Staff Training Needs Assessment

Staff Training Needs Assessment
Bloomington Public Health

Purpose
The purpose of this assessment is to determine the training needs for Bloomington Public Health staff and
leadership. The assessment is composed of two key collection parts, a staff core competency assessment
and a competency prioritization process conducted by agency leadership. It is the combination of these
two assessments which determines the overall training needs of Bloomington Public Health employees.
Background
In 2014, BPH chose the Council on Linkages Core Competencies for Public Health Professionals, as
those most needed for the division’s success as a public health agency. These competencies represent
BPH’s expectations of competent performance in public health and will be used to guide professional
development and training in its workforce.
Arranged in three tiers to reflect progressive levels of responsibility (entry level; supervisors and
managers; senior managers and CEO’s), the Core Competencies are categorized by eight areas of
practice:
 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
The Council on Linkages Core Competencies for Public Health Professionals are described in detail here:
http://www.phf.org/resourcestools/pages/core_public_health_competencies.aspx
Methods
In 2014, in collaboration with the Minnesota Department of Health (MDH) Office of Performance
Improvement (OPI), all staff were asked to complete the Council on Linkages Core Competencies for
Public Health Professionals assessments. These assessments varied by tier, with front-line staff
completing the tier 1 assessment, grant coordinators and program supervisors completing tier 2 and
program managers and Administrators completing tier 3. While this structure differs somewhat from other
agency’s administration of the assessments, the tier distribution was determined adequate for BPH due to
the agency’s smaller size comparative to the Core Competencies intended design. Core Competencies are
assessed on a 4 point scale of self-reported competency in the area, 4 being the highest level. Aggregate
results of this assessment by tier and overall are attached (Appendix A).
At the same time that the Core Competency Assessment was conducted, and also through collaboration
with MDH – OPI, program managers completed a prioritization of the 8 domains included in the Core
Competency framework: (Appendix B). The results of the staff competency assessments and domain
prioritizations were combined to determine the training needs of the agency as a whole . Assessment and
prioritization analysis were conducted according to guidance from the Council on Linkages to form a
Core Competency High Yield Analysis (Appendix C).
Detailed information on methods of analysis are provided by the Public Health Foundation and Council
on Linkages attached (Appendix D).
1
Results
Core Competency Assessment Results:
The analysis of the competency assessment and prioritization process differed by Tier and so will be
assessed here by each tier. Competency assessment results are also displayed on figures in Appendix A.
Tier 1:
Tier 1 results represent frontline staff. This tier had a response rate of 79.4%. From highest competency to
lowest competency, the results are as follows:
Domain (average competency rating)
1. Cultural Competency (2.90)

2. Communication (2.48)
3. Leadership and Systems Thinking (2.44)
4. Community Dimensions of Practice (2.42)
5. Analytical Assessment (2.37)
6. Public Health Sciences (2.24)
7. Policy Development/Program Planning (2.21)
8. Financial Planning and Management (2.07)
Tier 2:
Tier 2 results represent coordinators and supervisors. This tier had a response rate of 87.5%. From highest
competency to lowest competency, the results are as follows:

8. Financial Planning and Management Skills (2.20)
2
Tier 3:
Tier 3 results represent program managers and administrators. This tier had a response rate of 100%.
From highest competency to lowest competency, the results are as follows:

Tiers Average:
The following results represent the average competency rating of all three tiers. From highest competency
to lowest competency, the results are as follows:

Domain Prioritization Results:
The following domain prioritizations were determined through a systematic process by program managers
and administrators. From highest priority to lowest priority, the results are as follows:
1. Financial Planning Management

2. Leadership Systems Thinking
3. Cultural Competency
4. Communication
5. Community Dimensions of Practice
6. Policy Development/Program Planning
7. Analytical Assessment
8. Public Health Sciences
For a detailed figure of the prioritization results see Appendix B.
3
High Yield Analysis Results:
The combination of the core competency analysis and domain prioritizations results in a four sector grid
of training needs distribution. The first section of the grid contains higher priority areas where
competency is relatively low. The second sector contains higher priority areas where competency is
relatively high. The third sector contains lower priority areas where competency is relatively high. The
fourth sector contains lower priority areas where competency is relatively low. Table 1 contains the
combined high yield analysis for each tier as well as the aggregated results for all tiers.
Table 1:
4
Conclusions
Staff training plans will be developed based on the final result of the Core Competency High Yield
analysis. As such, priorities for training will focus on those resources that will best develop higher
priority areas where competency is relatively low and leverage higher priority areas where competency is
relatively high. For staff at all tiers these areas include trainings focused on the following areas:
Development of Financial Planning and Management skills
Leveraging of Cultural Competency, Leadership and Systems Thinking and Communication Skills.
Other areas determined by the high-yield analysis to be either maintained or de-emphasized include those
trainings focused on the following areas:
Community Dimensions of Thinking, Public Health Sciences, Policy Development/Program Planning and
Analytical Assessment skills.
5
Appendix Appendix A
Bloomington Tier 1
Core Competency Assessment Domain Average
Analytical Assessment Skills
4.00
3.50
2.37 Policy Development/Program Planning
Leadership and Systems Thinking Skills 3.00
Skills
2.50
2.44
2.21
2.00
1.50
1.00
0.50
Financial Planning and Management
2.07 0.00 2.48 Communication Skills
Skills
2.24
2.90
Public Health Sciences Skills Cultural Competency Skills
2.42
Community Dimensions of Practice

