1. LCDR Darrlyn Cornelius-Averhart, MPH, MCHES CDCU, School of Public Health Science, Research & Medicine LCDR Letia Boseman, MPH CHES CDC, Division of Diabetes Translation 2011 USPHS Scientific and Training Symposium Wednesday, June 22, 2011 3:15-3:45 P.M.

2.  Objective of Presentation  Purpose of Presentation  Define Competency  Background on Competency Development  CDCU Priorities

3.  Types of Competencies  CDCU, School of Public Health Science, Research & Medicine (5) Occupational Competencies  Define Series  Competencies & USPHS  Conclusion/Recommendations

4. To build public health workforce capacity through competency development and targeted planning of professional development activities as it relates to the United States Public Health Service (USPHS)

5.  Describe HHS & CDC’s definition of a competency and the details of the competency development process  Describe efforts to build public health workforce capacity through competency development  Identity strategies used to address proficiency gaps and interventions to address those gaps

6.  A complex combination of knowledge, skills, and abilities demonstrated by the organization members that are critical to the effective and efficient function of the organization. J. Nelson, 1997 Collaborative competence in the public health agency: Defining performance at the organizational and individual employee level.

7. U.S. Department of Health & Human Services (HHS) defines a competency as “ an observable, measurable pattern of skills, knowledge, abilities, behaviors and other characteristics that an individual needs to perform work roles successfully.”

8.  US Office of Personnel Management (OPM), by way of Human Capital Assessment and Accountability Framework (HCAAF), by way of HHS, mandates yearly measurement of mission-critical occupations  2007

9.  Ten Essential Services of Public Health. CDC, 2004  Core Competencies for Public Health Professionals. Council on Linkages Between Academia and Public Health Practice, 2004  Institute of Medicine (IOM) Report

10.  Monitor health status to identify and solve community health problems. Monitor  Diagnose and investigate health problems and health hazards in the community. Diagnose and investigate  Inform, educate, and empower people about health issues. Inform, educate, and empower  Mobilize community partnerships and action to identify and solve health problems. Mobilize  Develop policies and plans that support individual and community health efforts. Develop policies and plans  Enforce laws and regulations that protect health and ensure safety. Enforce  Link people to needed personal health services and assure the provision of health care when otherwise unavailable. Link  Assure competent public and personal health care workforce. Assure  Evaluate effectiveness, accessibility, and quality of personal and population-based health services. Evaluate  Research for new insights and innovative solutions to health problems. Research

14. Because: They make explicit the expected performance of agencies and people. They link content to skills. They identify gaps in performance. They outline strategies to improve performance. They serve as indicators for quality assurance. They characterize professional practice.

15. Are statements of complex performance within the workplace, akin to the KSAs of job classifications. Can consist of a series of embedded tasks that are either sequential or parallel. Are demonstrated over long periods of time. Require contextual measurement. Allow for a range of indicators to measure competence.

16.  Training  Education  Other Professional Activities  Career Mapping  Mentoring

17.  HHS University  CDC University  Other Agency Training Units (11)  NIH (National Institutes of Health)  HIS (Indian Health Service)  ATSDR (Agency for Toxic Substances and Disease Registry)

18.  Identify competencies for all CDC occupations  Construct a competency-based curriculum to elevate the knowledge and skill level of the workforce  Use competencies as a foundation to build career maps for employees

19.  Develops competency models for mission- critical occupations  To assess individual employee needs  To identify appropriate developmental opportunities  Defines a competency for CDC context

20.  To ensure preparedness for ongoing and emerging public health challenges  Details a competency development process  engages the workforce  solicits feedback from employees and supervisors  employs rigorous self- and supervisor assessment measures  determines core, functional, and occupational competencies

21.  Addresses mission-critical components and critical gaps in attaining targeted competencies  Creates developmental curricula and opportunities to sustain a workforce equipped to improve health and prevent disease and injury

22.  Defines and implements Strategies to address proficiency gaps Interventions to address gaps through education and training  Uses technology and performance assessments to determine competency gaps

23.  Core  Functional  Occupational

24.  Applicable to all U.S. Department of Health and Human Services employees  Collaboration/Partnering Collaboration/Partnering  Continuous Development Continuous Development  Customer Service Customer Service  Decision Making Decision Making  Diversity Diversity  Integrity Integrity  Oral Communication Oral Communication  Problem Solving Problem Solving  Results Driven Results Driven  Written Communication Written Communication

