State Title V Workforce Development Survey: …...2009/01/08 · The other profiles, AMCHP Issue Briefs, may be found by visiting the AMCHP website . AMCHP, ATMCH and MCHB will continue

State Title V Workforce Development Survey: Title V Staff Functions and Vacancies and

Training Needs, Professional Development, and Graduate Education Strategies by Region

August 2009 Seeking to better understand and address state Title V Maternal and Child Health (MCH) and Children and Youth with Special Health Care Needs (CYSHCN) workforce and leadership needs, the Association of Maternal and Child Health Programs (AMCHP) and the Association of Teachers of Maternal and Child Health (ATMCH), with support from the Maternal and Child Health Bureau (MCHB) surveyed these programs between May and August 2008. Both programs in all 59 jurisdictions were requested to complete a web-based survey instrument that would provide a national profile of the state programs’ components and functions, and would indicate priority needs and preferred strategies with respect to workforce development. All 50 states and the District of Columbia provided at least one program response; of these, 49 MCH (96 percent) and 44 CYSHCN (86 percent) programs completed the survey. Four of the eight U.S. territories completed the survey.1 This document is intended for use by MCHB Training Grant applicants to inform regional graduate education needs. The data is only to be used for this purpose and is not to be shared or made publishable. If any data from this document is used, please reference the data accordingly. Please see the recommended citation below. The document presents select portions of the survey specifically presenting data by region, excluding territories. The data presented includes:

• Title V staff functions;

• staff supervised;

• vacancies;

• positions difficult to fill and barriers;

• program activities under Title V administration;

• knowledge/skill areas of greatest need for training of state level program staff;

• strategies, preferences and barriers for providing professional development/continuing education; and

• formal graduate education for program staff. Other profiles based on preliminary findings, of state MCH and CYSHCN program activity areas, functions and leadership, and of professional development strategies, preferences and barriers are available. The other profiles, AMCHP Issue Briefs, may be found by visiting the AMCHP website. AMCHP, ATMCH and MCHB will continue to partner with state Title V agencies and training programs to understand the data and apply the findings to address workforce and training needs. Recommended Citation Association of Maternal and Child Health (2009). State Title V Workforce Development Survey: Title V Staff Functions and Vacancies and Training Needs, Professional Development, and Graduate Education Strategies by Region. Washington, DC: AMCHP. Retrieved INSERT DATE, from www.amchp.org (Insert Final Link). Acknowledgement This project was partially supported through HRSA Grant U01MC00001 to the Association of Maternal and Child Health Programs (AMCHP). Survey development and analysis were supported through AMCHP membership dues. This project received study approval by University of Illinois Office for the Protection of Research Subjects (#2007-0842). AMCHP appreciates the contributions of Alyssa

1 Three territories provided responses for both MCH and CYSHCN programs and one territory provided a response for MCH only.

Tables showing findings by region (without territories) MCH/CSHCN State Workforce Survey 1-08-09

2

Sharkey, Jenelle Partelow, and Holly Grason, Johns Hopkins Bloomberg School of Public Health to this profile, and the efforts of the AMCHP Workforce Development Committee who assisted with the survey design and guided presentation of these results. AMCHP is also appreciative of the state Title V programs for completing the survey.

Tables Showing Findings by Region (excluding territories) January 8, 2009

Title V Staff Functions and Vacancies and Training Needs, Professional Development, and Graduate Education Strategies

4. How long has the Director been at current organization?

Region (# states)

Program (# responses)

Average (years) Range

CYSHCN (5) 11.83 3 to 23 years I (6)

MCH (5) 12.28 1 to 27 years

II (2) Title V Combined (3) 21.19 20 to 22 years

CYSHCN (5) 24.32 2 to 41 years III (6)

MCH (6) 10.82 6 months to 29 years

CYSHCN (4) 10.19 3 to 30 years IV (8)

MCH (8) 16.29 2 to 31 years

CYSHCN (4) 14.85 8 to 23 years V (6)

MCH (6) 16.13 1 to 33 years

CYSHCN (3) 24.86 22 to 28 years VI (5)

MCH (5) 16.80 5 to 27 years

CYSHCN (4) 11.25 3 to 30 years VII (4)

MCH (4) 17.25 9 to 24 years

CYSHCN (6) 12.60 11 months to 27 years VIII (6)

