Workforce Development Plan New Haven Health Department

Table of Contents

This Workforce Development Plan was created by the New Haven Health Department (NHV Health), in conjunction with Strategic Health Advisers, LLC, to ensure the establishment of a highly competent public health workforce in accordance with the Public Health Accreditation Board Standards & Measures for Initial Accreditation Version 2022, Domain 8 (PHAB Version 2022). Training and development of the workforce is one part of a comprehensive strategy toward agency quality improvement. Fundamental to this work is identifying gaps in knowledge, skills, and abilities through the assessment of both organizational and individual needs and addressing those gaps through targeted training and development opportunities.

The NHV Health’s workforce is composed of both full-time and part-time employees, contractual personnel, undergraduate and graduate interns, and Medical Reserve Corps volunteers. A trained and ready workforce is critical to the day-to-day management of public health activities, as well as being fully prepared to successfully respond to public health emergencies.

This plan serves as the foundation of the NHV Health’s ongoing commitment to the training and development of its workforce. It is reviewed annually in July by the Performance Management Team.

Topics Page(s)

NHV Health Profile

• Mission

• Vision

• Value Statement

• Strategic Priorities

• Governance

• City of New Haven Demographics

4-5

Learning Culture 5-6

Workforce Policies

• Links to Other Department Plans

• Staff Recruitment

• Future Public Health Workforce

• Work Environment

6-7

Workforce Demographics

• PHNCI Calculator

7-10

Competencies & Education Requirements

• Core Competencies for Department

• Other Competencies

• CE Requirements by Discipline

• 2023 Core Competencies Assessment

10-12

Training Needs

• SWOT Analysis

• Priority Gaps

• Goal

• Process Objectives

• Cultural and Linguistic Training Needs

11-17

Training Schedule

• Communication

• Training Evaluation

• Staff Response to Learning Modalities Survey

• Tracking

17-19

Appendix A: NHV Health Plans

• Strategic Plan & Strategic Priorities

• Performance Management Plan

• Quality Improvement Plan

• Public Health Emergency Operations Plan

Appendix B: NHV Health Competency Assessment Results 21-37

Appendix C: Recruiting a Diverse and Competent Workforce 38

Appendix D: NHV Health Table of Organization 39

Appendix E: NHV Health SWOT Analysis 40

Appendix F: NHV Health Competency-Based Training 41-44

Appendix G: NHV Health Employee Performance Development Plan 45-46

New Haven Health Department Profile

Mission To ensure and advocate for the health and well-being of all New Haven residents.

Vision

Advocating and ensuring health equity for all New Haven residents.

Value Statement

Integrity The NHV Health holds itself to the highest standards of professionalism, ethics, honesty, and always operates in a consistent, dependable, and respectful manner.

Innovation We use data-driven, evidenced-based processes to review and develop innovative ideas that improve system efficiencies, and/or improve health outcomes in our community.

Collaboration We believe that Teamwork and Partnerships are critical to our overall success. We build, develop, nurture, and leverage both internal and external partnerships to achieve our goals.

Community Centered We focus on improving the overall health and well-being of all people in our community.

Diversity We create a supportive environment that values people of all cultures, communities, ethnicities, and perspectives.

Strategic Priorities

The following are the NHV Health Strategic Priorities for the Strategic Plan (Appendix A):

Priority 1: Confront Racism and Advance Racial Justice Priority 2: Eliminate Health Disparities Priority 3: Strengthen and Expand Partnerships and Collaborative Activities with both Private and Public Organizations Priority 4: Develop Early Intervention Strategies to Protect Children from Violence and Unintentional Injuries Priority 5: Provide and Facilitate Sharing of Public Health Data to Multiple Internal and External Stakeholders Priority 6: Create Policies and Programs that Assist in Making Healthcare and Healthy Foods More Accessible to our Community Priority 7: Secure More Funding Priority 8: Develop and Promote a Professional and Diverse Workforce

Governance

● The City of New Haven is governed by a Board of Alders. The Board consists of thirty

Representatives elected by voters to represent their respective Wards. A President, President Pro Tempore, Majority Leader, and Deputy Majority Leader are selected from the Representatives. Responsibilities include creating, passing, and amending local laws as well as review and approval of the City’s annual budget.