Skills
Appendix A1
Appendix Appendix A
Bloomington Tier 1 Domain 1:

Analytical Assessment Skills Response Average
12. Describe how data are used to address scientific, political, ethical, and
2.33
social public health issues
11. Use information technology to collect, store, and retrieve data 2.26
10. Collect quantitative and qualitative community data (e.g. risks and
2.19
benefits to the community, health, and resource needs)
9. Describe the public health applications of quantitative and qualitative
2.26
data
8. Adhere to ethical principles in the collection, maintenance, use, and
2.74
dissemination of data and information
7. Identify gaps in data sources 2.07
6. Recognize the integrity and comparability of data 2.22
5. Identify sources of public health data and information 2.67
4. Use methods and instruments for collecting valid and reliable

2.30
quantitative and qualitative data
3. Use variables that measure public health conditions 2.26
2. Describe the characteristics of a population-based health problem (e.g.

2.59
equity, social determinants, environment)
1. Identify the health status of populations and their related determinants
2.52
of health and illness (e.g. factors contributing to health promotion and…
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A2
Appendix Appendix A

Policy Development/Program Planning Skills Response Average
10. Apply strategies for continuous quality improvement 2.30
9. Demonstrate the use of public health informatics practices and

2.00
procedures (e.g. use of information systems infrastructure to improve…
8. Identify mechanisms to monitor and evaluate programs for their

2.30
effectiveness and quality
7. Incorporate policies and procedures into program plans and structures 2.33
6. Participate in program planning processes 2.22
5. Describe the public health laws and regulations governing public health
2.07
programs
4. Gather information that will inform policy decisions (e.g. health, fiscal,
2.22
administrative, legal, ethical, social, political)
3. Explain the expected outcomes of policy options (e.g. health, fiscal,

2.11
2. Describe how policy options can influence public health programs 2.19
1. Gather information relevant to specific public health policy issues 2.41
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A3
Appendix Appendix A

Communication Skills Response Average
6. Apply communication and group dynamic strategies (e.g. principled

negotiation, conflict resolution, active listening, risk communication) in 2.37
interactions with individuals and groups
5. Participate in the development of demographic, statistical,

2.26
programmatic, and scientific presentations
4. Convey public health information using a variety of approaches (e.g.

2.41
social networks, media, blogs)
3. Solicit community-based input from individuals and organizations 2.41
2. Communicate in writing and orally, in person, and through electronic

2.85
means, with linguistic and cultural proficiency
1. Identify the health literacy of populations served 2.59
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A4
Appendix Appendix A

Cultureal Competency Skills Response Average
6. Participate in the assessment of the cultural competence of the public

2.70
health organization
5. Describe the need for a diverse public health workforce 2.93
4. Describe the dynamic forces that contribute to cultural diversity 2.78
3. Respond to diverse needs that are the result of cultural differences 2.96
2. Recognize the role of cultural, social, and behavioral factors in the

accessibility, availability, acceptability, and delivery of public health 2.96
services
1. Incorporate strategies for interacting with persons from diverse

backgrounds (e.g. cultural, socioeconomic, educational, racial, gender,
3.04
age, ethnic, sexual orientation, professional, religious affiliation, mental
and physical capabilities)
2.50 2.60 2.70 2.80 2.90 3.00 3.10
Appendix A5
Appendix Appendix A

Community Dimensions of Practice Skills Response Average
10. Inform the public about policies, programs, and resources 2.70
9. Gather input from the community to inform the development of public

2.41
health policy and programs
8. Identify community assets and resources 2.63
7. Describe the role of governmental and non-governmental organizations

2.19
in the delivery of community health services
6. Use group processes to advance community involvement 2.22
5. Maintain partnerships with key stakeholders 2.41
4. Collaborate with community partners to promote the health of the

2.78
population
3. Identify stakeholders 2.22
2. Demonstrate the capacity to work in community-based participatory

2.30
research efforts
1. Recognize community linkages and relationships among multiple

2.33
factors (or determinants) affecting health (e.g. The Socio-Ecological…
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A6
Appendix Appendix A

Public Health Science Skills Response Average
9. Partner with other public health professionals in building the scientific
2.26
base of public health
8. Describe the laws, regulations, policies, and procedures for the ethical
2.22
conduct of research (e.g. patient confidentiality, human subject processes)
7. Discuss the limitations of research findings (e.g. limitations of data

2.33
sources, importance of observations and interrelationships)
6. Retrieve scientific evidence from a variety of text and electronic sources 2.37
5. Describe the scientific evidence related to a public health issue, concern,

2.22
or intervention
4. Identify the basic public health sciences (including, but not limited to,
biostatistics, epidemiology, environmental health sciences, health services 2.26
administration, and social and behavioral health sciences)
3. Relate public health science skills to the Core Public Health Functions
2.00
and Ten Essential Services of Public Health
2. Identify prominent events in the history of the public health profession 2.19
1. Describe the scientific foundation of the field of public health 2.33
1.80 1.90 2.00 2.10 2.20 2.30 2.40
Appendix A7
Appendix Appendix A