MCH (6) 11.10 2 to 18 years

CYSHCN (4) 10.92 1 to 20 years IX (4)

MCH (4) 14.75 6 to 31 years

CYSHCN (4) 11.00 1 to 20 years X (4)

MCH (4) 4.96 3 to 7 years


4

5. How long has the Director been in current position?

Region (# states)

Program (# responses) Average (years) Range (years)

CYSHCN (5) 7.70 11 months to 23 years I (6)


II (2) Title V Combined (3) 3.77 3 to 6 years

CYSHCN (5) 9.05 2 to 15 years III (6)


CYSHCN (4) 3.83 6 months to 10 years IV (8)


CYSHCN (4) 10.92 1 month to 23 years V (6)


CYSHCN (3) 5.25 3 to 6 years VI (5)


CYSHCN (4) 1.21 1 month to 3 years VII (4)

MCH (4) 9.35 4 to 12 years

CYSHCN (6) 5.10 1 to 8 years VIII (6)

MCH (6) 5.47 2 to 10 years

CYSHCN (4) 4.75 1 to 11 years IX (4)

MCH (4) 6.15 1 to 13 years

CYSHCN (4) 3.42 8 months to 7 years X (4)



5

6. Which MCH/CYSHCN or related program activities are within your administration or management responsibilities? (Table continues on next page)

Region (# states)


Adolescent Health

Birth Defects/ Genetics

Direct Care

CYSHCN Program

Infant Mortality

Reduction (including

Healthy Start)

Infant/ Child Death

Review

Maternal Mortality Review

MCH Epidem-iology

Medical Home

Program

Early Childhood Compre-hensive System

(SECCS)

CYSHCN (5) 0 2 5 0 1 1 0 4 0 I (6)

MCH (5) 4 4 3 3 4 4 5 4 4

II (2) Title V Combined (3)

1 1 1 1 1 1 1 2 1

CYSHCN (5) 0 2 2 0 1 0 0 5 1 III (6)

MCH (6) 6 5 3 6 4 4 6 4 5

CYSHCN (4) 2 1 3 0 1 0 0 1 0 IV (8)

MCH (8) 7 5 4 7 7 6 7 1 8

CYSHCN (4) 0 2 3 0 0 0 0 4 0 V (6)

MCH (6) 5 3 2 6 6 4 5 3 6

CYSHCN (3) 0 1 2 0 0 0 0 2 0 VI (5)

MCH (5) 4 3 2 3 3 3 4 2 5

CYSHCN (4) 1 1 4 0 0 0 0 2 0 VII (4)

MCH (4) 4 3 2 2 3 2 3 1 4

CYSHCN (6) 2 4 6 1 0 0 1 4 1 VIII (6)

MCH (6) 5 3 3 2 3 3 5 2 4

CYSHCN (4) 1 2 4 0 0 0 0 3 0 IX (4)

MCH (4) 4 3 2 4 3 2 3 3 4

CYSHCN (4) 1 2 3 1 1 1 1 2 0 X (4)

MCH (4) 3 4 2 1 2 1 3 1 2

Number of regions indicating that activity is within responsibility

10 10 10 10 10 10 10 10 10


6

6. Which MCH/CYSHCN or related program activities are within your administration or management responsibilities? (Table continued from previous page)

Region (# states)


Newborn Blood Spot

Screening

Newborn Hearing

Screening

Women’s Health

Program for Care

Coordination and

Financial Assistance

Reproductive Health - including

family planning (Title X)

Domestic Violence (including

rape crisis)

Early Intervention

– Part C IDEA

MCH Surveillance (PRAMS,

YRBS, Birth

Defects Surveillanc

e, etc)

CYSHCN (5) 2 3 0 5 0 0 1 2 I (6)

MCH (5) 3 5 4 4 4 2 2 3


2 2 1 2 1 1 2 0

CYSHCN (5) 2 2 0 3 0 0 3 1 III (6)

MCH (6) 5 5 4 1 6 2 1 5

CYSHCN (4) 1 1 0 3 0 0 1 0 IV (8)

MCH (8) 6 5 7 3 7 3 4 3

CYSHCN (4) 2 3 0 4 0 0 0 0 V (6)

MCH (6) 3 4 4 0 5 1 3 3

CYSHCN (3) 0 0 0 2 0 0 0 0 VI (5)

