 2

Conducting Workforce
Development in Illinois:
An update and how-to refresher
2nd Annual Rural Public Health Institute, August, 2013
Guddi Kapadia, UIC SPH, MCPHP
Bob Teel, IDPH
Christina Welter, UIC SPH, MCPHP
Learning Objectives
•
Articulate the current status of public health workforce development
in Illinois
•
Outline the steps to designing a workforce development process
within an organization
•
Illustrate how to use a workforce training resource, TRAIN
•
Practice creating a workforce development plan using TRAIN
resources
•
Share additional resources available in Illinois to help public health
agencies advance their workforce development process
Background
• Monumental change calls for increased worker skills
sets.
• The NACCHO 2010 profile revealed that only about
half of LHDs have developed training plans for all of
their staff.
• ASTHO found that only 60% of state health agencies
report using core competencies.
• Many barriers exist to workforce development.
• Voluntary Public Health Accreditation is one solution.
NACCHO Accreditation
Readiness Initiative
1)
Convene an Illinois Workforce Accreditation Readiness
Workgroup;
2)
Publish a workforce development gap and opportunities report;
3)
Assess workers’ competencies at three health departments;
4)
Develop workforce development plans for the three LHDs and
provide resources for trainings; and
5)
Develop an Illinois Accreditation Workforce Development Toolkit,
including an online how-to course linked to competency
assessment and workforce development plan templates and online
training opportunities.
Definitions
Overview of the study
Assessing the state of
workforce development
in Illinois:
Practice perspectives
from the field
A few findings
•
There is commitment to providing training to workers.
•
Often training offered responded to mandates; not enough training is
offered on current, cutting-edge topics
•
Increase academic and practice partnerships
•
Workforce development opportunities are perceived to be
fragmented
•
Variability exists in how governmental public health perceives and
conducts workforce development assessment and planning
•
Promote a statewide competency assessment and training plan
through a standard workforce development approach statewide
A few recommendations
1) Creating a statewide public health workforce
development taskforce
2) Developing a system for communicating about
workforce development needs, training, and trends
and opportunities; and
3) Comparing the PHAB standards for workforce
development to the possible needs of workers in the
context of ACA implementation.
Step 1: Committee/Workgroup
Create a Workforce Development
Committee/Task Group/Work Group/Team
Why?
• Commitment of the agency
• Leadership buy in
• Input and engagement of full agency
Step 1: Committee/Workgroup
• Who?
– Administrative leadership
– Directors/Leads of Units/Divisions of the Agency
– Human Resources/Legal/Union lead
– Trainers/Educators
• What?
– Determine the focus and purpose of the group
Step 2: Assessment
• Analyze the need for the entire agency
• Tools
– Council on Linkages Core Competencies
• Paper process
• ITRAIN
• Create own electronic – SurveyMonkey, Qualtrics
• Ask for help – MCPHP
• Organizational questions
Step 2: Assessment
• Identify the group that will be assessed
– Agency, Unit/Division, Roles
• Associate Tiers to Staff
• Execute assessment
– Timeline
– Not a reflection of their performance/part of their
employee review
– Importance to the agency and individual
Step 3: Identifying Needs
•
Competency Assessment Needs
– Top three competencies identified as having the greatest need
•
Grant Needs
– Are there deliverables that require certain skills or knowledge for all/subsets of staff
•
Environmental Needs
– Are there skills or knowledge to better serve the community needs? i.e. ACA, H1N1,
STDs
•
Agency Needs
– What more would the agency like to do – to apply for future funding, better serve the
community, etc.
Step 4: Additional Details
•
Who will be trained?
– Entire agency, units, roles
• Based on purpose of this process from step 1
•
Resources
– Money!!$$!!
– Time
– Partners – PHTC, PERLC, PHI
•
Timeline
– Annual
– Semi-annual
Step 5: Prioritize Needs
• Consensus Method
• Funding & Time line
• Leadership’s requirement
Step 6: Identify Training
• iTRAIN
• Partners
– PHTC, PERLC, PHI
• Conferences
– APHA, Northern/Southern Rural
Step 7: Create a Training Plan
• Who will be trained in what by when to meet what
need/competency.
• Ex) Chronic Disease Prevention Unit
– All staff will be required to complete the following trainings by
June, 2014
– Arthritis: The Public Health Approach
– Competency:Describes how policy options can influence public
health programs
How to do this?
• Independently:
– Many tools – NACCHO, this tool, iTRAIN
• MCPHP