● The New Haven Health Department is advised by the Board of Public Health Commissioners. The Board of Public Health Commissioners advises the Director of Health on matters pertaining to the activities of the New Haven Health Department. The Board, on the recommendation of the Director of Health, can adopt rules and regulations that it feels will prevent disease and preserve the public’s health (New Haven Charter Sec. 3. Boards and Commissions Established by the Charter). The seven-member Board, comprised of professionals with expertise in medicine, epidemiology, nursing, dentistry, psychology, and public health, includes a Chair and Medical Director.

● The New Haven Health Department is governed by the New Haven Code of Ordinances, that reflect state and local laws:

• Connecticut State Department of Public Health “Rules of Practice”

• Connecticut State Public Health Code

• Connecticut State Department of Public Health Practitioner Licensing

City of New Haven Demographics

The City of New Haven is an urban setting that covers 18.7 square miles. As per the United States Census, population estimates as of July 1, 2022, New Haven has 135,081 residents, with a 2020 population density of 7,170.8 per square mile. There are 50,264 households, with an average of 2.48 persons per household. The owner-occupied housing rate is 28.0% with a median home value of $207,600. Eighty-five percent of persons 25 years+ have a high school or higher education, and 36.5% have a bachelor’s degree or higher. Rich in diversity, 40.1% of the population is White; followed by 33.9% Black; 7.3% two or more races; 5.2% Asian. Thirty percent identify as Hispanic or Latino. Primary languages are English and Spanish. Foreign-born persons comprise 17.4% of residents. Two age groups considered vulnerable, especially in public health emergencies, are children and the elderly. Twenty-two percent of the population is under 18 years, while 10.5% are 65 years and over. The median household income is $48,973, and 24.6% of residents live in poverty. Disabled persons under 65 years account for 7.6%, and 8.5% of residents under 65 years do not have health insurance. It is important to note for a public health outreach effort that 91.5% of households have a computer. An in-depth New Haven profile can be found on United States Census site.

Learning Culture

The New Haven Health Department maintains a culture of continuous improvement, which requires ever-evolving skill sets, and collective and individualized training for all staff to meet the changing needs of the population served. This plan ensures that staff are well-equipped to effectively execute their responsibilities in fulfilling the Department’s Mission, Vision, and Strategic Priorities, the 10 Essential Public Health Services, Foundational Capabilities, and PHAB accreditation standards. A Competency Assessment based on the eight domains of Core Competencies for Public Health was administered to staff and administrators in March 2023. One hundred percent of the active workforce completed the assessment. The eight domains included:

Domain 1 - Data Analytics and Assessment Skills Domain 2 - Policy Development and Program Planning Skills Domain 3 - Communication Skills Domain 4 - Health Equity Skills Domain 5 - Community Partnership Skills Domain 6 - Public Health Sciences Skills Domain 7 - Management and Finance Skills Domain 8 - Leadership and Systems Thinking Skills

Complete findings from the Competency Assessment can be found in Appendix B.

Workforce Policies

Education and Training Policies with each union contract have been accepted by the NHV Health Leadership. Additionally, time on the job to participate in continuing education and training courses is a standard part of the Department’s operation. Time off to attend professional training and conferences, and tuition or program-based reimbursement is offered to facilitate a competent workforce.

Links to Other Department Plans

This Workforce Development Plan is instrumental in our overall Performance Management System. It ensures our department has a qualified and competent workforce to provide quality and effective services to the population we serve. It includes the training schedules updated annually in our Performance Management and Quality Improvement Plans (Appendix A), as well as the training schedule included in the Department’s Public Health Emergency Operations Plan (Appendix A). It serves to develop our workforce by assisting in and enhancing the way staff executes our processes, procedures, and plans, including our Performance Management Plan, Quality Improvement Plan, Strategic Plan, and Community Health Improvement Plan.

Staff Recruitment

The New Haven Health Department considers New Haven’s population demographics and works to ensure that staff reflect the population’s diversity. Census data from a 10-year cycle are reviewed to define population demographics and any new findings/ information is incorporated into newsletters that reach New Haven’s diverse population. Job postings appear on the City of New Haven’s official website, as well as the Indeed website. Affiliations with colleges and universities that are rich in racial and ethnic diversity provide a conduit to attract a broad set of applicants (Appendix C). During the hiring process, preference is given to those who are bilingual or multilingual, and who exemplify an in-depth knowledge of the community. Staff must meet the competency standards set forth in the professional job descriptions. Job descriptions for each discipline are found in the Human Resources Department and available upon request. Human Resources has a limited number of job descriptions uploaded in a city-wide N drive to which all staff have access.