Financial Planning and Management Skills Response Average
13. Describe how cost-effectiveness, cost-benefit, and cost-utility analyses
1.81
affect programmatic prioritization and decision making
12. Participate in the development of contracts and other agreements for
1.78
the provision of services
11. Demonstrate public health informatics skills to improve program and
1.89
business operations (e.g. performance management and improvement)
10. Apply basic human relations skills to internal collaborations, motivation
2.74
of colleagues, and resolution of conflicts
9. Contribute to the preparation of proposals for funding from external
1.81
sources
8. Translate evaluation report information into program performance
1.93
improvement action steps
7. Report program performance 2.11

6. Identify strategies for determining budget priorities based on federal,
1.74
state, and local financial contributions
5. Operate programs within current and forecasted budget constraints 1.93
4. Participate in the development of a programmatic budget 1.70
3. Adhere to the organization’s policies and procedures 2.89

2. Describe the organizational structures, functions, and authorities of
2.19
local, state, and federal public health agencies
1. Describe the local, state, and federal public health and health care
2.33
systems
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A8
Appendix Appendix A

Leadership Systems Thinking Skills Response Average
8. Describe the impact of changes in the public health system, and larger
2.15
social, political, economic environment on organizational practices
7. Participate in the measuring, reporting, and continuous improvement of

2.26
organizational performance
6. Participate in mentoring and peer review or coaching opportunities 2.48
5. Use individual, team, and organizational learning opportunities for

2.74
personal and professional development
4. Identify internal and external problems that may affect the delivery of
2.22
Essential Public Health Services
3. Participate with stakeholders in identifying key public health values and a

2.30
shared public health vision as guiding principles for community action
2. Describe how public health operates within a larger system 2.52
1. Incorporate ethical standards of practice as the basis of all interactions

2.81
with organizations, communities, and individuals
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A9
Appendix Appendix A
Bloomington Tier 2
4.00
2.76
3.50
Leadership and Systems Thinking Skills
Skills
2.82 2.50
2.39
2.00
1.50
1.00
0.50
2.20 0.00 2.64 Communication Skills
Skills
2.83
3.07
2.51

Skills
Appendix A10
Appendix Appendix A

12. Use data to address scientific, political, ethical, and social public health
2.57
issues
11. Use information technology to collect, store, and retrieve data;
2.57
Category:A; Question:To what degree are you able to effectively...]
10. Make community-specific inferences from quantitative and qualitative
2.86
data (e.g. risks and benefits to the community, health and resource needs)
9. Interpret quantitative and qualitative data 2.57
8. Employ ethical principles in the collection, maintenance, use, and

3.00
dissemination of data and information
7. Identify gaps in data sources 2.71
6. Examine the integrity and comparability of data 2.57
5. Reference sources of public health data and information 3.00
4. Use methods and instruments for collecting valid and reliable

2.43
3. Generate variables that measure public health conditions 2.86

3.00
1. Assess the health status of populations and their related determinants of
3.00
health and illness (e.g. factors contributing to health promotion and…
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A11
Appendix Appendix A

Policy Development/ Program Planning Skills Response Average
11. Develop strategies for continuous quality improvement 2.57
10. Incorporate public health informatics practices (e.g. use of data and
1.86
information technology standards across the agency where applicable,…
9. Develop mechanisms to monitor and evaluate programs for their
2.43
effectiveness and quality
8. Develop policies for organizational plans, structures, and programs 2.43
7. Develop plans to implement policies and programs 2.57
6. Manage public health programs consistent with public health laws and
2.57
regulations
5. Use decision analysis for policy development and program planning 2.14
4. Describe the implications of policy options (e.g. health, fiscal,

2.43
3. Determine the feasibility and expected outcomes of policy options (e.g.
2.29
health, fiscal, administrative, legal, ethical, social, political)
2. Analyze policy options for public health programs 2.43
1. Analyze information relevant to specific public health policy issues 2.57
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A12
Appendix Appendix A


5. Present demographic, statistical, programmatic, and scientific information

2.43
for use by professional and lay audiences
4. Use a variety of approaches to disseminate public health information (e.g.

2.57
social networks, media, blogs)
3. Solicit input from individuals and organizations 2.86

3.00
1. Assess the health literacy of populations served 2.57
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A13
Appendix Appendix A

Cultural Competency Skills Response Average
6. Assess public health programs for their cultural competence 3.00
5. Describe the need for a diverse public health workforce 3.29
4. Explain the dynamic forces that contribute to cultural diversity 2.86
2. Consider the role of cultural, social, and behavioral factors in the

accessibility, availability, acceptability, and delivery of public health 3.00
services
1. Incorporate strategies for interacting with persons from diverse

backgrounds (e.g. cultural, socioeconomic, educational, racial, gender,
3.14
age, ethnic, sexual orientation, professional, religious affiliation, mental
and physical capabilities)
2.60 2.70 2.80 2.90 3.00 3.10 3.20 3.30 3.40
Appendix A14
Appendix Appendix A

10. Promote public health policies, programs, and resources 3.14
9. Use community input when developing public health policies and

2.71
programs
8. Negotiate for the use of community assets and resources 2.43
7. Distinguish the role of governmental and non-governmental

2.57
organizations in the delivery of community health services
4. Facilitate collaboration and partnerships to ensure participation of key

2.57
stakeholders
3. Establish linkages with key stakeholders 2.14
2. Collaborate in community-based participatory research efforts 2.29
1. Assess community linkages and relationships among multiple factors

2.57
(or determinants) affecting health
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A15
Appendix Appendix A

