OCIO/OCMIO Informatics Workforce Development Project Phase II Planning Discussion February 3, 2012

OCIO/OCMIO Informatics Workforce Development ProjectPhase II Planning Discussion

February 3, 2012

Informatics Workforce Development Project I Phase II Project Planning with LTC Stone2

Full Implementation of the Workforce Development Strategy is a Multi-year Process

Completed the role profile assessment in December 2011 – results to be shared during Informatics Workforce Development Project In Progress Review on 10 FEB

Focus is now shifting to Phase II – creation of the Learning & Development Program

October 2011 – September 2012 October 2012 – September 2013 October 2013 – September 2014

Phase III: Recruiting & Onboarding, Retention, and Success Planning Program Design & Implementation

Phase IV: Assessment Re-Boot, Workforce Development Strategy Refresh, Job Family Matrix Review, and Organizational Blueprints

Phase II: Role Profile Assessment and Rollout, Learning & Development/Career Development Program Design & Implementation

Phase I: Workforce Development Strategy


• Gain alignment around the project plan, key deliverables, etc.

• Identify the project governance structure

Key deliverables• Project plan• Governance structure and team• Project charter

Phase II Work Plan

• Create and deploy role profile assessments

• Conduct assessment within ERMC, NRMC, SRMC, and PRMC

• Create gap analysis report and identify implications to the L&D plan priorities

• Review the assessment results

Key deliverables• Role profile assessment results

report and list of L&D priorities

• Develop the detailed L&D plans for Strategic Leadership/CMIO job family

• Finalize the implementation strategy

• Rollout the L&D plans to the regions

• Collect feedback and revise, as necessary

Key deliverables• Detailed L&D plans for

Strategic Leadership job family • Detailed implementation

strategy

• Develop the detailed L&D plans for the remaining two job families

• Rollout the L&D plans to the regions

• Collect feedback and revise, as necessary

Key deliverables• Detailed L&D plans for

remaining job families• White papers, executive

summaries, and presentations for professional conferences, workshops and meetings

Project Planning

Oct 2011 Nov – Dec 2011 Jan – May 2012 June – Sept 2012

Role Profile AssessmentL&D Design & Rollout

Proof of ConceptL&D Design & Rollout

Remaining Job Families


Assessment Overview

As part of the Clinical Informatics Workforce Development Project, an online assessment was conducted to determine the organizational strengths and gaps in competencies and technical skills for individuals occupying key clinical informatics roles.

The output of the assessment will be used to create a targeted Clinical Informatics Workforce Development Strategy that leverages the identified strengths and closes the gaps.

Assessment Scope Assessments were created for the following roles:

Strategic Leadership Clinical Systems Trainer Clinical Workflow Analyst

Deputy CMIO (MTF)CMIO (MTF)Deputy CMIO (RMC)CMIO (RMC)

CST 1 (MTF)CST 2 (MTF)CST Supervisor (MTF)CST 2 (RMC)CST Supervisor (RMC)

CWA 2 (MTF)CWA Supervisor (MTF)CWA 2 (RMC)CWA Supervisor (RMC)


Assessment Overview

Assessment Scope continued In August 2011, a “pilot” assessment was launched within the Western Region and select

individuals across the AMEDD (e.g., other CMIOs, Regional lead positions) when additional data was needed

The assessment was later expanded to the remaining AMEDD employee population in December 2011

Employees completed self-assessments for their current role and, when applicable, managers also completed assessments for the employees that they oversee» Prior to completing the assessments, all participants were told that any data they provide would

be kept anonymous and confidential and only shared in an aggregate report

Assessment Participation The pilot assessment was launched on August 10, 2011 and closed on August 23, 2011 The second assessment was launched on December 7, 2011 and closed on December

16, 2011 For both of these assessments, we achieved an overall participation rate of 72%

The remaining slides of this document provide detailed assessment results for the Clinical Informatics workforce


