Competency Assessment Tier 3 Public Health Professionals

Competency Assessment
Tier 3 Public Health Professionals
2014 Version Adapted by the Public Health Foundation from an assessment developed by Janet Place, MPH, University of North Carolina (now at the University of South Carolina). Provided by the Council on Linkages Between Academia and Public Health Practice. May be modified as needed. Technical Note: This assessment was designed for use with Adobe Acrobat/Reader. Scoring and other functions may not operate properly in other PDF viewers. To use the assessment, download and save this PDF form before entering your scores.
Competency Assessment for Tier 3 Public Health Professionals1 2014 Version
Introduction The Core Competencies for Public Health Professionals (Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. A competency is any knowledge or skill of an individual or organization that has been shown to cause or predict outstanding performance. A collection of competencies makes up a behavioral roadmap that is directly related to both individual and organizational performance. By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on those areas that are most important to you and to concentrate where the need for training and learning may be greatest. How to Complete This Competency Assessment The competency assessment should take about 20 minutes to complete. It is divided into the following eight domains:
• 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 • Leadership and Systems Thinking Skills
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1) Read each competency statement listed within a domain. 2) In each domain, and for each competency statement, think about the level at which you are currently able to perform the skill. Then rate your level of proficiency on each competency statement by selecting the number on the continuum from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal setting of employment. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this competency or 1 Tier 3 – Senior Management/Executive Level: Tier 3 competencies apply to public health professionals at a senior management level and to leaders of public health organizations. These professionals typically have staff who report to them and may be responsible for overseeing major programs or operations of the organization, setting a strategy and vision for the organization, creating a culture of quality within the organization, and working with the community to improve health.
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http://www.phf.org/resourcestools/pages/core_public_health_competencies.aspx
select “1” for “None” if you feel you need a great deal of improvement.
Example: To what degree are you able to effectively…describe factors affecting the health of a community (e.g., equity, income, education, environment)?
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
3) At the end of each domain there is a place to write any comments you have. For example, if
you feel like an expert but may still want training or learning opportunities in a particular skill, please enter your comments in the comments section. You may also want to share this assessment with your supervisor, colleagues, or others and ask them to add comments as well. These comments may be helpful to you and your supervisor in planning for your professional development.
4) After you have entered your responses for each domain, the sum of your scores will appear in the column next to “Total Score.” Your average score will also appear in the column next to “Average Total” and in the corresponding row of the “Your Results” section at the end of the competency assessment.
5) Review your results and follow the guidance offered in the “Interpreting Your Results” section to determine your next steps.
Analytical/Assessment Skills 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
To what degree are you able to effectively…
1 Describe factors affecting the health of a community (e.g., equity, income, education, environment)
2 Determine quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) needed for assessing the health of a community
3 Ensure ethical principles are applied in accessing, collecting, analyzing, using, maintaining, and disseminating data and information
4 Use information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information
5 Evaluate the validity and reliability of data
6 Evaluate the comparability of data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions)
7 Resolve gaps in data
8 Ensure collection of valid and reliable quantitative and qualitative data
9 Determine trends from quantitative and qualitative data
10 Integrate findings from quantitative and qualitative data into organizational plans and operations (e.g., strategic plan, quality improvement plan, professional development)
11 Assess assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith- based organizations, academic institutions, federal grants, fellowship programs)
12 Determine community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)
13 Ensure development of community health assessments using information about health status, factors influencing health, and assets and resources
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To what degree are you able to effectively…
14 Make evidence-based decisions (e.g., determining research agendas, using recommendations from The Guide to Community Preventive Services in planning population health services)
15 Advocate for the use of evidence in decision making that affects the health of a community (e.g., helping elected officials understand community health needs, demonstrating the impact of programs)
Total Score (Add all scores and enter total here)
Average Total (Divide the “Total Score” by 15 and enter the result here and into the corresponding row of the “Your Results” section)
Comments:
4 Policy Development/Program Planning Skills 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
To what degree are you able to effectively…
1 Ensure development of a state/Tribal/community health improvement plan (e.g., describing measurable outcomes, determining needed policy changes, identifying parties responsible for implementation)
2 Develop organizational goals and objectives
3 Develop organizational strategic plan (e.g., includes measurable objectives and targets; incorporates community health improvement plan, workforce development plan, quality improvement plan, and other plans) with input from the governing body or administrative unit that oversees the organization
4 Monitor implementation of organizational strategic plan
5 Integrate current and projected trends (e.g., health, fiscal, social, political, environmental) into organizational strategic planning
6 Select options for policies, programs, and services for further exploration (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
7 Determine the feasibility (e.g., fiscal, social, political, legal, geographic) and implications of policies, programs, and services
8 Select policies, programs, and services for implementation
9 Ensure implementation of policies, programs, and services is consistent with laws and regulations
10 Influence policies, programs, and services external to the organization that affect the health of the community (e.g., zoning, transportation routes)
11 Explain the importance of evaluations for improving policies, programs, and services
12 Ensure the evaluation of policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment)
13 Develop strategies for continuous quality improvement

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