Future Public Health Workforce

The New Haven Health Department is invested in the present, but also plans for the future by seeking opportunities to contribute towards a continuous flow of competent, diverse, and dedicated public health professionals. The health department collaborates with Southern Connecticut State University, Yale University, Gateway Community College, University of Bridgeport, University of Connecticut, and

University of New Haven. In addition, we partner with Youth at Work through the Youth and Recreation

Department to provide opportunities for young people to learn about the field of public health. We commit our staff to prepare this future workforce as evidenced by our current public health professionals providing internships for both undergraduate and graduate students from the above colleges and universities. Gateway Community College and the University of Bridgeport have a high racial diversity which has a positive impact on recruitment efforts.

Work Environment

NHV Health values a competent and diverse workforce to provide the highest quality of services to the community we serve, but we also value each member of our public health team as individuals who deserve to be respected and empowered as part of a supportive work culture. This culture includes providing employee satisfaction surveys. In the survey, staff are asked what type of recognition they would like, such as an “Employee of the Month” program. Examples of other supportive work environment initiatives include monthly potluck meals, semi-annual staff retreats, a lactation room, and

Employee Assistance Program.

Workforce Demographics

The table below summarizes the demographics of the agency’s workforce as of May 2023. The Table of Organization can be found in Appendix D. The current workforce reflects diversity in race, ethnicity, and language for the majority of the population. The means to communicate public health messages, both culturally and linguistically, is realized because of this diversity. NHV Health, either directly or through contractual agreements, employs just over 100 full-time equivalent (FTE) individuals with a manager to staff ratio of 1:5. Ninety-seven percent of the employees are unionized, 43.5% have a retention rate of 5 years or more, while less than 10% are 5 years or less from retirement. This data reflects a relatively stable workforce environment. NHV Health has 100.5 FTEs.

The NHV Health workforce was compared to the Public Health National Center for Innovations (PHNCI), Public Health Workforce Calculator. The Calculator aims to balance the idea of wanting to have a reliable model with solid estimates no matter the context versus being sensitive to local need and context.

Based on a health department’s response, a mathematical calculation is applied to the Calculators outputs. The Public Health Workforce Calculator recommends 59.2 FTEs to meet the Foundational Public Health Services’ Foundational Areas and Capabilities. When compared to the Basic Streamlined Calculator, NHV Health diverges from the recommended Foundational Areas and Foundational Capabilities.

Category # or %

Total # of Budgeted Positions: 105.5 Total # of Currently Filled Positions: 71 # of Current full-time public health employees: 60 # of Current part-time public health employees: 2

% Paid by Grants/Contracts: 32% Total of contract employees (not surveyed): 28.5 Total # of Current FTEs: 100.5

Gender (%): Female:

Male:

85.5% 14.5%

Languages spoken: English, Spanish, Portuguese, Albanian, Haitian-Creole

Race:

American Indian /Alaskan Native:

Asian:

African/

American:

Hawaiian/PI:

Caucasian:

Two or more Races:

Ethnicity:

Hispanic:

Non-Hispanic:

Primary Professional Disciplines/Credentials:

Leadership/management:

Health Officer/Assistant Health Officer:

Nurse:

Registered Sanitarian/ EH Specialist:

Epidemiologist:

Health Educator:

Dietitian:

Social Worker:

Medical Consultant (including Director):

Registrar/Deputy Registrar:

Support Staff/Administrative Assistant:

Animal Control Officer:

Other (Code Enforcement, etc. Please specify):

Community Health Workers:

APRN:

Sealer of Weights and Measures:

Medical Biller :

Health Assistant:

Community Health Liaison:

Community Planning Liaison:

Data Analyst:

GIS Analyst:

Immunization Outreach Workers:

Lead Inspectors:

Current

1.5

4.5

% Staff unionized: 97%

% Retention Rate > 5 years: 43.5%

% Employees < 5 Years from Retirement: 9.6%

Manager/staff ratio: 1:5

PHNCI (Basic Streamlined Calculator) The Public Health Workforce Calculator is a tool to help local health departments with workforce planning efforts by utilizing information provided about the local health department to estimate the number of full-time equivalents (FTEs) needed to ensure the provision of the Foundational Public Health Services.