MCH (5) 2 2 5 1 3 3 1 5

CYSHCN (4) 0 1 0 1 0 0 1 0 VII (4)

MCH (4) 3 4 1 1 3 1 1 2

CYSHCN (6) 4 5 1 5 0 1 1 4 VIII (6)

MCH (6) 4 3 5 2 6 1 1 4

CYSHCN (4) 2 3 0 3 0 0 2 1 IX (4)

MCH (4) 2 2 4 1 2 3 2 3

CYSHCN (4) 2 1 1 2 1 0 0 1 X (4)

MCH (4) 2 3 3 1 3 0 0 3


10 10 10 10 10 9 9 9


7


Region (# states)


Oral Health

Supplemental Security

Income (SSI) Disabled

Children’s Program

Transition Program

WIC (Women’s Infants and

Children Nutrition Program)

Childhood Injury

Prevention/ EMSC

Chronic Disease

Breast and Cervical Cancer

Home Care Waiver

Program

CYSHCN (5) 1 1 4 0 0 2 0 1 I (6)

MCH (5) 1 1 2 3 3 0 0 0


1 1 2 0 0 0 0 0

CYSHCN (5) 0 1 5 0 1 1 0 0 III (6)

MCH (6) 3 2 2 3 2 1 2 0

CYSHCN (4) 1 1 4 0 1 1 0 1 IV (8)

MCH (8) 6 1 3 6 4 2 4 1

CYSHCN (4) 0 2 4 0 0 0 0 2 V (6)

MCH (6) 3 1 1 3 2 1 0 0

CYSHCN (3) 0 1 2 0 0 1 0 1 VI (5)

MCH (5) 2 0 1 1 3 1 1 1

CYSHCN (4) 0 1 1 0 0 1 0 1 VII (4)

MCH (4) 0 2 1 2 1 0 1 1

CYSHCN (6) 0 1 2 0 2 0 0 1 VIII (6)

MCH (6) 4 0 2 4 3 0 1 0

CYSHCN (4) 0 2 2 0 0 1 0 0 IX (4)

MCH (4) 2 0 1 2 3 0 0 0

CYSHCN (4) 1 0 0 0 0 0 1 0 X (4)

MCH (4) 3 0 0 2 0 0 3 0


9 9 9 9 8 7 6 6


8


Region (# states)


Immunization

Sexually Transmitted Infections (e.g. STI and STD education, screening, treatment,

Ryan White, etc.)

Adolescent Pregnancy Prevention

School Health

Blood Disorders

Child Protection

Community/Public Health Nursing

Community-based

Services

Foster Care

Services

CYSHCN (5) 0 0 0 0 0 0 0 0 0 I (6)

MCH (5) 1 0 0 0 0 0 1 0 0


0 1 1 1 0 0 0 0 0

CYSHCN (5) 0 0 0 0 2 0 0 0 0 III (6)

MCH (6) 0 0 0 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 1 0 0 2 IV (8)

MCH (8) 1 0 2 1 0 0 0 0 0

CYSHCN (4) 0 0 0 0 1 0 0 0 0 V (6)

MCH (6) 0 1 1 0 0 0 0 0 0

CYSHCN (3) 0 0 0 0 0 0 0 1 0 VI (5)

MCH (5) 0 2 0 1 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 0 VII (4)

MCH (4) 1 0 0 0 0 0 0 0 0

CYSHCN (6) 0 0 0 0 0 0 0 0 1 VIII (6)

MCH (6) 2 0 0 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 0 IX (4)

MCH (4) 0 0 1 0 0 0 1 0 0

CYSHCN (4) 0 0 0 0 0 1 0 1 0 X (4)

MCH (4) 3 1 0 0 0 0 0 0 0


5 4 4 3 2 2 2 2 2


9


Region (# states)


Special Nutrition Needs

Lead Poisoning Prevention

M& I Home

Visiting

Nutrition Assistance

Child Abuse & Neglect

Prevention

Child Health

Palliative Care

Services EPSDT

Perinatal Health

Direct intervention

(Clinics)

Minority Health

Program Other

CYSHCN (5) 0 0 0 0 0 0 0 0 0 0 0 0 I (6)