Executive Summary of FindingsCompetencies

1. There are significant competency gaps across the informatics leadership roles, and these gaps are present in foundational, supervisory, and leadership competencies

2. For both the CWA and CST job families, the majority of the competency gaps were reported for the functional competencies for example, Powerpoint, Essentris, CHCS, sect. In fact, gaps in foundational competencies were only reported for the Supervisory roles (MTF and RMC). Gaps in Teamwork were reported for all Supervisory roles

3. There were no gaps reported in the supervisory competencies for the CWA or CST job families. It will be important to leverage the strengths in People Management and Talent Development as the Workforce Development Strategy is implemented

4. When reviewing the results for the CWA and CST job families by region, the findings are largely consistent with results for the entire workforce


Executive Summary of FindingsTechnical Skills

1. For all roles, there are more gaps in technical skills than in competencies. This is to be expected since technical skills often require formal training and on-the-job experience

2. Gaps in technical skills primarily center around the Clinical Systems across all roles, and gaps in ESSENTRIS, ICDB/Carepoint, and CHCS were reported most frequently

» Moreover, there are significantly more gaps reported in Clinical Systems within the Strategic Leadership job family.

3. There appears to be a consistent gap across all CST roles for MS Power Point and CWA roles for MS Excel. These results were surprising since both these tools are integral to the CST and CWA roles, respectively

4. When reviewing the results for the CWA and CST job families by region, the findings are largely consistent with results for the entire workforce


Strategic Leadership Assessment ResultsCompetencies

• There are significant competency gaps across the informatics leadership roles

• Gaps in the foundational competencies are relatively surprising given that these competencies are foundational to success in informatics in general, much less a requirement for a leadership position

Note: data points for the Deputy CMIO (MTF) role are limited, and therefore caution should be exercised when drawing conclusions based on the data.

Deputy CMIO (MTF) (n=2)

CMIO (MTF) (n=12)

Deputy CMIO (RMC) (n=4)

CMIO (RMC) (n=3)

(8 gaps) (7 gaps) (1 gaps) (8 gaps)

Communication (3 gaps)r y g y

Learning Agility (1 gap)r g g g

Results Orientation (3 gaps)r r g y

Teamwork (4 gaps)r r y r

People Management (3 gaps)r r g r

Talent Development (3 gaps)r r g r

Strategic Alignment/Mission Focus (1 gap)g g g r

Resource Management (3 gaps)r r g r

Change Management (3 gaps)r r g r

Foun

datio

nal

Supe

rviso

ryLe

ader

ship


Strategic Leadership Assessment ResultsTechnical Skills

• Gaps are reported in all technical skills, with the exception of MS Power Point and MS Word

• Gaps in Clinical Systems-related technical skills are surprising given the role that informatics leaders play in helping to shape the evolution and use of these systems

Note: data points for the Deputy CMIO (MTF) role are limited, and therefore caution should be exercised when drawing conclusions based on the data.

Deputy CMIO (MTF) (n=2)

CMIO (MTF) (n=12)

Deputy CMIO (RMC) (n=4)

CMIO (RMC) (n=3)


MS Excel (2 gaps)g y g r

MS Power Point (0 gaps)g g g g

MS Word (0 gaps)g g g g

AHLTA (4 gaps)r y r r

CHCS (2 gaps)r g r g

ESSENTRIS (3 gaps)r g r r

ICDB/Carepoint (4 gaps)r r r r

MAPS Tools (4 gaps)r r r r

Function-specific

Clinical/business process analysis and reengineering (3 gaps)

r y g r

Clin

ical

Sys

tem

sM

S O

ffice


Strategic Leadership Assessment ResultsImplications for the Workforce Development Strategy

Competencies Gaps reported in the foundational competencies should be addressed immediately.

Going forward, the talent acquisition process will need to focus on selecting employees who demonstrate these competencies at the desired levels of proficiency.