9. Contribute to building the scientific base of public health 2.86
8. Determine the laws, regulations, policies, and procedures for the

ethical conduct of research (e.g. patient confidentiality, human subject 2.43
processes)
7. Determine the limitations of research findings (e.g. limitations of data
2.57
6. Retrieve scientific evidence from a variety of text and electronic

3.14
sources
5. Conduct a comprehensive review of the scientific evidence related to a

2.71
public health issue, concern, or intervention
4. Apply the basic public health sciences (including, but not limited to,
biostatistics, epidemiology, environmental health sciences, health 2.71
services administration, and social and behavioral health sciences) to…
3. Relate public health science skills to the Core Public Health Functions
3.00
and Ten Essential Services of Public Health
2. Distinguish prominent events in the history of the public health

2.86
profession
1. Discuss the scientific foundation of the field of public health 3.14
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A16
Appendix Appendix A

14. Use cost-effectiveness, cost-benefit, and cost-utility analyses in… 2.14
13. Negotiate contracts and other agreements for the provision of services 1.71
12. Apply public health informatics skills to improve program and… 2.00
11. Apply basic human relations skills to the management of… 2.86
10. Prepare proposals for funding from external sources 2.00
9. Use evaluation results to improve performance 2.71
8. Evaluate program performance 2.43
7. Develop strategies for determining budget priorities based on federal,… 2.14
6. Manage programs within current and forecasted budget constraints;… 2.14
5. Develop a programmatic budget 1.86
4. Implement the judicial and operational procedures of the governing… 1.86
3. Develop partnerships with agencies within the federal, state, and local… 2.29
2. Interpret the organizational structures, functions, and authorities of… 2.29
1. Interpret the interrelationships of local, state, and federal public… 2.43
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A17
Appendix Appendix A

Leadership and Systems Thinking Skills Response Average
8. Modify organizational practices in consideration of changes in the public
health system, and the larger social, political, and economic environment 2.71
effectively...]
7. Contribute to the measuring, reporting, and continuous improvement of

2.71
6. Establish mentoring, peer advising, coaching, or other personal

2.86
development opportunities for the public health workforce
5. Promote individual, team, and organizational learning opportunities 3.00
4. Analyze internal and external problems that may affect the delivery of
2.71
Essential Public Health Services
3. Participate with stakeholders in identifying key values and a shared

2.57
vision as guiding principles for community action
2. Incorporate systems thinking into public health practice 2.57
1. Incorporate ethical standards of practice as the basis of all interactions

3.43
with organizations, communities, and individuals
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Appendix A18
Appendix Appendix A
Bloomington Tier 3
4.00
3.50
2.96
Leadership and Systems Thinking Skills
Skills
2.50 2.90
3.17
2.00
1.50
1.00
0.50
0.00 Communication Skills
Skills 2.91
3.16
2.57
2.96
3.01

Skills
Appendix A19
Appendix Appendix A

13. Identify the resources to meet community health needs 3.14
12. Incorporate data into the resolution of scientific, political, ethical, and
3.00
social public health concerns
11. Use information technology to collect, store, and retrieve data 3.14
10. Determine community-specific trends from quantitative and
3.14
qualitative data (e.g. risks and benefits to the community, health and…
9. Integrate the findings from quantitative and qualitative data in
2.86
organizational operations
8. Ensure the application of ethical principles in the collection,
3.00
maintenance, use, and dissemination of data and information
7. Rectify gaps in data sources 2.43
6. Evaluate the integrity and comparability of data 2.57
5. Expand access to public health data and information 3.00

4. Critique methods and instruments for collecting valid and reliable
2.43
3. Evaluate variables that measure public health conditions 3.00

3.43
1. Review the health status of populations and their related determinants
3.29
of health and illness conducted by the organization (e.g. factors…
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Appendix A20
Appendix Appendix A

Policy Development/Program Planning Skills Response Average
13. Integrate emerging trends of the fiscal, social, and political environment
3.00
into public health strategic planning
12. Implement organizational and system-wide strategies for continuous
3.14
quality improvement
11. Oversee public health informatics practices and procedures (e.g. use of
2.57
data and information technology standards across the agency where…
10. Critique mechanisms to evaluate programs for their effectiveness and
3.29
quality
9. Ensure the consistency of policy integration into organizational plans,
3.14
procedures, structures, and programs
8. Implement plans and programs consistent with policies 3.14
7. Ensure public health programs are consistent with public health laws and
3.00
regulations
6. Critique decision analyses that result in policy development and program
2.57
planning
5. Determine policy for the public health organization with guidance from
2.71
the organization’s governing body
4. Critique selected policy options using data and information (e.g. health,
2.71
fiscal, administrative, legal, ethical, social, political)
3. Critique the feasibility and expected outcomes of various policy options
2.57
(e.g. health, fiscal, administrative, legal, ethical, social, political)
2. Decide policy options for public health organization 2.86
1. Evaluate information relevant to specific public health policy issues 3.00
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A21
Appendix Appendix A

7. Communicate the role of public health within the overall health system
3.29
(e.g., federal, state, county, local government)

5. Interpret demographic, statistical, programmatic, and scientific

2.86
information for use by professional and lay audiences
4. Ensure a variety of approaches are considered and used to disseminate

3.14
public health information (e.g. social networks, media, blogs)
3. Ensure that the public health organization seeks input from other
3.00
organizations and individuals