Staffing Calculator PHNCI Expected NHV Health Actual

Foundational Capabilities’ Total FTEs 26.1 13.5

Assessment & Surveillance Emergency Preparedness & Response All Other* (Equity, Organizational Competency, Policy Development & Support, Accountability & Performance Management, Communications)

4.5 3.1

18.6

1.5

Foundational Areas’ Total FTEs 33.1 49.5

Chronic Disease & Injury Prevention Communicable Disease Control Environmental Public Health Maternal, Child & Family Health Clinical Care Access Linkage

8.5 3.9

14.0 4.8 2.0

10.5

Competencies & Education Requirements

● Core Competencies for the Department The Department adopts the Core Competencies for Public Health Professionals from the Council on Linkages.

● Other Competencies Public health staffing and qualifications for licensure of staff are in accordance with the Connecticut State Department of Public Health “Practitioner Licensing & Investigations Section.”

Continuing Education (CE) Required by Discipline

Discipline CE Type & Requirements

Health Officer n/a

Public Health Nurse CPR every 3 years

Blood-Borne Pathogens - annual

DCF Mandated Reporter - annual

Physician n/a

Epidemiologist n/a

Registered Food Service Continuing Education - 16 hours every 3 years

Environmental Health

Specialist

Maintain Registered Sanitarian license - 25 credits every 2 years

Health Educator n/a

Social Worker n/a

Public Health

Investigator n/a

CMR n/a

Animal Control Officer n/a

Administrative/Clerical

Staff n/a

Board of Health

Members n/a

Inspector Asbestos Inspector – annual

Asbestos Supervisor – annual

Lead Inspector/Risk Assessor – annual

Lead Supervisor – annual

Lead Project Designer - annual

All Staff 30 credits every three years Training must include two hours focused on cultural competency, systemic racism or systemic oppression and two hours focused on social determinants of health

All Staff ICS 100 and ICS 200 (except nurses)

Upon hire

Defensive Driving Every two years

DCF Mandated Reporter Training Annually

Sexual Harassment Upon hire

Nurses ICS 101 and 201 Upon hire

All Supervisors ICS 700 Upon hire

2023 Core Competency Assessment

The Core Competencies for Public Health Professionals are a consensus set of knowledge and skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies contain 56 competency statements that apply across the public health workforce for those engaged in the practice, education, and research of public health. Specific knowledge and skills related to these competency statements differ based on the responsibilities of an individual within an organization.

The Core Competencies are organized into three tiers, which describe different types of responsibilities within public health organizations. The tiers are used to organize sub-competencies, which articulate more detailed knowledge and skills for individuals with responsibilities related to each tier. The Core Competencies are also organized into eight skill areas, or domains, that cut across public health disciplines including:

Data Analytics and Assessment Skills

Policy Development and Program Planning Skills

Communication Skills

Health Equity Skills

Community Partnership Skills

Public Health Sciences Skills

Management and Finance Skills

Leadership and Systems Thinking Skills

Employees were instructed to rate themselves in these areas according to the scale below:

1 = None: I am unaware or have very little knowledge of the skill

2 = Aware: I have heard of, but have limited knowledge or ability to apply the skill

3 = Knowledgeable: I am comfortable with my knowledge or ability to apply the skill

4 = Proficient: I am very comfortable, am an expert, or could teach this skill to others

Based on the averages for each domain, employees were to identify areas of improvement to inform their individual development plan. If an employee scored a “1” or “2” in any domain that is highly relevant to their work, they are instructed to seek out training for this area. A lower priority is given to domains in which they scored a “3” or higher. The results reflect the overall competencies of the NHV Health’s staff. Results were grouped by tier and domain to draw attention to competency areas that may or may not be highly relevant to their job duties. The data was also grouped by discipline in further analysis. It is the responsibility of the service area supervisors to ensure individual staff complete a continuing education work schedule that directly reflects their individual assessments.

Training Needs

The delivery of exceptional public health services is based on a diverse and competent workforce, and an infrastructure that fosters a culture of quality. In addition to quality improvement trainings (see QI plan), all staff are required to complete, every three years, the “The 2021 Core Competencies for Public Health Professionals” from the Council on Linkages Between Academia and Public Health Practice to assess strengths and identify gaps. Gaps identified in the assessments are used in developing training curricula and goals. Strengths are also analyzed by discipline and tier. The following describe the tiers:

Tier 1 – Frontline and Program Support Tier 2 – Program Management and Supervisors Tier 3 – Senior Management and Executive Leadership

Based on the results of the assessment and prioritization of the gaps, training will be conducted over a three-year period to address areas where staff identified with a score of 2.5 or less (aware but less than knowledgeable) in foundational areas.

