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OthercompetenciesIn addition to the Council on Linkages Core Competencies for Public HealthProfessionals, HPH developed a competency framework consisting of fourareas of focus that integrate other organizational and professionalcompetencies. This framework is used not only to plan and developworkforce development strategies, but is incorporated into the department’sfunctional public health competency-based job descriptions.1. Organization Competencies- All employees are expected to follow the organizational level competencies.- Organizational competencies are selected from the following sources:departmental mission, vision, values and goals, employee performanceevaluation categories, and other areas of importance to the organization.- Organizational competency areas include all of the following: Customer Focus Accountability Research/Science-based Equity and Fairness Continuous Quality Improvement Occupational Health and Safety Emergency Preparedness Communication2. Manager/Supervisor/Executive Level Competencies- Competencies specific to employees who are managers, supervisors or leadersat the executive level. In most, but not all cases the position may supervise oneor more employees.- Competency areas include all of the following: Managing Performance Managing Resources Leadership and Systems Thinking Skills3. Job Specific Competencies- The Council on Linkages Core Competencies for Public Health Professionalsis the primary competency set used in the job specific category. Thedelineation of the three tiers, used to define the type of position, is incorporatedinto the workforce development planning strategy.- Competencies in the job specific category reflect the functional part of theemployee’s job and/or the minimum level of expected practice.- Competencies from other disciplines may also be utilized in this category, suchas those that do not require certification or licensures (such as epidemiology,health equity and emergency preparedness) or are not public health-specific(such as human resources, fiscal and information technology).Hancock Public Health Workforce Development Plan6 Page

4. Professional Competencies- These competencies are discipline-specific and may not be utilized for allpositions.- The professional competency category is used for staff employed in the field ofstudy needing advanced knowledge. This includes employees who need tomaintain a certificate or license that requires continuing education as arequirement of their job.- See the next page under “CE required by discipline” for a list of professionalcompetency areas that supports in developing workforce development planningstrategies.CE requiredby disciplineMultiple public health-related professional disciplines at HPH requirecontinuing education (CE) for ongoing licensing and practice. HancockPublic Health supports training to ensure CE is attainable in the variousprofessions by providing financial support and paid time for employees toobtain continuing education credits. Employees own the responsibility ofobtaining the necessary CE to maintain required licensures and/orcertifications. Professional disciplines supported at HPH and their associatedCE requirements, are shown in the table below.DisciplineRegistered NurseRegistered Sanitarian (RS)Sanitarian-in-Training (SIT)Health Educator (CHES/MCHES)Certified Plumbing InspectorPhysician (MD, DO)Board of Health MembersCertifications/CredentialsOhio Commercial Pesticide PublicApplicatorHelp Me Grow Home VisitorCar Seat Technician (CPST)CPR/AEDParents as TeachersBaby & Me Tobacco FreeCE Requirements (as of 9/1/2016)24 contact hours every 2 years, 1hour in Nurse Practice Act18 CEUs per year75 CECH every 5 years10 CEUs per year; 4 from DICand 6 from Board approvedcourses100 hours every 2 years2 contact hours each yearProgram Requirement5 hours every 3 years20 hours every 2 years6 hours every 2 yearsRecertification every 2 years20 hours year 1, 15 hours year 2,10 hours year 3 and afterInitial training and yearly reviewHancock Public Health Workforce Development Plan7 Page

Training NeedsIntroductionThis section describes both identified and mandatory training needs for HPHas well as targets for achieving specific competencies among staff. Thetraining needs were developed from department-level training needsassessment results and training to meet professional licensure requirements.Competencybased trainingneedsTo further prepare and organize training and educational development atHPH, surveys and assessments are used to obtain feedback from the staff. InOctober of 2016, HPH sent out the competency-based training needsassessment to staff via email. The competency-based training needsassessment suggest the greatest need for staff knowledge and skilldevelopment is in the areas of analytical/assessment skills, culturalcompetency skills, and public health science skills.An Executive Summary detailing the results of the training needs assessmentsurveys can be found in Appendix B-HPH Workforce DevelopmentAssessment Summary Results Executive Summary Report.Hancock Public Health Workforce Development Plan8 Page