MCH (5) 0 0 0 0 0 0 0 0 0 0 0 1


0 0 0 0 0 0 0 0 0 0 1 2

CYSHCN (5) 0 0 0 0 0 0 0 0 0 0 0 2 III (6)

MCH (6) 0 1 0 0 0 0 0 0 0 0 0 1

CYSHCN (4) 0 0 0 0 0 0 1 0 0 0 0 2 IV (8)

MCH (8) 0 1 1 1 0 0 0 0 0 0 0 4

CYSHCN (4) 1 0 0 0 0 0 0 0 0 0 0 0 V (6)

MCH (6) 0 0 0 0 0 0 0 0 0 0 0 3

CYSHCN (3) 0 0 0 0 0 0 0 0 0 1 0 2 VI (5)

MCH (5) 0 0 1 0 0 1 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 0 0 0 0 VII (4)

MCH (4) 0 0 0 1 0 0 0 0 0 0 0 4

CYSHCN (6) 0 0 0 0 0 0 0 0 0 0 0 2 VIII (6)

MCH (6) 0 0 0 0 0 0 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 1 0 0 0 1 IX (4)

MCH (4) 0 0 0 0 1 0 0 0 1 0 0 0

CYSHCN (4) 1 0 0 0 0 0 0 0 0 0 0 2 X (4)

MCH (4) 0 0 0 0 0 0 0 0 0 0 0 0


2 2 2 2 1 1 1 1 1 1 1 10


10

7. In your current position, what are the primary functions of the state level staff that you supervise? (Choose all that apply.) (Table continues on next page)

Region (# states)


Program evaluation

Program management

Workforce development

Assessment, planning and

policy

Data collection

and analysis

Public education

about MCH/health

Contract Management

Link clients with needed health care (Assure)

CYSHCN (5) 4 5 1 2 5 1 0 5 I (6)

MCH (5) 4 4 3 5 3 4 0 3


3 3 1 3 3 3 0 2

CYSHCN (5) 1 4 0 3 2 3 0 4 III (6)

MCH (6) 3 6 2 6 6 6 0 4

CYSHCN (4) 2 4 1 1 2 1 1 2 IV (8)

MCH (8) 5 8 6 6 6 7 0 7

CYSHCN (4) 4 3 2 4 4 3 1 4 V (6)

MCH (6) 6 6 4 6 4 6 0 4

CYSHCN (3) 2 1 0 2 2 2 0 2 VI (5)

MCH (5) 5 5 4 5 5 5 0 5

CYSHCN (4) 3 4 0 4 3 0 0 3 VII (4)

MCH (4) 3 4 2 4 3 4 0 3

CYSHCN (6) 5 5 2 5 5 6 0 6 VIII (6)

MCH (6) 6 6 2 6 5 6 0 4

CYSHCN (4) 4 4 2 4 3 2 0 4 IX (4)

MCH (4) 4 4 2 4 4 4 0 3

CYSHCN (4) 3 4 1 4 4 3 0 3 X (4)

MCH (4) 3 4 1 3 2 3 0 1

Number of regions indicating function as one of staff

10 10 9 8 8 7 6 6


11

7. In your current position, what are the primary functions of the state level staff that you supervise? (Choose all that apply.) (Table continued from previous page)

Region (# states)


Quality assurance/ Protective legislation

Surveillance Non-laboratory

research, demonstration

Direct intervention

(Clinics)

Does not supervise

staff

Services Authorization

and Payment

Community mobilizing

Other

CYSHCN (5) 4 3 0 0 0 0 1 1 I (6)

MCH (5) 4 2 0 0 0 0 3 0


3 3 2 0 0 0 1 0

CYSHCN (5) 2 2 0 0 1 0 2 0 III (6)

MCH (6) 5 6 0 0 0 0 3 0

CYSHCN (4) 1 0 1 1 0 0 0 0 IV (8)

MCH (8) 6 5 3 0 0 0 7 0

CYSHCN (4) 4 3 0 0 0 0 0 1 V (6)

MCH (6) 5 3 1 0 0 1 4 0

CYSHCN (3) 1 0 0 0 0 0 2 0 VI (5)

MCH (5) 4 5 4 0 0 0 3 2

CYSHCN (4) 2 1 0 0 0 0 1 0 VII (4)