3.43
1. Ensure that the health literacy of populations served is considered

2.86
throughout all communication strategies
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Appendix A22
Appendix Appendix A

Cultural Competency Skills Response Average
7. Ensure the public health organization's cultural competence 2.86
6. Assess the public health organization for its cultural competence 3.00
5. Assess the need for a diverse public health workforce 3.14
4. Assess the dynamic forces that contribute to cultural diversity 2.86
2. Ensure the consideration of the role of cultural, social, and behavioral

factors in the accessibility, availability, acceptability, and delivery of public 3.00
health services
1. Ensure that there are strategies for interacting with persons from diverse
backgrounds (e.g. cultural, socioeconomic, educational, racial, gender, age, 3.00
ethnic, sexual orientation, professional, religious affiliation, mental and…
2.70 2.75 2.80 2.85 2.90 2.95 3.00 3.05 3.10 3.15 3.20
Appendix A23
Appendix Appendix A

11. Evaluate the effectiveness of community engagement strategies on
2.71
public health policies, programs, and resources
10. Defend public health policies, programs, and resources 3.14
9. Ensure community input when developing public health policies and

3.29
programs
8. Negotiate for the use of community assets and resources through MOUs
2.71
and other formal and informal agreements
7. Integrate the role of governmental and non-governmental organizations
3.00
in the delivery of community health services
4. Ensure the collaboration and partnerships of key stakeholders through the

3.14
development of formal and and informal agreements (e.g. MOUs,…
3. Establish linkages with key stakeholders 3.29
2. Encourage community-based participatory research efforts within the

2.29
public health organization
1. Evaluate the community linkages and relationships among multiple factors
3.14
(or determinants) affecting health
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50
Appendix A24
Appendix Appendix A

10. Establish partnerships with academic and other organizations to
2.29
expand the public health science base and disseminate research findings
9. Contribute to building the scientific base of public health 2.29
8. Advise on the laws, regulations, policies, and procedures for the ethical
2.29
conduct of research (e.g. patient confidentiality, human subject processes)
7. Critique the limitations of research findings (e.g. limitations of data

2.71
6. Synthesize scientific evidence from a variety of text and electronic

2.71
sources
5. Integrate a review of the scientific evidence related to a public health

2.86
issue, concern, or intervention into the practice of public health
4. Apply the basic public health sciences (including, but not limited to,
2.71
biostatistics, epidemiology, environmental health sciences, health…
3. Incorporate the Core Public Health Functions and Ten Essential Services
2.86
of Public Health into the practice of the public health sciences
2. Explain lessons to be learned from prominent events in the history in

2.86
comparison to the current events of the public health profession
1. Critique the scientific foundation of the field of public health 2.14
0.00 0.50 1.00 1.50 2.00 2.50 3.00
Appendix A25
Appendix Appendix A

17. Establish a performance management system 3.00
16. Incorporate data and information to improve organizational processes… 2.57
2.43
14. Approve contracts and other agreements for the provision of services 3.14
13. Integrate public health informatics skills into program and business… 2.29
12. Apply basic human relations skills to the management of organizations,… 3.43
11. Approve proposals for funding from external sources 2.71
10. Use evaluation results to improve performance 3.14
9. Evaluate program performance 3.29
8. Determine budgetary priorities for the organization 3.14
7. Critique strategies for determining budget priorities 3.29
6. Ensure that programs are managed within current and forecasted budget… 3.43
5. Defend a programmatic and organizational budget 3.29
4. Manage the implementation of the judicial and operational procedures of… 2.14
3. Manage partnerships with agencies within the federal, state, and local… 2.86
2. Leverage the organizational structures, functions, and authorities of local,… 2.71
1. Leverage the interrelationships of local, state, and federal public health… 2.57
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Appendix A26
Appendix Appendix A

Leadership and Systems Thinking Skills Response Average
9. Ensure the management of organizational change 3.29
8. Ensure organizational practices are in concert with changes in the public

3.00
health system, and the larger social, political, and economic environment
7. Ensure the measuring, reporting, and continuous improvement of

3.43
6. Promote mentoring, peer advising, coaching, or other personal development

3.14
opportunities for the public health workforce, including yourself
5. Advocate for individual, team, and organizational learning opportunities

3.43
within the organization
4. Resolve internal and external problems that may affect the delivery of
Essential Public Health Services (e.g. through the identification of root causes 3.00
and other QI processes)
3. Partner with stakeholders to determine key values and a shared vision as

3.43
guiding principles for community action
2. Incorporate systems thinking into public health practice 2.71
1. Incorporate ethical standards of practice as the basis of all interactions with

3.14
organizations, communities, and individuals
0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
Appendix A27
Appendix Appendix A
Bloomington All Tiers

4.00 2.70
3.50
Leadership and Systems Thinking 3.00 Policy Development/Program
Skills Planning Skills
2.81 2.50
2.50
2.00
1.50
1.00
0.50
0.00 Communication Skills
Skills
2.39 2.90

2.55 2.98

Skills 2.65
Appendix A28
Appendix Appendix B
BLOOMINGTON - Core Competency Prioritization Matrix (02/07/2014)