Staff, by tiers, demonstrated the greatest strengths, respectively, as follows:

Tiers Domains

1 (Frontline/Program Support) 3 – Communication 4 – Health Equity 6 – Public Health Sciences

2 (Program Management/Supervisors) 1 – Data Analytics and Assessment 3 - Communication

3 (Senior Management/Executive Leadership) 3 – Communication 1 – Data Analytics and Assessment 2 – Policy Development and Program Planning 5 – Community Partnership

Staff, by tiers, demonstrated the greatest opportunities for improvement, respectively, as follows:

Tiers Domains

1 (Frontline/Program Support) 7 –Management and Finance 2 – Policy Development and Program Planning 8 – Leadership and Systems Thinking 1 – Data Analytics and Assessment

2 (Program Management/Supervisors) 2 – Policy Development and Program Planning 6 – Public Health Sciences 7 – Management and Finance 8 – Leadership and Systems Thinking

3 (Senior Management/Executive Leadership) 6 – Public Health Sciences 7 – Management and Finance 8 – Leadership and Systems Thinking

Currently, all staff are required to complete cultural competency training, which fulfills Domain 4 (Health Equity), and is included in the required 30 hours of continuing education over a three-year period.

Further analysis of results by section revealed that Emergency Preparedness rated “3” (knowledgeable) or higher in 6 of the 8 domains. Administration rated “3” or higher in Communication, Health Equity, and Community Partnership. Nursing, the largest section, rated above “2.5” (cutoff rating) in 2 of the 8 domains (Communication and Health Equity), with Domain 5, “Community Partnership Skills” recognized as an opportunity for improvement. It is recommended that Nursing, as a subunit in the health department and a vital presence in the community, complete two trainings in this area over the next two years.

Strengths/Weaknesses/Opportunities/Threats Analysis

A Strengths/Weaknesses/Opportunities/Threats (SWOT) analysis was performed as part of the NHV Health 2021-2025 Strategic Plan (Appendix E). This analysis can be applied to identify future workforce competency needs. Results from the analysis were used to inform the updated all-staff training schedule in Appendix F.

Priority Gaps

The priority gaps identified were based on the “2.5 or less” score, indicating “aware but less than knowledgeable” by tier and domain. Domains 7 & 8, “Management and Finance,” and “Leadership and Systems Thinking” will be prioritized for Year 1 for all staff. In Year 2, Domains 2 and 6, “Policy Development and Program Planning,” and “Public Health Sciences” training opportunities will be required. Lastly, in Year 3, education will focus on “Data Analytics and Assessment,” “Communication,” and “Community Partnership” (Domains 1, 3, and 5).” Domain 4, “Health Equity,” is already a required training under Cultural Competency by the Department. Training will occur over a 3-year period for all tiers and priority gaps will be addressed as follows:

Year Domains

1 7, 8

2 2, 6

3 1, 3, 5

Goal: Improve knowledge in the priority gaps to create a stronger public health workforce.

Process Objectives:

1) In Year 1, there will be a 75% staff compliance rate for required training as demonstrated by attendance records.

2) In Year 2, there will be an 85% staff compliance rate for the required trainings as demonstrated by attendance records.

3) In Year 3, there will be a 95% staff compliance for required training as demonstrated by attendance records.

Priority Gaps Action Steps Time Frame

Lack of Knowledge in Management and Finance Skills (Domain 7)

Outcome Objective:

1) Increase knowledge in Management and Finance Skills as demonstrated through course-related evaluations

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least 1 training in Management and Finance Skills

December 2023

Lack of Knowledge in Leadership and Systems Thinking Skills (Domain 8)

Objectives:

1) Increase knowledge in Leadership and Systems Thinking

All staff will complete at least 1 training in Leadership and Systems Thinking Skills

Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

Lack of Knowledge in Community Partnership Skills (Domain 5)

Objectives:

1) Increase knowledge in Community Partnership Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

Nursing staff (as a subunit) will complete 1 training in Community Partnership Skills

Lack of knowledge in Policy Development and Program Planning Skills (Domain 2)

Objectives:

1) Increase knowledge in Policy Development and Program Planning Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least one training in Policy Development and Program Planning Skills

December 2024

Lack of knowledge in Public Health Sciences Skills (Domain 6)

Objectives:

1) Increase knowledge in Public Health Sciences Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least one training in Public Health Sciences Skills

December 2024

Lack of knowledge in Communication Skills Lack of Knowledge in Community Partnership Skills (Domain 5)

Objectives:

1) Increase knowledge in Community Partnership Skills

Nursing staff (as a subunit) will complete 1 training in Community Partnership Skills

December 2024

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

Lack of knowledge in Data Analytics and Assessment Skills (Domain 1)

Objectives:

1) Increase knowledge in Data Analytics and Assessment Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least one training in Data Analytics and Assessment Skills

December 2025

Lack of knowledge in Communication Skills (Domain 3)

Objectives:

1) Increase knowledge in Communication Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least one training in Communication Skills

December 2025

Lack of knowledge in Community Partnership Skills (Domain 5)

Objectives:

1) Increase knowledge in Community Partnership Skills

2) Improvement of overall competency as demonstrated through the Competency Assessment in Year 3

All staff will complete at least one training in Community Partnership Skills

December 2025

The following three graphs demonstrate domains 1-8 by tier as aware but less than knowledgeable (<2.5):

Cultural and Linguistic Training Needs

Annual cultural and linguistic competency training is provided to all staff and is outlined in the Workforce Development Training Schedule. Documentation evidencing completion of courses is maintained on file for each employee.

Training Schedule

See Appendix F for training schedule.

Communication

The Workforce Development Team bi-annually reviews progress on the plan through the VMSG performance management system and the Director, in turn, reports its progress to the Board of Public Health Commissioners. The plan will be located in the VEOCI room for all staff to view and is included as part of new employee materials.

Training Evaluation

All individual training schedules will be monitored by Supervisors. A sample Individual Development Plan with Goals & Objectives can be found in Appendix G. Training evaluation is contingent upon the training provider and continuing education reporting requirements. Increased staff competency is measured based upon the most recent competency self-assessments and performance evaluation reviews.

Staff Response to Learning Modalities Survey

Staff completed an assessment of motivation and barriers to learning. Preferred modalities to enhance learning include providing training opportunities during the workday (>70%), and virtual learning systems (> 68%).

As part of the assessment, staff responded to open-ended questions regarding motivation for training.

Some of the responses for “motivation to participate in trainings” included:

● “I love to learn something new!”

● “Coworkers”

● “It is mandatory”

● “Desire/need to have all relevant and up-to-date information to best accomplish the work of a public health and school nurse.”

● “Anything that will help us improve/provide better service to our customers.”

Recognizing and overcoming barriers to training facilitates greater participation and learning. Some of the “barriers” listed by the staff included:

● “Individual/personal cost”

● “Family commitment”

● “Time away from work”

● “Ability to concentrate when there are distractions”

● “Agency and/or grant budget restrictions”

● “Too far to travel”

Tracking

Training logs are maintained by each individual supervisor for their staff for Performance Management, Quality Improvement, Emergency Preparedness and Cultural/Linguistic competence. NHV Health is currently building a VEOCI room to collect and store all the training dates and certificates. The anticipated launch date for this is fall 2023.

APPENDIX A

NHV Health Plans

● NHV Health Strategic Plan 2021-2025

• NHV Health Strategic Priorities:

• Priority 1: Confront Racism and Advance Racial Justice by

• Priority 2: Eliminate Health Disparities

• Priority 3: Strengthen and Expand Partnerships and

Collaborative Activities with both Private and Public Organizations

• Priority 4: Develop Early Intervention Strategies to Protect Children from Violence and Unintentional Injuries

• Priority 5: Provide and Facilitate Sharing of Public Health Data to Multiple Internal and External Stakeholders

• Priority 6: Create Policies and Programs that Assist in Making Healthcare and Healthy Foods More Accessible to our Community

• Priority 7: Secure More Funding

• Priority 8: Develop and Promote a Professional and Diverse

Workforce

● NHV Health Performance Management Plan

● NHV Health Quality Improvement Plan

● NHV Health Public Health Emergency Operations Plan

APPENDIX B

NHV Health Competency Assessment Results

Notes on the following graphs:

• These graphs display the average scores for Tiers and Sections (written as

Division on charts) in a specific Domain.

• Average scores are mapped on the y-axis and can range from 1 to 4

• Vertical Bars on the graph represent the average scores of different

Sections

• Horizontal Lines on the graph represent the average scores of different

Tiers

• The Red Horizontal Line on the graph represents the cutoff point for “Knowledgeable/not Knowledgeable”.

• Any Vertical Bar or Horizontal Line BELOW the Red Horizontal

Line is a group that is unknowledgeable in that Domain.