MCH (4) 3 2 1 0 0 0 2 0

CYSHCN (6) 4 6 2 0 0 0 3 0 VIII (6)

MCH (6) 3 5 0 0 0 0 3 0

CYSHCN (4) 4 1 0 0 0 1 1 1 IX (4)

MCH (4) 3 3 2 0 0 0 4 0

CYSHCN (4) 2 1 1 1 0 0 2 0 X (4)

MCH (4) 2 3 1 0 0 0 0 0

Number of Regions indicating function as one of staff

4 3 2 0 0 0 0 0


12

8. How many state level FTE program staff (non-secretarial) are under your administrative or management responsibility?

Region (# states)


0 1-10 11-25 26-50 51-75 76-100 101-125 126+ Response

missing

CYSHCN (6) 3 2 1 I (6)

MCH (5) 1 2 1 1


1 1 1

CYSHCN (5) 1 2 2 III (6)

MCH (6) 1 1 1 1 2

CYSHCN (4) 1 1 1 1 IV (8)

MCH (8) 2 2 1 1 1 1

CYSHCN (5) 1 1 1 1 1 V (6)

MCH (6) 1 1 1 2 1

CYSHCN (4) 2 1 1 VI (5)

MCH (5) 1 3 1

CYSHCN (4) 3 1 VII (4)

MCH (4) 1 1 2

CYSHCN (6) 4 1 1 VIII (6)

MCH (6) 2 2 1 1

CYSHCN (4) 1 1 1 1 IX (4)

MCH (4) 1 1 1 1

CYSHCN (4) 2 1 1 X (4)

MCH (4) 1 1 1 1

Number of regions indicating current vacant positions within specific range

2 9 9 8 6 5 5 5 4


13

10. Please indicate the number of FTE vacant positions you currently have at the state level.

Region (# states)


0 1-10 11-25 26-50 51-75 76-100 101-125 126+ Response

missing

CYSHCN (6) 3 2 0 0 0 0 0 0 1 I (6)

MCH (5) 0 3 0 0 0 0 0 0 2


1 2 0 0 0 0 0 0 0

CYSHCN (5) 3 2 0 0 0 0 0 0 0 III (6)

MCH (6) 0 4 1 0 0 0 0 0 1

CYSHCN (4) 2 2 0 0 0 0 0 0 0 IV (8)

MCH (8) 1 4 1 0 1 0 0 1 0

CYSHCN (5) 0 5 0 0 0 0 0 0 0 V (6)

MCH (6) 0 5 0 0 0 0 0 0 1

CYSHCN (4) 2 2 0 0 0 0 0 0 0 VI (5)

MCH (5) 0 5 0 0 0 0 0 0 0

CYSHCN (4) 3 1 0 0 0 0 0 0 0 VII (4)

MCH (4) 0 4 0 0 0 0 0 0 0

CYSHCN (6) 2 4 0 0 0 0 0 0 0 VIII (6)

MCH (6) 1 5 0 0 0 0 0 0 0

CYSHCN (4) 0 2 0 1 0 0 0 0 0 IX (4)

MCH (4) 0 3 0 1 0 0 0 0 0

CYSHCN (4) 2 2 0 0 0 0 0 0 0 X (4)

MCH (4) 0 2 1 0 0 0 0 0 1

Number of regions indicating current vacant positions within specific range

8 10 3 1 1 0 0 1 4


14

11. Please list any specific types of positions that you have difficulty filling. (Table continues on next page)

Region (# states)


Epidemiology/ Research/ Statistics

Registered Nurses (Nurse Care Coordinators, Nurse

Consultants, Nurse Managers, Nurse

Practitioners and Public Health Nurses)

Administration/ Management

Physicians Social

Workers

Therapists (physical,

occupational, speech,

audiology, mental health)

Computer Technology/ Informatics

Nutritionists/ Dieticians

CYSHCN (6) 1 4 1 1 1 0 0 0 I (6)

MCH (5) 3 2 1 1 1 0 0 0


2 1 0 2 0 0 1 0

CYSHCN (5) 1 0 2 1 0 0 1 0 III (6)

MCH (6) 3 1 2 1 1 0 0 0

CYSHCN (4) 0 2 0 0 0 1 1 0 IV (8)

MCH (8) 3 6 0 2 1 1 1 1

CYSHCN (5) 0 4 2 0 0 1 0 0 V (6)

