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
Share additional resources available in Illinois to help public health
agencies advance their workforce development process
• Monumental change calls for increased worker skills
• 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
Convene an Illinois Workforce Accreditation Readiness
Publish a workforce development gap and opportunities report;
Assess workers’ competencies at three health departments;
Develop workforce development plans for the three LHDs and
provide resources for trainings; and
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.
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
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
• 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
• 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,
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
– Money!!$$!!
– Time
– Partners – PHTC, PERLC, PHI
– Annual
– Semi-annual
Step 5: Prioritize Needs
• Consensus Method
• Funding & Time line
• Leadership’s requirement
Step 6: Identify Training
• Partners
• Conferences
– APHA, Northern/Southern Rural
Step 7: Create a Training Plan
• Who will be trained in what by when to meet what
• 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