The current gaps reported in the supervisory and leadership competencies will need to be addressed through a targeted Learning and Development plan. These competencies can take time to develop and are often developed through a combination of targeted training and on-the-job experiences. Going forward, it will be important to identify employees (either individual contributors or supervisors) who have the potential to fulfill a leadership role early in their careers and to ensure they are given opportunities to develop these competencies so they are prepared for the leadership role when the time comes.

Technical Skills Since the majority of the gaps were reported in the clinical systems, MAPS tools, or

clinical/business process analysis and reengineering, Learning and Development programs should focus on developing technical capability in these technical skills more so than in MS Office skills.


Next Steps: Learning & Development Program Design

For each of the competencies and technical skills captured in the role profiles, we will create a Learning and Development program comprised of 5 components (see below)

When designing the L&D program, we will ensure that we create… L&D actions that are highly specific and applicable to the MEDCOM and prioritized based on the

biggest gaps (as identified in the assessment) The necessary mix of development tools for each role/level Alignment with existing AMEDD Center & School and other training and development programs,

while leveraging existing training materials, when possible

Practice

Read

Study/learn

Mentoring

Coaching

Practical, applied, and mainly on-the-job steps an

individual can take to build a competency or technical skill

Readings and reference material that highlight best

practices and effective approaches

Self-study courses, classroom training (internal

or external to MEDCOM), certifications, etc.

Self-initiated relationship with a colleague who has

particular expertise/strength in a competency or technical

skill

MEDCOM-assigned/ sponsored external, professional coach


Learning & Development Program Design continued

A Learning & Development library will be created to house the “Practice,” “Read,” and “Study/Learn” Learning & Development Actions for every role, competency, and technical skill in one central location

Learning experiences are unique to each role (although they may apply to multiple roles) and are based on the competencies/technical skills listed in the role profiles

Employees and their supervisors will be able to filter the L&D library by role, competency/technical skill and type of learning experience to create a development plan that is specific to their role, development needs, and learning preferences


Learning & Development Program Governance Structure, Roles, and Responsibilities

LTC Angela Stone

Governance Council Members Voting/Non-Voting Chief Medical Information Officer, MEDCOM Voting Member/Chair5 Regional Chief Medical Information Officers Voting MemberInformatics Consultant to TSG (Medical Corps) Voting MemberInformatics Consultant to TSG (Nurse Corps) Voting MemberCorps Specific Branch Proponency Officer (MC, ANC, Civilian), Director, AMEDD Personnel Proponency Directorate, Director, Talent Management

Ad Hoc Membership as needed, with voting privileges at the discretion of the standing members on a decision by decision basis.

Ms. Michele McCormickMs. Kim Hermann-Do


CMIO Subgroup Lead – Proposed Next Steps

Work step Lead Target completion date

1. Identify 2 to 3 subgroup members to assist with the effort; consider individuals who: – Are fulfilling a CMIO role today – Have awareness and interest in the Workforce Development Project and talent

management, in general– Have knowledge of existing learning & development actions for CMIO roles

LTC Stone By 17 FEB

2. Identify existing learning & development actions for the CMIO competencies and technical skills listed in the role profiles– Focus on Practice, Read, Study/Learn actions– Axiom/TIAG to provide template for sub-team to document findings

LTC Stone & subgroup members

By 9 MARWill schedule two check-in calls with Axiom/TIAG to discuss progress, questions, etc.

3. Identify gaps in learning & development actions for the CMIO competencies and technical skills listed in the role profiles and ways to fill the gaps

Axiom/TIAG By 23 MAR

4. Develop recommended learning & development plan, including recommendations for which elements would be required

Axiom/TIAG & LTC Stone & subgroup members

By 6 APRNeed to schedule calls with LTC Stone and subgroup to work through this

Once work begins, we expect that the CMIO Subgroup will need to meet bi-weekly to achieve all of the objectives outlined above.


APPENDIX


Competency Model

Each assessment included the critical competencies identified for a particular role. Competencies comprised of the following four categories and varied by role/level:

Leadership

Supervisory

Functional

Foundational

Foundational competencies provide the basic building blocks or necessary requirements for performing the roles and should be demonstrated by all employees. Selection efforts should determine whether or not threshold levels have been achieved.