MCH (6) 2 4 0 1 0 1 0 1

CYSHCN (4) 0 2 0 0 2 0 0 0 VI (5)

MCH (5) 2 5 0 1 1 0 0 0

CYSHCN (4) 0 2 1 0 0 0 0 0 VII (4)

MCH (4) 2 4 0 0 0 0 0 1

CYSHCN (6) 1 4 1 0 0 1 0 0 VIII (6)

MCH (6) 1 2 0 0 0 0 0 2

CYSHCN (4) 0 1 0 1 1 1 1 0 IX (4)

MCH (4) 2 3 3 0 2 1 0 1

CYSHCN (4) 1 1 0 0 0 0 0 0 X (4)

MCH (4) 2 1 0 0 0 0 0 0

Number of regions indicating difficulty filling specific type of position

10 10 6 6 5 4 3 3


15

11. Please list any specific types of positions that you have difficulty filling. (Table continued from previous page)

Other positions listed by respondents (in response to open-ended question)

Region (# states)


Care Coordinators

Dentists Health

Educators

experienced professional staff possessing the

required credentials and work

experience

genetic counselor

MCAH economists

parent with a special needs child to assist

parents find the services they need

program support

assistant

CYSHCN (6) 0 0 0 0 0 0 0 0 I (6)

MCH (5) 0 0 0 0 0 0 0 0


0 0 0 0 0 0 0 0

CYSHCN (5) 1 0 0 0 1 0 1 0 III (6)

MCH (6) 0 0 0 0 0 0 0 1

CYSHCN (4) 0 0 0 0 0 0 0 0 IV (8)

MCH (8) 0 2 0 0 0 0 0 0

CYSHCN (5) 1 0 1 0 0 0 0 0 V (6)

MCH (6) 0 1 1 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 VI (5)

MCH (5) 0 0 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 VII (4)

MCH (4) 0 0 0 0 0 0 0 0

CYSHCN (6) 0 0 0 1 0 0 0 0 VIII (6)

MCH (6) 0 0 0 0 0 0 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 IX (4)

MCH (4) 0 0 3 0 0 1 0 0

CYSHCN (4) 0 0 0 0 0 0 0 0 X (4)

MCH (4) 0 0 0 0 0 0 0 0


2 2 2 1 1 1 1 1


16

11. Please list any specific types of positions that you have difficulty filling. (Table continued from previous page)

Other positions listed by respondents (in response to

open-ended question) None Blank/ Missing

Region (# states)


quality assurance

WIC breastfeeding coordinator

CYSHCN (6) 0 0 1 0 I (6)

MCH (5) 0 1 0 0


0 0 1 0

CYSHCN (5) 0 0 0 1 III (6)

MCH (6) 0 0 0 0

CYSHCN (4) 0 0 1 0 IV (8)

MCH (8) 0 0 0 0

CYSHCN (5) 0 0 0 0 V (6)

MCH (6) 0 0 1 0

CYSHCN (4) 0 0 2 0 VI (5)

MCH (5) 0 0 0 0

CYSHCN (4) 0 0 2 0 VII (4)

MCH (4) 0 0 0 0

CYSHCN (6) 0 0 0 1 VIII (6)

MCH (6) 0 0 1 0

CYSHCN (4) 1 0 0 1 IX (4)

MCH (4) 0 0 0 0

CYSHCN (4) 0 0 2 0 X (4)

MCH (4) 0 0 0 0


1 1 8 3

Additional notes relating to question 11:

• The Administration/Management category spans a range of positions including medical directors, program managers, program specialists, program evaluators, and health planners.

• Many states are looking to fill administrative/management positions with experienced public health professionals with advanced/specialty degrees. These responses included: Comprehensive Health Planner (master’s degree preferred along with data analysis skills), Medical Director with an MD, Health Planner with master’s degree, and MD/MPH.


17

• A number of states are specifically looking for experienced nurses (often with advanced degrees) for management positions. Responses included: Nurse Consultants, Nurse Program Managers, Family Planning Coordinator- RN masters preferred, Nurse Service Coordinators for CSHCN, nurse to manage the FICMR program, and public health nurses for state leadership roles.

• Many of the states stressed planning skills as qualifications they are looking for in administrative/management positions. Responses included: Comprehensive Health Planner, people with strategic planning skills, and Health Planners/Program Specialists.

