1. The Key to a Prepared Workforce: 2006 Public Health Lifelong Learning Conference Lifelong Learning Strategies From Assessment to Performance Management: A brief history of the Lifelong Learning Initiative in NC Lisa Macon Harrison

2. Warning: Adventure Ahead

3. Who is doing what? Partnering for Preparedness Lifelong learning for preparedness: What is it exactly? History: Academic Health Department Project Assessment to Performance Management

4. Fitting it all together… Partners in Preparedness Mission: Improving the capacity of the public health workforce to prepare for and respond to terrorism and other public health threats

5. Fitting it all together… Partners in Preparedness Serving our state: Leading the Nation

6. Fitting it all together… Partners in Preparedness

7. Working for a healthier and safer North Carolina Everywhere. Everyday. Everybody.

8. Fitting it all together… Partners in Preparedness

9. Many Entities Working Together to Serve, Assist, Provide Resources

10. Back to Where I Began… Mission: Improving the capacity of the public health workforce to prepare for and respond to terrorism and other public health threats

11. Centers for Public Health Preparedness The five-year CPHP Program goals are to: Strengthen public health workforce readiness through implementation of programs for lifelong learning; Strengthen capacity at State and local levels for terrorism preparedness and emergency public health response; and, Develop a network of academic-based programs contributing to national terrorism preparedness and emergency response by sharing expertise and resources across State and local jurisdictions.

12. Centers for Public Health Preparedness Key priorities for CPHP activities: Collaborate with healthcare organizations and public health agencies across the nation to help them meet preparedness education and learning needs; Maximize outreach of existing preparedness materials; and Enhance the evidence base for effective preparedness education.

13. Combining Efforts and Leading Initiatives: How do we combine what we know about the public health workforce (who they are and what they are working on), what the preparedness competencies and essential services guide us to perform, and how do we effectively train and educate the workforce as they carry out the many and varied duties of a local or state health department?

14. Lifelong Learning Vision A more prepared, responsive, and knowledgeable public health workforce. ____________________________________ Accomplished through valued, supportive, ongoing partnerships across NCCPHP, NCIPH, UNC SPH, state and local public health that connects resources and enhances a culture of lifelong learning among public health workers.

15. Official Definition of LLL (at least one of them!) A lifelong learning approach for public health assumes a combination of training and educational opportunities to ensure self-directed learning, just-in-time learning, collaborative learning, informal learning, learning-on-demand, and organizational learning (Fischer, 2000). “Lifelong Learning – More than Training” (2000) Journal of Interactive Learning Research. 265-272

16. Academic Health Department (AHD) Project Back up 2 years

17. Piloting Lifelong Learning Lifelong learning grew out of a one-year Academic Health Department project that studied three approaches to academic and practice links: –Service learning –Lifelong learning and preparedness –Practice research

18. AHD Project Objectives 2003 Assure access to preparedness learning opportunities for the public health workforce  Assess the public health workforce to recognize training needs  Determine appropriate training plan for individuals and the organization  Connect the resources of UNC SPH with the health department

19. AHD Lifelong Learning Model Framework Structure & Accountabilities Measurement Learning Environment Process Tools & Technology Resources PH Content & Curriculum Culture Continuous Learning Learning Organization

20. Progress: AHD Activities  Oriented staff to learning management system  Provided overview of the assessment process (presentation/demonstration/Q&A session)  Conducted training needs assessment online  Prepared data report of aggregate findings  Presented program to local board of health  Created a facilitated learning team to ID barriers

21. Progress: AHD Activities  Provided directory of available training options  Enhanced a learning library space at the LHD  Established training program with LHD leaders  Leadership encouraged collaborative learning  Leadership initiated a pay-for-performance model  Provided a training plan for the agency  Implemented the training plan with on-site preparedness trainings for staff

22. Assessment Component Another curve in the road: Conducting an online self-assessment process through a learning management system as part of academic health department model and lifelong learning

23. NC Public Health Workforce Development Assessment  Assessment in preparedness response and core public health competencies Online!

25. The system offers feedback and training options on multiple levels –Individual level Automatically provided by the system –Occupational level Addressed through reports and trainings –Organizational level: statewide, PHRSTs, local health departments Addressed through reports and trainings

26. Connecting the Dots Assessment data lead to training plan development Connecting the Assessment effort, the Academic Health Department pilot, and creating the new Lifelong Learning initiative for 2005-2006

27. LHD Agency Training Plans Training Plan Policy for Agency includes: Profile of Area and Agency Current Workforce Development Status Staff Training Needs Assessment Results Recommendations for Workforce Development Workforce Development Plan of Action for Implementation

28. See Toolkit for Examples

29. Strategies for Lifelong Learning Convene and manage dialogue Lead efforts to generate and market workforce development plans Adopt and/or develop system standards and assure their use Provide oversight in coordination for human, technical, and operational performance Develop partnerships and support leadership activities among academic institutions CDC/ASTDR Strategic Plan for PH Workforce Development

30. Lifelong Learning Counties 2005-2006 Alamance Buncombe Cabarrus Carteret Catawba Cherokee Craven Dare Gaston Harnett Hertford New Hanover Northampton Pamlico Wilkes Yadkin

31. Preliminary Findings From Lifelong Learning Initiative It takes more than just offering training –It’s time for a culture change in public health –Preparedness training is everyone’s responsibility Basic Infrastructure needs include –Equipment (e.g. computers, headsets) –Space –Time (establishing priorities and a culture for learning) –Budget –Support from leadership –Access to quality training programs

32. What Will Make LLL Happen in Local Health Departments? Policies Practices Expectations A culture that prioritizes learning Incentives for learning/training Identification of roles and responsibilities for emergencies Consequences for not being prepared

33. Performance Management Now that we have:  Assessed the public health workforce  Identified training priorities  Provided training plans  Identified resources for training  Implemented training plans  Initiated strategies to continue a lifelong learning path How do we make it stick?

34. Performance Management Those agencies finding the most success so far are doing making lifelong learning a part of a performance management system – either established or new. Performance management can include helping employees establish a development plan - and a training plan that’s appropriate to their job duties. Performance management helps guide a process of expectation/requirement up front, and allows for better documentation of learning progress.

35. Preliminary Findings From Lifelong Learning And you will hear much more from local public health departments for the rest of today… Stay tuned about what works, what needs more work, and what new ideas come about

36. Questions?