Policy Community
Analytical Cultural Financial Planning Leadership
Development Communication Practice PH Sciences SCORE RANK
Assessment Competency Management Systems Thinking
Program Planning Dimensions
Analytical Assessment 1.0 0.2 0.2 1.0 5.0 1.0 0.2 8.6 7
Policy Development
Program Planning
1.0 1.0 1.0 1.0 5.0 0.2 0.2 9.4 6
Communications 5.0 1.0 1.0 1.0 5.0 0.2 0.1 13.3 4
Cultural Competency 5.0 1.0 1.0 1.0 5.0 0.2 1.0 14.2 3
Community Practice
Dimensions
1.0 1.0 1.0 1.0 5.0 0.2 1.0 10.2 5
PH Sciences 0.2 0.2 0.2 0.2 0.2 0.2 0.2 1.4 8

Financial Planning
Management
1.0 5.0 5.0 5.0 5.0 5.0 5.0 31.0 1
Leadership Systems
Thinking
5.0 5.0 10.0 1.0 1.0 5.0 0.2 27.2 2
Rating Scale: Brief Instructions

10: Exceedingly more important Compare the item on the first row to the item in the first column by asking the following questions:
5: Significantly more important 1. Are the items related to each other? If no, place the number 0 in the cell; if yes, ask the following question:
1: Equally important 2. Are they equally important in influencing each other? If yes, place the number 1 in the cell; if no, ask the following question:
0: No relationship 3. Does having __ contribute more than __ in achieving our goals? The factor that contributes more than the other will get a 5 or 10 in the row
.2: Significantly less important 4. Each time a number is inserted into a row, the reciprocal value should be recorded in the corresponding cell for the same pair of factors. The reciprocal values are 10/0.1
.1: Exceedingly less important and 5/0.2.
5. The score column will auto-sum based on the ratings entered in the preceding columns.
6. The ranking column will need to be completed manually with the highest score receiving a 1 and the lowest score receiving an 8
AppendixB1
Appendix Appendix C
Bloomington Public Health Core Competency High-Yield Analysis

I Develop: Higher priority areas where II Leverage: Higher priority areas where
Matrix Key competency is still relatively low competency is relatively high
Hi
IV De-emphasize: Lower priority areas where III Maintain: Lower priority areas where
competency is relatively low. competency is relatively high
Lo
Cultural Competency Skills

Financial Planning and Management Skills Communication Skills
Tier 1
Leadership and Systems Thinking Skills Hi

Public Health Sciences Skills Community Dimensions of Practice Skills
Policy Development/Program Planning Skills Lo
Financial Planning and Management Skills Communication Skills

Tier 2
Cultural Competency Skills Leadership and Systems Thinking Skills Hi

Public Health Sciences Skills Community Dimensions of Practice Skills
Policy Development/Program Planning Skills Analytical Assessment Skills Lo
Cultural Competency Skills Leadership and Systems Thinking Skills

Priority For Future Success
Tier 3
Financial Planning and Management Skills Communication Skills Hi

Policy Development/Program Planning Skills Community Dimensions of Practice Skills
Public Health Sciences Skills Analytical Assessment Skills Lo
Cultural Competency Skills

All Tiers
Financial Planning and Management Skills Leadership and Systems Thinking Skills
Communication Skills Hi
Community Dimensions of Practice Skills
Public Health Sciences Skills Analytical Assessment Skills
Policy Development/Program Planning Skills Lo
Lo Hi
Current Competency
Based on competency assessment using Council on Linkages Core Competencies for Public Health Professionals
Staff Response Rates:

Tier 1: 79.40%
Tier 2: 87.50%
Tier 3: 100%
03/21/2014
Appendix C1
Appendix Appendix D
3-Step Competency Prioritization Sequence

The Core Competencies for Public Health Professionals (Core Competencies), a consensus set of competencies
developed by the Council on Linkages Between Academia and Public Health Practice (Council on Linkages), are
widely used by public health organizations.1 Three quality improvement (QI) tools can be used in sequence to
help public health organizations and professionals effectively prioritize competency development efforts.
I. Competency Gap Assessment

Goal Steps QI Tool
Identify the public health Gather competency baseline Radar Chart
organization’s relative data by either:
strengths and areas for  Aggregating data drawn
development across the 8 from individual assessment
Core Competencies activities, or
domains
 Assessing organization-wide
competencies using a group
exercise
II. Competency Prioritization

Goal Steps QI Tool
Identify the relative  Identify primary goal Prioritization Matrix
importance of the 8 Core  Develop a numerical scale
Competencies domains for comparing domains
within the context of the
 Develop judging standards
public health organization’s
for comparing domains
strategic objectives
 Make pairwise comparisons
 Develop numerical scores for
domains by consensus
 Sum and rank scores for
domains
III. High-Yield Competency Analysis

Goal Steps QI Tool
Select Core Competencies  Rank the 8 domains on Matrix Diagram
domains for immediate current competency
development and other (top 4 and bottom 4)
appropriate actions  Rank the 8 domains on
current priority (top 4 and
bottom 4)
 Based on the rankings,
place each domain in one
Develop and monitor quadrant of the matrix
high-yield domains 1
The Core Competencies for Public Health Professionals and related tools are available at: http://www.phf.org/programs/corecompetencies
Appendix
1 D1
Appendix Appendix D
I. Competency Gap Assessment