Health equitytraining needsOn December 27, 2016, a self-assessment of cultural and linguisticcompetence was conducted with staff. The assessment was designed inaccordance to the Cultural and Linguistically Appropriate Services (CLAS)standards (8).The assessment identified several areas that HPH needs to work on in order toprovide more Cultural and Linguistically Appropriate Services. However, theHPH leadership team has identified the following four areas as priority areasto begin improvement on:Do program staff members at all levels and disciplines receive training inculturally-and linguistically-appropriate service delivery?Training provided aspart of new hireorientationTraining provided atleast once a year to allstaff levelsTraining provided, butnot in standardizedmannerNo training provided14%4%14%68%Does your program have written policies and procedures that supportrecruitment, retention, training and promotion practices?All staff are awareof/universally trained on themNot all staff are awareof/universally trained on themPolicies and procedures are notin place that support thesediversity practices.9%43%48%Does your program have a plan to identify and address CLAS needs forunderserved populations?A plan is fully developed andbeing implemented.Plan in draft form or onlypartially implemented.Program does not currentlyhave a written plan.0%5%95%Does your program provide timely professional interpreter services, at no cost,to all Limited English Proficiency (LEP) clients, including those clients who useAmerican Sign Language?AlwaysMost of the timeSometimesProgram does notcurrently providetimely interpreterservices0%15%25%60%An Executive Summary detailing the results of the training needs assessmentsurveys can be found in Appendix C - CLAS Self-Assessment Tool SummaryResults Executive Summary Report.Hancock Public Health Workforce Development Plan9 Page

Training Needs, continuedBarriers andsolutionsThis section addresses barriers/inhibitors to the achievement of closing gapsin public health core competencies for HPH and future needs in capacity andcapabilities and strategies of the agency.The Competency Based Training Needs Assessment identified gaps in staff’sknowledge and skills for analytical/assessment skills, cultural competencyskills, and public health science skills in each of the three tiers. The Culturaland Linguistic Self-Assessment also identified several areas that HPH needsto work on to increase staff’s cultural competency skills. Strategies toaddress these gaps are:1. Gap: Lacking skills in Analysis and Assessment Strategy: Conduct Analysis and Assessment training.2. Gap: Cultural Competency Skills Strategy: Provide and require training that increases staffsCulturalCompetency Skills.3. Gap: Public Health Science Skills Strategy: Provide opportunities for staff to attend trainings thatprovides information on Public Health Science Skills.Potential barriers to closing these barriers and strategies for alleviating eachbarrier is described below.1. Insufficient Funding Dedicated for Training Assess training needs annually and ensure that training budgets area topic of discussion during annual budget preparations. Search for other sources that provide the same traininginformation for a reduced cost.2. Workload Compete with Training and DevelopmentOpportunities Promote open discussions between staff and supervisor regardingbalancing workload priorities with training and developmentopportunities. Provide one hour at the beginning of the work day on the thirdand fourth Monday of the month to complete training anddevelopment opportunities.Hancock Public Health Workforce Development Plan10 P a g e

Workforce Development GoalsThis section presents workforce development goals for our agency.GoalMeasureTimeframeResponsible PartiesEstablish tuition reimbursement policy for the agencyPolicy2020All employees have individual professional developmentplans (as part of the performance review process)Completed individualdevelopment plansCompleted document showingnew employee has completednew employee orientation2018Health Commissioner/Board ofHealthHR, Employee and Supervisor2020Division DirectorsIdentify the number ofexisting staff that hasobtained higher educationIdentify the number ofemployees then documenthow many employeescomplete the training2020Board of Health, Directors,Supervisors2018HR, Employee and SupervisorOrient new employees to public health and the agencySupport ongoing higher education among staffAll employees receive training in culturally-andlinguistically-appropriate service deliveryHancock Public Health Workforce Development Plan11 P a g e

Curriculum & Training ScheduleThis section outlines the curricula and training schedule for 2017 to 2019.TopicNew HireOrientationOhio Ethics LawSummary andManual ofPersonnelPolicies forEmployeesPublic Health101: A dressedScheduleResourcesIntroduction to agency, goals,strategic priorities, anddirection; new hire paperworketc.All employees must understandthe general prohibition of theOhio Ethics Law whichcontains provisions restrictingconflicts of interest that involvenepotism, post-employment,representation, influencepeddling, confidentiality, andsupplemental compensation.Among other restrictions, thelaw provides what prohibitionseach public official andemployee is prohibited fromengaging in. All employeesmust read the HPH PersonnelPolicy Manual and are requiredto sign off; acknowledgingunderstanding of all policiescontained in the manual.All StaffCOL Core:6A1, 6A2 andPHAB 9.2.1.1AAs HiredHancock Public Health H Drive.Mandatory forAll StaffCOL Core: 8A1,8B1, 8C1As Hired/Every5 YearsOhio Ethics Law and Related Statutes, HPHEmployee Policy Manual, andwww.pepohio.orgOnline self-study courseintroducing participants tothe history, mission,achievements, structure,challenges and opportunitiesfor public healthMandatory for COL Core:5A7 As Hiredall staff& 6A1, 6A2,6A3http://www.chphplearn.orgThe Ohio State University’s Center forPublic Health PracticeHancock Public Health Workforce Development Plan12 P a g e