Functional competencies are the specialized knowledge, skills, and abilities required to achieve results in a particular role. Training and development programs can enhance functional competencies and provide high impact for the organization.

Supervisory competencies are required for success in supervisory or lead roles. These knowledge, skills, and abilities enable supervisors to effectively execute the strategy defined by OTSG leadership at the regional and MTF levels.

Leadership competencies define the knowledge, skills, and abilities that informatics leadership must have to drive the maturation of informatics and successfully execute the mission and vision throughout the AMEDD.


Clinical Systems Trainer Assessment ResultsCompetencies

• Competency gaps primarily exist at the Training Supervisor level

• The competency

gaps among the Supervisory roles primarily fall within the functional competencies, with the exception of Teamwork, which is a foundational competency

• Strengths in People Management and Talent Development will be critical to leverage as the Workforce Development Strategy is implemented

CST 1 (MTF) (n=44)

CST 2 (MTF) (n=69)

CST Supervisor (MTF) (n=6)

CST 2 (RMC) (n=7)

CST Supervisor (RMC) (n=5)

(0 gaps) (0 gaps) (3 gaps) (0 gaps) (4 gaps)

Communication (0 gaps)g g g g g

Learning Agility (0 gaps)g g g g g

Results Orientation (0 gaps)g g g g g

Teamwork (2 gaps)g g y g r

Adult Learning (2 gaps)g g r g r

Organizational Agility/Acumen (1 gap)g g g g r

Relationship Building (2 gaps)g g y g r

People Management (0 gaps)n/a n/a g n/a g

Talent Development (0 gaps)n/a n/a g n/a g

Func

tiona

lSu

perv

isory

Foun

datio

nal


Clinical Systems Trainer Assessment ResultsTechnical Skills

• There are more gaps in technical skills than in the competencies across all roles

• The presence of significant clinical systems gaps, especially in ESSENTRIS and CHCS, is surprising given that the primary purpose of the training role is to train end-users on the clinical systems

• Further, it is worth looking into the gaps related to MS Power Point, as this tool is integral to the training role

CST 1 (MTF) (n=44)

CST 2 (MTF) (n=69)

CST Supervisor (MTF) (n=6)

CST 2 (RMC) (n=7)

CST Supervisor (RMC) (n=5)

(3 gaps) (4 gaps) (4 gaps) (4 gaps) (6 gaps)

MS Excel (1 gap)g g g g r

MS Power Point (4 gaps)g y r r r

MS Project (1 gap)g g r g g

MS Word (0 gaps)g g g g g

MS OneNote (0 gaps)g g g g g

AHLTA (2 gaps)y g g g r

ESSENTRIS (5 gaps)r r r r r

CHCS (4 gaps)g r r r r

Dragon (0 gaps)g g g g g

Asutype (0 gaps)g g g g g

ICDB/Carepoint (4 gaps)y r g y r

Data flow between entities (0 gaps)g g g g g

Function-specific Database management (0 gaps)

g g g g g

MS

Offi

ceCl

inic

al S

yste

ms


Clinical Systems Trainer Assessment ResultsImplications for the Workforce Development Strategy

Competencies Targeted Learning and Development plans will need to be put in place for the Training

Supervisor roles to close the existing gaps. Based on the assessment results, it appears there is a capable cadre of trainers who

have demonstrated proficiency in the functional competencies. It will be important to identify those trainers who have the potential and desire to assume a leadership role and ensure they are given on-the-job opportunities and formal training to acquire the additional Supervisory competencies required to progress in the clinical systems trainer job family.» The role profiles will serve as a useful tool for both the development and selection of these

employees.

Technical Skills Because clinical systems knowledge is critical to a trainer’s ability to fulfill his/her role,

steps need to be taken to close these gaps. Going forward, the acquisition process should select for individuals with clinical systems

knowledge. Where this is not possible, the onboarding program should enable the individual to quickly establish their proficiency in these systems.

Gaps related to MS Office applications (especially Power Point) should be also addressed and can be done so through targeted training programs and mentorship from individuals who role model this technical skill.


Clinical Workflow Analyst Assessment ResultsCompetencies

• Competency gaps primarily center around the functional competencies and are most noticeable for the CWA Supervisor role at the MTF level

• Strengths in People Management and Talent Development will be critical to leverage as the Workforce Development Strategy is implemented

CWA 2 (MTF) (n=37)

CWA Supervisor (MTF) (n=4)

CWA 2 (RMC) (n=4)

CWA Supervisor (RMC) (n=4)


Communication (1 gap)g y g g

Learning Agility (0 gaps)g g g g

Results Orientation (0 gaps)g g g g

Teamwork (2 gaps)g r g y

Analytical Thinking (2 gaps)g y r g

Change Management (2 gaps)g r r g

Integrated Thinking (1 gap)g y g g

Organizational Agility/Acumen (2 gaps)g r g y

Project Management (2 gaps)g r y g

People Management (0 gaps)n/a g n/a g

Talent Development (0 gaps)n/a g n/a g

Foun

datio

nal

Supe

rviso

ryFu

nctio

nal


Clinical Workflow Analyst Assessment ResultsTechnical Skills

• Gaps exist across all roles but are most concentrated in the CWA 2 (RMC) role

• Gaps in function-specific technical skills exist in individual contributor roles

• There appears to be pretty consistent gap across all roles for MS Excel; this is surprising given the importance of this tool for data analysis

• As was the case for the Trainer roles, there are fairly consistent gaps in ESSENTRIS across the roles

CWA 2 (MTF) (n=37)

CWA Supervisor (MTF) (n=4)

CWA 2 (RMC) (n=4)

CWA Supervisor (RMC) (n=4)


MS Excel (4 gaps)r r r y

MS Power Point (0 gaps)g g g g

MS Project (2 gaps)g r r g

MS Word (1 gap)g g r g

MS OneNote (0 gaps)g g g g

AHLTA (0 gaps)g g g g

ESSENTRIS (3 gaps)r r r g

CHCS (1 gap)g g y g

Dragon (1 gap)y g g g

Asutype (0 gaps)g g g g

ICDB/Carepoint (2 gaps)y g y g

Data flow between entities (2 gaps)g g r r

Database management (1 gap)g g r g

Clinical/business data repositories and mining tools (2 gaps)

y g r g

Clinical/business process analysis and reengineering (2 gaps)

r g r gFunc

tion-

spec

ific

Clin

ical

Sys

tem

sM

S O

ffice


Clinical Workflow Analyst Assessment ResultsImplications for the Workforce Development Strategy

Competencies Gaps in the foundational and functional competencies for CWA Supervisors at the MTF

need to be closed via targeted Learning and Development programs. Going forward, it will be important to identify employees who have demonstrated

proficiency in these competencies and who have the potential to fulfill a supervisory role early in their careers. Learning and Development programs will then need to be put in place to help these employees further develop these competencies and prepare for the supervisor roles.» The role profiles will serve as a useful tool for both the development and selection of these

employees

Technical Skills Because gaps were reported in MS Excel and ESSENTRIS for the majority of the CWA

roles, Learning & Development programs will need to be implemented to help all CWAs develop their capability in these technical skills at the proficiency level necessary for their roles.

Moreover, because a significant number of gaps were reported in various clinical systems and function-specific technical skills for the CWA 2 roles (MTF and RMC), Learning and Development programs will need to be implemented to help this CWA population develop their capabilities in these technical skills.

OCIO/OCMIO Informatics Workforce Development Project Phase II Planning Discussion February 3, 2012

Documents

Transcript of OCIO/OCMIO Informatics Workforce Development Project Phase II Planning Discussion February 3, 2012