Goal: Identify the public health organization’s relative strengths and areas for development
across the 8 Core Competencies domains. A sample follows the description of steps, and a
blank radar chart template is provided on the following page.
Option 1 Option 2
Aggregate Individual Estimate Organization-wide
Competency Data Competencies
Steps  Gather individual-level data on current compe-  Convene a group of 8-10 individuals who are
tencies in the workforce in all 8 Core Competen- collectively familiar with the skills and perfor-
cies domains. This may be done using a compe- mance of a broad cross-section of the workforce.
tency assessment tool (self-assessment).2 Differ-  Agree on a rating scale (e.g., 0 to 4) and reach
ent versions of the tool are available for pro- consensus on the current competency of the
gressive career stages. workforce in each of the 8 Core Competencies
 Calculate an average score for each domain for domains.
each individual; then calculate an average score  Capture the rationale for the consensus rating
across all individuals in each domain. on each domain.
 Plot average domain scores3 on a radar chart  Plot scores for each domain on a radar chart
(example shown below). (example shown below).
Pros Individual-level is ideal for capturing specifics and Ideal for making a global assessment of overall work-
variations across the workforce. The data can be force needs as a snapshot in time. Can be completed
grouped by tenure, role, or other factors to assist in by a small group of individuals during a two-hour
pinpointing areas of relative strength and opportuni- meeting.
ties for development.
Cons Can be time-consuming to gather and analyze the Because group members have exposure to a limited
data. No norms exist for the assessment tool. sample of the workforce, the data may suffer from
sampling bias.
Label one
axis for each
domain Plot scores on each
axis, with lower
scores plotted closer
to the center of the
chart
2
The tools were designed as self-assessments to be completed by individual public health workers; they can also be used by managers to assess competencies of their team members.
Competency assessment tools provided by the Council on Linkages are available at: http://www.phf.org/competencyassessments
3
Optional step: Calculate and plot the range and/or standard deviation for the workforce on each domain to examine the variation in competencies across the workforce.
Appendix
2 D2
Appendix Appendix D
I. Competency Gap Assessment (continued)

Use the blank radar chart to record the competency scores for your organization.
Which Core Competencies domains represent relative strengths and opportunities for potential
improvement?
Appendix
3 D3
Appendix Appendix D
II. Competency Prioritization

Goal: Identify the relative importance of the 8 Core Competencies domains within the context of the
public health organization’s strategic objectives. A sample follows the description of steps, and a
blank prioritization matrix template is provided on the following page.
Steps: Construct and complete a matrix in which all domains are compared to all other domains (one at
a time) with the relative importance of domains evaluated according to programmatic goals.
 Identify decision criteria driver or goal (e.g., improved outcomes, improved efficiency,
improved client satisfaction, improved financial results, improved flexibility).
 Develop a numerical scale to represent each judgment based on the decision criteria
selected. The scale will be used to assign values to each comparison of one domain to
another. For example: 0—no relationship, 1—equally important, 5—significantly more
important, 10—exceedingly more important, 1/5—significantly less important, 1/10—
exceedingly less important.
 Develop standards for judging to make sure each domain gets a thorough evaluation.
 Develop numerical scores by consensus by making pairwise comparisons between all
domains (e.g., domain 1 vs. domain 2, domain 2 vs. domain 3). Let the experts decide;
expertise will tend to vary from one domain to another during the exercise.
 Does having ____ contribute more than ____ in achieving the goal?
 Will _____ lead toward the goal more than ____?
 Sum and rank scores for each domain. Rank order the scores; lower ranks
are the higher priorities according
Assign a score to each In yellow cells, values Total the cell values in to the group’s consensus
pairwise comparison; less than 1 indicate each row to reach
scores in white cells are the row’s domain is scores for each domain
the inverse of scores in less important than
the yellow cells for the the column’s domain
same domain pair
1 2 3 4 5 6 7 8 Score Rank
1. Analytical/Assessment Skills 1/5 1 10 1/10 1 1/5 1/5 12.7 7
2. Policy Development/Program Planning Skills 5 1/5 1 10 10 5 5 36.2 1
3. Communication Skills 1 5 1 1 5 10 1 24.0 4
4. Cultural Competency Skills 1/10 1 1 5 1 1/5 5 13.3 5
5. Community Dimensions of Practice Skills 10 10 1 5 1 1/10 1 28.1 2
6. Public Health Sciences Skills 1 1 1/5 1/10 1 1 1/5 4.5 8
7. Financial Planning and Management Skills 5 5 1/10 1/5 10 1 5 26.3 3
8. Leadership and Systems Thinking Skills 5 1/5 1 1/5 1 5 1/5 12.8 6
Appendix
4 D4
Appendix Appendix D
II. Competency Prioritization (continued)

Use the blank matrix below to complete the prioritization exercise.
Which Core Competencies domains are most important to realizing your organization’s strategic
objectives?
1 2 3 4 5 6 7 8 Score Rank
1. Analytical/Assessment Skills
2. Policy Development/Program Planning Skills
3. Communication Skills
4. Cultural Competency Skills
5. Community Dimensions of Practice Skills
6. Public Health Sciences Skills
7. Financial Planning and Management Skills
8. Leadership and Systems Thinking Skills
Rating Scale:
0—no relationship 1—equally important
This rating scale is only a sample. 5—significantly more important 10—exceedingly more important
Scales with finer gradation can 1/5—significantly less important 1/10—exceedingly less important
also be used (e.g., 1/3, 1/4, 1/5,
1/6); however, scales with fewer
gradations (such as the one to
the right) emphasize differences
between options and make
ranking domains much easier.
Appendix
5 D5
Appendix Appendix D
III. High-Yield Competency Analysis