25.  Applicable to a specific function that might span multiple job series (e.g., leadership and management or preparedness and emergency response)  Crisis Leadership Crisis Leadership  Global Public Health Global Public Health  Health Policy Health Policy  Leadership & Management Development Leadership & Management Development  Preparedness & Emergency Response Preparedness & Emergency Response

26.  Identified for specific job series or series groupings.  School of Public Health Science, Research & Medicine  39 Existing Competencies  Highlight Five Examples

27.  Job Classification  Occupational Series  Knowledge Test

28.  School of Leadership and Management Development (I LEAD) School of Leadership and Management Development (I LEAD)  School of Preparedness and Emergency Response School of Preparedness and Emergency Response  School of Public Health Science, Research and Medicine (50.5%) School of Public Health Science, Research and Medicine  School of Information Resource Management (5%) School of Information Resource Management  School of Public Health Education and Communication (7%) School of Public Health Education and Communication  School of Public Health Administration (20%) School of Public Health Administration  School of Business Management (17%) School of Business Management

31.  CDCU School of Public Health Science, Research & Medicine  5 Occupational Series 1. General Health Scientists 2. Epidemiologists 3. Medical Officers 4. Mathematicians/Statisticians 5. General Physical Scientists

34.  Integrity  Health Science Knowledge  Research  Data Collection  Data Analysis and Interpretation  Synthesis of Data  Information  Knowledge

35.  Research  Surveillance Systems  Data Analysis and Interpretation  Etiology  Research Ethics

36.  Integrity

37.  Identification of two distinct roles within the occupation  Identification of mission-critical competencies

38.  No Specific Gaps Identified  Focus on Strengthening  Writing (Basic & Scientific)  Public Speaking  Communication Courses  Time Management  Increase Field Training

39. Competency Model for Epidemiologist Subgroup Previously Developed Competency Model and Proficiency Requirements for General Health Scientist Revised to Reflect Narrowly Defined Population

40.  Mathematicians/Statisticians divided competency and proficiency requirements to separate roles  General Physical Scientists  Focus on Additional Marketing to Target Audience

41.  Creation of School of Public Health Science, Research & Medicine Advisory Council  This advisory group is made up of organizational representatives from across CDC within the target series along with CDCU, use of the competency gap analysis to drive curriculum priorities  2011 Joint Training: Protocol Development

42. 1. Partnering between academia and practice in the adoption and use of overarching competencies. 2. Translating the existing competency sets into formats that inform training and workforce preparation. 3. Selecting competency indicators that measure the “effects” of training. 4. Designing instrumentation that measures the competence of individuals and of groups. 5. Collecting the data. 6. Finding the time.

43.  Series Target Audience should set Proficiency Levels  Use information to plan Professional Development  Use competency models to develop Individual Development Plans (IDPs)

44.  Report gaps and interventions to human capital planning stakeholders  In developing curriculum, continually monitor and synthesize pertinent data elements  Competency Work  Employee Demand for Specific Training  Environmental Scans  Input from Advisory Groups

45.  Know and Understand Your Series  Check with your office  Examine colleagues series as your series may likely be the same or closely link

46.  000 Miscellaneous Occupations Group  0100 Social Science, Psychology, and Welfare Group  0200 Human Resources Management Group  0300 General Administrative, Clerical, and Office Services Group  0400 Natural Resources Management and Biological Sciences Group  0500 Accounting and Budget Group  0600 Medical, Hospital, Dental, and Public Health Group  0700 Veterinary Medical Science Group  0800 Engineering and Architecture Group  0900 Legal and Kindred Group  1000 Information and Arts Group  1100 Business and Industry Group  1200 Copyright, Patent, and Trademark Group  1300 Physical Sciences Group  1400 Library and Archives Group  1500 Mathematics and Statistics Group  1600 Equipment, Facilities, and Services Group  1700 Education Group  1800 Inspection, Investigation, Enforcement, and Compliance Group  1900 Quality Assurance, Inspection, and Grading Group  2000 Supply Group  2100 Transportation Group  2200 Information Technology Group

47.  Know the Competencies Within Your Series  Core  Functional  Occupational**

48.  Link training, new opportunities, deployments, etc. with IDPs, COER & Officer Statements (if applicable)  Align your work with your competencies, roles and responsibilities  Take advantage of agency offerings (i.e.: courses, trainings, etc.)

50. Darrlyn Cornelius-Averhart, MPH, MCHES zrv4@cdc.gov 770.488.1235