• In summary, higher averages are good, and averages below 2.5 indicate need for improvement.

Sections in need of improvement by Domain

(Sections who averaged at or below 2.5)

Domai n Section Mean

1 Finance 2.125

1 Nursing 2.480263

2 Finance 2.428571

2 Nursing 2.195489

2 Vital Statistics 2.142857

3 Finance 1.5

4 Finance 2.285714

4 Vital Statistics 2.464286

5 Finance 1.6

5 Nursing 2.378947

5 Vital Statistics 2.2

6 Emergency Preparedness 2.375

6 Finance 1.5

6 Nursing 2.355263

6 Ryan White Part A 2.5

6 Vital Statistics 1.375

7 Finance 2.230769

7 Nursing 2.263158

7 Vital Statistics 2.192308

8 Finance 1.375

8 Nursing 2.256579

8 Ryan White Part A 2.458333

8 Vital Statistics 2.09375

Average Competency Assessment Score Distribution: Domain 1

Average Competency Assessment Score Distribution: Domain 2

Average Competency Assessment Score Distribution: Domain 3

Average Competency Assessment Score Distribution: Domain 4

Average Competency Assessment Score Distribution: Domain 5

Average Competency Assessment Score Distribution: Domain 6

Average Competency Assessment Score Distribution: Domain 7

Average Competency Assessment Score Distribution: Domain 8

APPENDIX C

NHV Health Recruit a Diverse and Competent Workforce

Job Postings:

● City of New Haven Website:

https://www.newhavenct.gov/government/departments-divisions/human-resources/looking-for-a-job

● Indeed Website: https://www.indeed.com/

● New Haven Health Department social media:

https://www.facebook.com/NHPublicHealth/

Sample Job Posting:

● Clinic Charge Nurse:

https://www.jobapscloud.com/oec/NewHaven/Jobs/Bulletin?R1=2206&R2 =6509&R3=01

Affiliations with Colleges & Universities Rated High in Diversity:

● New Haven University:

https://www.collegefactual.com/colleges/university-of-bridgeport/student-life/diversity/

● Gateway Community College:

https://www.collegefactual.com/colleges/gateway-community-college-new-haven/student-life/diversity/

APPENDIX D

NHV Health Table of Organization

APPENDIX E

NHV Health Strengths/Weaknesses/Opportunities/Threats Analysis

A SWOT (Strengths, Weaknesses, Opportunities and Threats) Analysis survey was sent to both internal and external stakeholders. Stakeholder responses were recorded and analyzed by the Strategic Task Force. Common themes and priorities were identified by the Task Force which are currently reflected in New Haven Health Departments current SWOT Analysis. Objectives, Success Measures and timeframes are listed for each strategy.

Strengths Weaknesses

• Professional and knowledgeable staff

• Exceptional grant funding acumen

• Interdepartmental collaboration

• Compliance and enforcement of state and local regulations

• Lack of written policies and procedures

• Inadequate Funding from the city’s General Fund

• Workforce development and retention

• Lack of staff diversity (bi-cultural / bi-lingual)

Opportunities Threats

• Receive National Public Health Department Accreditation

• Expand clinical services

• Address Health Inequities in our community • Develop in house technological

• Workforce development and sustainability of key staff

• Reduction in Federal and State funding and lack of the city’s General Fund support

• Strain on our limited resources because of COVID and other constant Public

Health demands

• Board of Alders timeline/process required when applying for or accepting a grant hinders the number of applications that can be submitted and reduces chances for additional funding

• Competition with community partners for funding

APPENDIX F

NHV Health Competency-Based Training Schedule

2023-2025 NHV Health Workforce Development Recommended Competency-Based Training Schedule through CDC TRAIN

TRAIN is a national learning network that provides thousands of quality opportunities to more than 2 million professionals who protect and improve the public’s health. Powered by the Public Health Foundation (PHF), the TRAIN Learning Network brings together agencies and organizations in the public health, healthcare, and preparedness sectors to disseminate, track, and share trainings for the health workforce on a centralized training platform. Listed below are some trainings that will address priority gaps, but more trainings can be found on the TRAIN, and the Public Health Training Courses (PHTC) websites.