Goal: Select Core Competencies domains for immediate development and other appropriate actions.
A sample is provided below, and blank grid templates are provided on the following page.
Steps: Using the data from Exercise I, rank the 8 domains on current competency.
Higher Competency Lower Competency

Domains Domains
1. Cultural Competency Skills 5. Public Health Sciences Skills
2. Analytical/Assessment Skills 6. Community Dimensions of Practice Skills
3. Communication Skills 7. Policy Development/Program Planning Skills
4. Financial Planning and Management Skills 8. Leadership and Systems Thinking Skills
Using the data from Exercise II, rank the 8 domains on current priority for future success.
Higher Priority Lower Priority

Domains Domains
1. Policy Development/Program Planning Skills 5. Cultural Competency Skills
2. Community Dimensions of Practice Skills 6. Leadership and Systems Thinking Skills
3. Financial Planning and Management Skills 7. Analytical/Assessment Skills
4. Communication Skills 8. Public Health Sciences Skills
Based on the rankings, place each domain in one quadrant of the Matrix Diagram below.
Community Dimensions of Practice Skills Communication Skills

Policy Development/Program Planning Skills Financial Planning and Management Skills
Priority I II
for Future
Success Public Health Sciences Skills Analytical/Assessment Skills
Leadership and Systems Thinking Skills Cultural Competency Skills
IV III
Current
Competency
I DEVELOP: Higher priority areas where competency is relatively low
II LEVERAGE: Higher priority areas where competency is relatively high
III MAINTAIN: Lower priority areas where competency is relatively high
IV DE-EMPHASIZE: Lower priority areas where competency is relatively low
Appendix
6 D6
Appendix Appendix D
III. High-Yield Competency Analysis (continued)

Use the blank tables below to identify high-yield Core Competencies domains.
Which Core Competencies domains shall we prioritize for workforce development in the
short-term?
Steps: Using the data from Exercise I, rank the 8 domains on current competency.
Higher Competency Lower Competency

Domains Domains
Using the data from Exercise II, rank the 8 domains on current priority for future success.
Higher Priority Lower Priority

Domains Domains
Based on the rankings, place each domain in one quadrant of the Matrix Diagram below.
Priority I II
for Future
Success
IV III
Current
Competency
I DEVELOP: Higher priority areas where competency is relatively low
II LEVERAGE: Higher priority areas where competency is relatively high
III MAINTAIN: Lower priority areas where competency is relatively high
IV DE-EMPHASIZE: Lower priority areas where competency is relatively low
Appendix
7 D7

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Bloomington Public Health

Core Competency Assessment Results:

Domain (average competency rating)

1. Cultural Competency (2.90)

Domain (average competency rating)

1. Cultural Competency (3.07)

Domain (average competency rating)

1. Leadership and Systems Thinking (3.17)

Domain (average competency rating)

1. Cultural Competency (2.98)

Domain Prioritization Results:

1. Financial Planning Management

For a detailed figure of the prioritization results see Appendix B.

Development of Financial Planning and Management skills

Community Dimensions of Practice

Bloomington Tier 1 Domain 1:

7. Identify gaps in data sources 2.07

6. Recognize the integrity and comparability of data 2.22

5. Identify sources of public health data and information 2.67

4. Use methods and instruments for collecting valid and reliable

3. Use variables that measure public health conditions 2.26

2. Describe the characteristics of a population-based health problem (e.g.

0.00 0.50 1.00 1.50 2.00 2.50 3.00

Bloomington Tier 1 Domain 2:

10. Apply strategies for continuous quality improvement 2.30

9. Demonstrate the use of public health informatics practices and

8. Identify mechanisms to monitor and evaluate programs for their

6. Participate in program planning processes 2.22

3. Explain the expected outcomes of policy options (e.g. health, fiscal,

1. Gather information relevant to specific public health policy issues 2.41

0.00 0.50 1.00 1.50 2.00 2.50 3.00

Bloomington Tier 1 Domain 3:

6. Apply communication and group dynamic strategies (e.g. principled

5. Participate in the development of demographic, statistical,

4. Convey public health information using a variety of approaches (e.g.

3. Solicit community-based input from individuals and organizations 2.41

2. Communicate in writing and orally, in person, and through electronic

1. Identify the health literacy of populations served 2.59

0.00 0.50 1.00 1.50 2.00 2.50 3.00

Bloomington Tier 1 Domain 4:

6. Participate in the assessment of the cultural competence of the public

5. Describe the need for a diverse public health workforce 2.93

4. Describe the dynamic forces that contribute to cultural diversity 2.78

2. Recognize the role of cultural, social, and behavioral factors in the

1. Incorporate strategies for interacting with persons from diverse

2.50 2.60 2.70 2.80 2.90 3.00 3.10

Bloomington Tier 1 Domain 5:

9. Gather input from the community to inform the development of public

8. Identify community assets and resources 2.63

7. Describe the role of governmental and non-governmental organizations

6. Use group processes to advance community involvement 2.22

5. Maintain partnerships with key stakeholders 2.41

4. Collaborate with community partners to promote the health of the

3. Identify stakeholders 2.22

2. Demonstrate the capacity to work in community-based participatory

1. Recognize community linkages and relationships among multiple

0.00 0.50 1.00 1.50 2.00 2.50 3.00

Bloomington Tier 1 Domain 6: