Training Needs Assessment Survey 2006 Summary of Findings Introduction The Emergency Preparedness and Response Training and Education Team conducted a needs assessment survey to determine the training needs of district and offices in 2006. The results of this survey, coupled with in depth data from focus groups, will be used to develop district/office specific training plans. Methodology The survey was officially launched September through October 2006, although a few responses were received as late as December 2006. The survey was conducted using web-based survey tool (www.zoomerrang.com). A link to the survey was e-mailed to district and office directors, who in turn, were asked to forward the e-mail invitation to their departments. The quantitative data was analyzed by the web-based survey tool (www.zoomerrang.com) and the qualitative data was analyzed in Atlas.ti. Results Respondents While the response rate in health districts and offices varied greatly, the overall response rate of the survey was 43 percent. There were 2214 responses from the 5121 workers in the health department who were eligible to answer the survey. The health districts with the largest number of respondents were Fairfax (N=206) and Arlington (N=166), followed by Peninsula (N=103). Administrative support staff were among the largest group of responders (N=432), followed by nurses (N=396), and environmental health professionals (N=310). Table 2: Top 5 Professional Roles of Respondents Professional role Number of respondents Administrative support staff 432 Nurses 396 Environmental health 310 Administrator/Director/Manager 139 Nursing/Clinic Aide 121
% of respondents 19.5% 17.9% 14% 6% 5%
Preferred methods of training Respondents ranked methods of receiving training from preferred to least preferred. Instructor Led/Classroom was ranked as the most preferred method. Internet/Web-based Self Study was the second most preferred method, followed by Computer-based Self Study. The least preferred methods of trainings were Resource/”Book” Club Reading or Group Discussion, Paper-Based Self Study, and Video-Based Self Study, respectively. Video Conference fell in the middle of the pack between most and least preferred.
Time Realistic expectations of total time respondents can devote to training within normal working hours each quarter varied, but most participants responded 8 hours or less.
Chart 1: Realistic expectations for total hours for training per quarter Other >2 hours >2 hours 2 hours 4 hours 2 hours 8 hours 16 hours 24 hours Other 8 hours 4 hours
24 hours 16 hours
For those that selected “other,” many stated that it depends on their clinic schedule or coverage. Tracking of Training Thirty-nine percent use their local human resource records to track their training. Thirtyfive percent use TRAIN Virginia. Twenty-seven percent report using other methods. Of those reporting using other methods, most stated that they keep a personal record to track training. Applicability of training to role Respondents were asked to rate a list of training topics based on applicability to the role they would perform during an emergency incident. The following were the top 5 topics: 1. 2. 3. 4. 5. Basics of Public Health Communications (Negotiation skills, Dealing with Difficult People, etc.) Epi & Disease Surveillance Introduction to Bioterrorism Clinical Skills Updates/Continuing Professional Education
The results from a cross tabulation of the top 5 professional roles of respondents and the top 5 rankings based on applicability to role during an emergency event is displayed in Table 3.
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Table 3: Cross Tabulation of Roles and Rankings Based on Applicability to Role during an Emergency Event Administrative Nurses Environmental Administrator/ Nursing/Clinic support staff health Director/Manager Aide Communications Basics of Public Basics of Public Management, Basics of Public (Negotiation skills, Health Health Leadership and Health Dealing with Systems Thinking Difficult People, etc.) Basics of Public Clinical Skills Epi & Disease VDH Supervisory Clinical Skills Health Updates/Continui Surveillance Procedures/Skills Updates/Continui ng Professional ng Professional Education Education Introduction to Epi & Disease Communications Communications Communications Bioterrorism Surveillance (Negotiation (Negotiation skills, (Negotiation skills, Dealing Dealing with skills, Dealing with Difficult Difficult People, with Difficult People, etc.) etc.) People, etc.) State Emergency Introduction to Introduction to Presentation Skills (Tie) Introduction Operations Bioterrorism Bioterrorism to Bioterrorism, Center/VDH Epi & Disease Emergency Surveillance Coordination Center Cultural Cultural Presentation Basics of Public Cultural Competency Competency Skills Health Competency
Gaps in others When asked what skill gaps participants see in their coworkers, they overwhelmingly responded that coworkers needed better skills in communications, computers, and emergency preparedness and response. The top ten skill gaps noted were as follows: 1. Communication 2. Computers 3. Emergency preparedness/response 4. Management/leadership 5. Cultural competency 6. Time management 7. Knowledge of individual role in an emergency event 8. Customer service 9. Incident command 10. Public health For a complete listing of skill gaps participants identified in their coworkers, see Appendix 2.
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Gaps in self When asked what skill gaps participants have identified in themselves, they overwhelmingly responded computers, emergency preparedness and response, and management. The top ten gaps noted were as follows: 1. Computers 2. Emergency preparedness/response 3. Management/leadership 4. Clinical 5. Communication 6. Database management 7. Time management 8. Epidemiology 9. Presentation/public speaking 10. Second language When asked if training or performance support is needed to fill those gaps, most participants referred to needing training specific to their gaps (i.e., computer training). For a complete listing of skill gaps participants see in their selves, see Appendix 3. Additional training Participants were asked how many additional courses they would take within each topic from a list of courses. Approximately 30-40% of participants responded 1 course for most of the topics. In contrast, approximately 20-30% of participants responded None for most of the topics. Less than 10% of the participants would like 4 or more courses on any of the given topics. Determining training needs Respondents are most likely to determine their individual training needs by self assessment/personal interest only (26%), by completing their VDH Employee Development Plan with their supervisor (25%), due to their professional goals (19%), or because of changing job duties/demands (16%). Of the 27% of total respondents who supervise employees, 30% determine the training needs of their employees by completing the employees’ development plan with them. Only 5% of supervisors perform formal skills assessments. Most (61%) of these supervisors do not feel they need additional training or support to identify their employees’ training needs. Certificate Program in Public Health Emergency Preparedness & Response The majority of respondents (71%) are not interested in pursuing an accredited certificate program in Public Health Emergency Preparedness & Response associated with an institution of higher education (assuming tuition assistance is not available). However many added that they would be interested if tuition assistance were available.
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Limitations While a link to the survey was sent to district and office directors, who in turn, were asked to send the invitation to their departments, there was nothing to ensure that the directors actually forwarded the e-mail to their departments. This may have affected the response rate. In addition, the survey was supposed to go out to the entire department, however, it is suspected that some directors only forwarded the link the Emergency Preparedness and Response workers. Because the survey was conducted online, participants had to have Internet access to respond. There are also limitations on interpreting qualitative data that participants provided.
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Appendix 1: Training Needs Assessment Survey 1. What District, Regional Office or State Office do you work in? 2. Please choose the role that most closely fits the position you currently hold and the and the work you do every day. 3. Please rank the following methods of receiving training below from the most preferred (1) to your least preferred (7). Instructor Led – Classroom Internet/Web Based Self Study Computer-Based Self Study Paper-Based Self Study Video-Based Self Study Video Conference Resource/"Book" Club Reading or Discussion Group 4. What method do you currently use to track your training? TRAIN Virginia -- VDH Learning Management System Local Human Resource Records Other, Please Specify 5. Please rate each topic listed below based on its applicability to the role you would perform during an emergency incident. Highly Applicable (1) through Not Applicable (5) Basic Orientation to VDH/Medical Reserve Corps Basics of Public Health Introduction to Bioterrorism Introduction to Weapons of Mass Destruction Advanced Terrorism Preparedness Epi & Disease Surveillance Advanced Database Development & Management Risk Communication -- Media Relations Communications (Negotiation skills, Dealing with Difficult People, etc.) Incident Command System Strategic National Stockpile/Dispensing Sites State Emergency Operations Center/VDH Emergency Coordination Center Emergency Operations -- Policy Development/Program Planning Clinical Skills Updates/Continuing Professional Education Disaster Mental Health VDH Supervisory Procedures/Skills Presentation Skills Management, Leadership and Systems Thinking Cultural Competency
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6. How much additional training would you take in each topic if were available? Basic Orientation to VDH/Medical Reserve Corps Basics of Public Health Introduction to Bioterrorism Introduction to Weapons of Mass Destruction Advanced Terrorism Preparedness Epi & Disease Surveillance Advanced Database Development & Management Risk Communication -- Media Relations Communications (Negotiation skills, Dealing with Difficult People, etc.) Incident Command System Strategic National Stockpile/Dispensing Sites State Emergency Operations Center/VDH Emergency Coordination Center Emergency Operations -- Policy Development/Program Planning Clinical Skills Updates/Continuing Professional Education Disaster Mental Health VDH Supervisory Procedures/Skills Presentation Skills Management, Leadership and Systems Thinking Cultural Competency 7. Beyond the training required for and specific to your job, what is a realistic expectation of the total time you can devote to training within your normal working hours each quarter (3 month period)? Less than 2 hours 2 hours 4 hours 8 hours 16 hours 24 hours or more Additional comments 8. How do you determine what your individual training needs are? (Please select the most relevant) By completing my VDH Employee Development Plan with my supervisor Self Assessment/Personal Interest only Supervisor input only Professional goals Changing job duties/demands Other, Please describe 9. Do you supervise or manage employees? (If no, go to question 12) Yes No
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10. If you supervise or manage employees, how do you determine their training needs? By completing employee's development plan with them Formal skills assessments Employee input Organizational goals Changing job duties/demands Other, Please describe 11. Do you feel you need additional training or support to identify your employees' training needs? Yes No Additional Comment 12. What specific skill gaps do you see in those around you? 13. What specific skill gaps have you identified for yourself? 14. What specific training or performance support is needed to fill those gaps? 15. How many EP&R sponsored training events did you attend during the last 12 months? (Do not include exercises) 16. What other training or performance support do you feel are needed that haven't been mentioned in this survey? 17. Would you be interested in participating in a regional/local focus group to help us gain more specific information on training needs? Yes No If yes, please provide contact information. 18. Would you be interested in pursuing an accredited certificate program in Public Health Emergency Preparedness & Response associated with an institution of higher education, assuming tuition assistance is NOT available? Yes, at the Associate Degree level Yes, at the Bachelor Degree level Yes, at the Graduate level No, I'm not interested Additional Comments:
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Appendix 2: Skill Gaps Participants See in Others* 1. Communication (N=196) 2. Computer (N=156) 3. Emergency preparedness/response (N=121) 4. Management/leadership (N=81) 5. Cultural competency (N=63) 6. Time management (N=50) 7. Knowledge of individual role in an emergency event (N=49) 8. Customer service (N=48) 9. Incident command (N=39) 10. Public health (N=37) 11. Teamwork (N=35) 12. Organization (N=32) 13. Epidemiology (N=31) 14. Writing (N=28) 15. Clinical (N=28) 16. Policies and procedures (N=25) 17. Professional development/updates (N=25) 18. Working with difficult people (N=23) 19. Cross training (N=21) 20. Project management (N=19) 21. Interpersonal (N=17) 22. Second language (N=16) 23. Prioritization (N=13) 24. Presentation (N=13) 25. VDH organizational knowledge (N=13) 26. Media/risk communication (N=13) 27. Environmental health (N=11) 28. Decision making (N=10) 29. Conflict resolution (N=10) 30. Database management (N=8) 31. Professionalism (N=8) 32. Negotiating (N=8) 33. Mental health (N=7) 34. Clerical (N=7) 35. Thinking outside of the box (N=5)
*Not mutually exclusive
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Appendix 3: Skill Gaps Participants See in Self* 1. Computer (N=181) 2. Emergency Preparedness and Response (N=155) 3. Management skills (N=122) 4. Clinical (N=59) 5. Communication (N=55) 6. Professional development/updates (49) 7. Database management (N=42) 8. Knowledge of individual role in an emergency event (N=41) 9. Time management (N=39) 10. Presentation/public speaking (N=38) 11. Epidemiology (N=38) 12. Second language (N=33) 13. Organization (N=28) 14. Media/risk communication (N=25) 15. Dealing with difficult people (N=25) 16. VDH orientation (N=24) 17. Fiscal (N=23) 18. Cultural competency (N=21) 19. Public health (N=19) 20. Policies and procedures (N=19) 21. Incident command (N=17) 22. Conflict resolution (N=15) 23. Cross training (N=13) 24. Environmental health (N=10) 25. Project management (N=10) 26. Prioritization (N=8) 27. Teamwork (N=8) 28. GIS (N=7) 29. Shelter management (N=7) 30. Negotiation (N=6) 31. Customer service (N=5) 32. Grant writing (N=5) 33. Interpersonal (N=4) 34. Mental health (N=4) 35. Writing (N=4)
*Not mutually exclusive
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