(For any of the trainings, copy link into browser and follow directions for registration)

Name of Training Target

Audience

Training

Dates By

Domain Addressed

Budget Planning & Management https://www.train.org/cdctrain/course/1028064

/details or

Planning & Budgeting for Public Health: The

Business Plan https://www.train.org/cdctrain/course/1046512

/details

Tiers 1 & 2 December

Utilizing Financial Health Indicators for

Informed Decision Making https://www.train.org/cdctrain/course/1095202

/details or

Strategic Skills Training Series: Introduction to Change Management https://www.train.org/cdctrain/course/1085867 /details

Tier 3 December

Systems Thinking Introduction https://www.train.org/cdctrain/course/1086581

/details or

Systems Thinking for Public Health: An Introduction

Tiers 1 & 2 December https://www.train.org/cdctrain/course/1085636 /details

Systems Thinking in Leadership: A Public Health Lens https://www.train.org/cdctrain/course/1088448/ details or Adaptive Leadership: Strategies for Public Health https://www.train.org/cdctrain/course/1107541/ details

Tier 3 December

Community Partnerships and Perspectives - Basic Level https://www.train.org/cdctrain/course/1106525/detai ls

Nursing December

Introduction to Policy Analysis in Public Health https://www.train.org/cdctrain/course/10648 19/details or Policy Development: Policies and Plans https://www.train.org/cdctrain/course/10743 99/details

Tiers 1 & 2 December

Evidence-Based Public Health: Program

Planning & Evaluation https://www.train.org/cdctrain/course/10640

68/details or Public Health Policy & Advocacy https://www.train.org/cdctrain/course/10640 64/details

Tier 3 December

Foundations of Population Health Science and

Practice: Mini Course for Public Health Professionals https://www.train.org/cdctrain/course/1098419/ details or Introduction to Epidemiology https://www.train.org/cdctrain/course/10785 47/details

Tiers 1 & 2 December

Advanced Legal Epidemiology Methods https://www.train.org/cdctrain/course/1082861/ details or

Environmental Epidemiology

3 December https://www.train.org/cdctrain/course/1107352/ details

Best Practices: Establishing Community Partnerships https://www.train.org/cdctrain/course/1087895/ details

Nursing December

An Introduction to Community Assessment and Data Collection https://www.train.org/cdctrain/course/1094818/d etails or

Administrative Data 101 https://www.train.org/cdctrai n/course/1060966/details

Tiers 1 & 2 December

Data Visualization & Mapping https://www.train.org/cdctrain/course/110789

3/details or

Public Media Data for Public Health https://www.train.org/cdctrain/course/107908

7/details

Tier 3 December

Improving Your Communication Skills https://www.train.org/cdctrain/course/1005188/d etails or Mediation Skills: Peaceful Resolution and

Soothing Communication Tips https://www.train.org/cdctrain/course/1080433/d etails

Tiers 1, 2 &

December

Community Dimension of Public Health Practice:

Building Relationships to Improve the Health of the Community (Module 1) https://www.train.org/cdctrain/course/1064349/d etails or

Community Dimension of Public Health Practice:

Community Engagement as a Process for

Improving the Health of the Community (Module

2) https://www.train.org/cdctrain/course/1064350/d etails

Tiers 1, 2 &

December

Diversity, Equity & Inclusion: Where Does Public Health Workforce Development Fit Into This

Growing Movement https://www.train.org/cdctrain/course/1100830/d etails or

Health Equity and Environmental Justice 101 https://www.train.org/cdctrain/course/1087279/d etails or Cultural Diversity, Health Disparities and Public

Health https://www.train.org/cdctrain/course/1030505/d etails or

Introduction to Health Equity and Racial Justice https://www.train.org/cdctrain/course/1100784/d etails

All staff Annual 4

Adapted from New Hampshire Division of Personnel Department of Administration, 2008

Individual Development Plan for Organizational Enhancement, Career Ladders, and Career Development

APPENDIX G

NHV Health Employee Performance Management Professional Development Plan

INDIVIDUAL

DEVELOPMENT PLAN

Employee Name Grade Classification Working Title Supervisor's Name

Section I - ORGANIZATIONAL

ENHANCEMENT OR CAREER

GOALS

Section II - INDIVIDUAL

DEVELOPMENT PLAN

(Completed by Supervisor &

Employee)

Development Objectives needed to reach goal.

Developmental Assignments, etc., including target completion dates.

Other Activities

Adapted from New Hampshire Division of Personnel Department of Administration, 2008

Individual Development Plan for Organizational Enhancement, Career Ladders, and Career Development

Section II - Individual Development

Plan

(Continued)

Developmental Objectives Developmental Assignments Other Activities