Curriculum & Training ScheduleCulturalDiversity andSensitivityRecognizingDrug andAlcohol AbuseTrainingCPR and FirstAid ODH NewSchool NurseConference andUnderstand and explain whycultural differences affectemployees of HPH; defineculture and cultural diversity;Provide aframework/description ofvarious cultures; Provideemployees with tools toaddress the needs of clients andtheir families from multiplecultures.Enable participants to identifydrug and alcohol abuse in coworkers in compliance with theDrug-Free Workplace PolicyTo learn the skills of CPR andFirst Aid for victims of all agesEducate staff on types ofbloodborne pathogens as wellas prevention measures, andsteps for post exposure followupHPH has adopted this PrivacyPolicy to comply with theHealth Insurance Portabilityand Accountability Act of 1996(HIPPA), as well as otherfederal and state lawsprotecting the confidentiality ofindividually-identifiable healthinformation.ODH provides a two-dayconference for nurses new toschool nursing as well asMandatory forall staffCOL Core:4A1, 4A2, 4A3,4A5As Hired/Every2 YearsBridges out of Poverty and/orwww.pepohio.orgAll staffAgencyMandateAs Hiredwww.pepohio.orgAll nursingdivision staffAll nursingdivision staffAgencyMandateAgencyMandateEvery 2 yearsBlanchard Valley HospitalAnnuallywww.pepohio.orgAll StaffMandateInitial/Annuallywww.pepohio.orgSchool nursesCOL Core:Variousincluding 6A1,6A6, 6A8Two dayconference allnew ss/schnurs/conf.aspxHancock Public Health Workforce Development Plan13 P a g e

Curriculum & Training Scheduleregional annualconferenceannual regional updates forskills specific to school nursingODH HomeVisitor SummitSummit to convene personsinvolved in delivery of homevisiting services in the state ofOhio for the purpose of sharingresearch on evidence-based andinnovative home visitingstrategiesA six-module continuingeducation course thatintroduces participants to theknowledge and skills needed tosuccessfully manage a localhealth department fiscal office.Topics include, but are notlimited to: key functions ofapplied financial management,budgeting for programs andagency, integrating with stateand local systems, fulfillingstatutory requirements andresponsibilities, financialanalysis and reporting, and riskmanagement.Leadership course to providetraining to those new to HealthDistrict LeadershipHelp Me GrowStaffCOL Core: 6A6,6B7, 6B9, 6B10Fiscal Officer,HealthCommissionerDeputy HealthCommissionerCOL Core: 7B4and 7C4Oncewww.cphplearn.orgThe Ohio State University’s Center forPublic Health PracticeSupervisorsand DirectorsPHAB 8.2.3.3Aand COL Core:8B6, 8C6OnceAssociation of Ohio Health Commissioners(AOHC)Leadership training for thoseHealth Commissioners andAssistant HealthCommissioners new to theposition.HealthCommissionerand DeputyHealthCommissionerPHAB 8.2.3.3Aand COL Core:8B6, 8C6OnceAssociation of Ohio Health Commissioners(AOHC)Introduction toAppliedFinancialManagement inPublic HealthLeadershipEssentials forHealth nceannuallythereafterBiannualConferenceTo Be AnnouncedReference ORC 3701.613Hancock Public Health Workforce Development Plan14 P a g e

Curriculum & Training ScheduleIndependentStudy (IS-100)Introduction tothe IncidentCommandSystem (ICS)IS-200, IncidentCommandSystem (ICS) forSingle Resourcesand em (ICS)IS-400AdvancedIncidentCommandSystem (ICS)Enables participants todemonstrate basic knowledgeof the Incident CommandSystemAll Staff.Mandated byDepartment ofHomelandSecurity (DHS)PHAB 2.3.3.4Aand ://training.fema.gov/nims/Describes the ICS organizationappropriate to the complexityof the incident or event. Use ofICS to manage and incident orevent.All StaffPHAB 2.3.3.4Aand Describes how the NationalIncident Management System(NIMS) Command andManagement componentsupports the management ofexpanding incidents. Describesthe incident/event managementprocess for supervisors andexpanding incidents asprescribed by ICS. Implementsthe incident managementprocess on a simulated event.Explains how major incidentsengender specialManagement challenges.Describes the circumstances inwhich an Area Command isestablished. Describes thecircumstances in which multiagency coordination systemsare established.All LeadershipPersonnel.Mandated byDHSPHAB 2.3.34Aand ning location site variesAll LeadershipPersonnel.Mandated byDHS.PHAB 2.3.34Aand ning location site variesHancock Public Health Workforce Development Plan15 P a g e

Curriculum & Training ScheduleIS-700, NationalIncidentManagementSystem (NIMS)IS-800, NationalResponse Plan(NRP), AnIntroductionEmergencyResponse Plan(ERP)AwarenessDescribes the key concepts andprinciples underlying NIMS.Identifies the benefits of usingNIMS as a national responsemodel.Describes the purpose of theNational Response Framework.Describes the response doctrineof the National ResponseFramework. Describes the rolesand responsibilities of entitiesas specified in the NationalResponse Framework.Describes the actions thatsupport national response.Describes the responseorganizations used formultiagency coordination.Describes how planning relatesto national preparednessProvides an overview of theEmergency Response Plan(ERP) currently on file andactive within the organization;detailing expectations ofpersonnel and responsibilitiesassociated with the specifictasks and missions assigned;explanations of specific threatsor hazards and preparednessissues; personnel readiness;partners and stakeholders;support requirements.All personnel.Mandate byDHS.PHAB 2.3.34Aand All LeadershipPersonnel.Mandated byDHS.IndependentStudy ma.gov/nims/All personnelPHAB 2.3.34AInitially,AnnuallyDetermined LocallyHancock Public Health Workforce Development Plan16 P a g e

Curriculum & Training ScheduleOhio RadioCommunicationsSystem(MARCS) TwoWay RadiosContinuousQualityImprovementBasicsPublic gation andSurveillanceTrainingProvide guidance on use ofOPHCS during day-to-day andemergency applications.Provide step-by-stepprocedures for sending andreceiving alerts, database use,and procedures for use anddrills.Provides guidance to instillamong users the knowledge toemploy MARCS base stationand two-way handheld radiosduring normal day-to-day andemergency application periods.Provide step-by-step useprocedures, common radiocommunication practices,communication etiquette, andprocedures for drills.Three module, onlineintroduction to CQI basicsAll personnelwith OPHCSlicenses.MandateInitial, Refresher Determined LocallydeterminedlocallyAny employeethat may berequired to usethe MARCSMandateInitial, Refresher Determined Locallydeterminedlocally inconjunction withexercises.All staffCOL Core: 8A7,8B7, 8C7 andPHAB 9.2.1.1AMay 2017www.cphplearn.orgAnnual Ohio conference forpublic health practitioners; CEopportunityFamiliarize participants withroutine disease investigationand surveillance activities, andincrease their individual levelof preparedness forparticipation in diseaseoutbreak investigations toinclude: mechanisms to receivereports, resources, diagnosisSeniorLeadershipVariesAnnually inMaywww.ohiopha.orgAll NursingStaff includingtheepidemiologist.PHAB 9.1.5.1AAnnuallyOhio Department of Health (ODH)Infectious Disease Control Manual, rev5/14: Control of Communicable DiseaseManual, 18th Ed; American Academy ofPediatrics Red Book, 29th Ed.Hancock Public Health Workforce Development Plan17 P a g e

Curriculum & Training ScheduleOhio DiseaseReportingSystem (ODRS)Ohio Society forPublic HealthEducation’sAnnual ociation RSPrep CourseCertified tionconfirmation, documentation,interviews, notifications,outbreak determinations, dataanalysis, prevention andcontrol measures, follow-upevaluation, after actionactivities.To instruct staff on utilizationof the system and any systemupdates.Conference offered in the fallcovering v

An example of the Personal Professional Development Plan is available in Appendix A. . Leadership and Systems Thinking Skills 3. Job Specific Competencies - The Council on Linkages Core Competencies for Public Health Professionals is the primary competency set used in the job specific category. The