12. Please indicate the barriers to filling vacant positions in your state.

(Table continues on next page) Region (# states)


Non-competitive salaries

Limited credentialed

applicant pool

Limited years of experience of applicant pool

State hiring freezes

Unpopular geographic

area

Bargaining unit rules

Budget Restrictions

CYSHCN (6) 2 4 2 2 6 0 2 Region I (6) MCH (4) 2 3 3 2 3 1 1

Region II (2)

Title V Combined (3)

2 1 0 0 3 0 0

CYSHCN (5) 2 2 1 0 1 0 1 Region III (6) MCH (6) 4 5 4 3 2 0 1

CYSHCN (4) 2 3 0 1 2 0 0 Region IV (8) MCH (8) 7 7 2 4 4 0 1

CYSHCN (5) 3 5 2 1 3 0 1 Region V (6) MCH (6) 2 4 1 3 4 0 2

CYSHCN (4) 1 4 3 1 2 1 0 Region VI (5) MCH (5) 4 5 3 5 3 1 1

CYSHCN (4) 1 3 2 1 2 0 0 Region VII (4) MCH (4) 3 3 2 3 0 0 0

CYSHCN (6) 3 5 5 2 1 1 0 Region VIII (6) MCH (6) 4 3 3 2 1 0 0

CYSHCN (4) 0 3 1 1 3 0 0 Region IX (4) MCH (4) 4 4 3 0 2 0 1

CYSHCN (4) 3 3 2 0 0 1 0 Region X (4) MCH (4) 3 4 3 0 0 1 0

Number of regions indicating barrier

10 10 9 9 8 6 5


18

12. Please indicate the barriers to filling vacant positions in your state. (Table continued from previous page)

Region (# states)


Location State

regulations Cumbersome hiring process

Undesirable work

environment (limited

resources and flexibility)

No barriers experienced

Other Response

missing


Region II (2)


1 1 0 0 0 0 0









Number of regions indicating barrier

4 4 2 2 2 3 2


19

14. Where is the greatest need for training of state level program staff (non-secretarial) in your Title V program? (Choose no more than THREE)

(Table continues on next page)

Region (# states)


Knowledge and skills for

designing and

conducting program

evaluations

Skills in writing;

especially synthesis

and translation

of MCH science for variety of audiences

Skills in systems

thinking (i.e., identifying the whole

situation and the

dynamics among parts)

Skills in using self-reflection techniques to

enhance program

development, scholarship

and interpersonal relationships

Skills in project

management (planning,

implementing, delegating

and sharing responsibility, staffing, and evaluation)

Knowledge about how personal attitudes,

beliefs, and experiences (successes

and failures) influence one’s

leadership style

Knowledge and skills

related to using

productive feedback

from peers and

mentors

Skills in translating data into

viable information

for MCH needs

assessment and planning

CYSHCN (6) 4 4 5 2 3 1 2 5 Region I (6) MCH (4) 4 3 4 2 3 2 5 4

Region II (2)


3 2 2 2 1 2 3 3

CYSHCN (5) 5 3 2 5 2 4 2 4 Region III (6) MCH (6) 5 5 4 3 4 3 3 6

CYSHCN (4) 2 3 2 5 4 4 4 3 Region IV (8) MCH (8) 4 4 6 2 5 4 2 6

CYSHCN (5) 5 3 4 3 4 2 3 5 Region V (6) MCH (6) 4 3 6 3 3 3 3 5

CYSHCN (4) 2 1 1 3 2 5 1 3 Region VI (5) MCH (5) 2 3 4 2 3 3 2 4

CYSHCN (4) 3 4 2 2 1 2 3 1 Region VII (4) MCH (4) 4 4 3 1 3 1 1 2

CYSHCN (6) 4 4 4 4 3 5 4 5 Region VIII (6) MCH (6) 5 5 2 4 4 4 3 5

CYSHCN (4) 2 3 2 1 3 2 2 3 Region IX (4) MCH (4) 3 4 3 3 3 4 4 2

CYSHCN (4) 2 3 3 2 4 3 3 3 Region X (4) MCH (4) 2 4 2 4 4 3 2 3

Number of regions indicating need as one of top three

10 10 10 10 9 9 9 9


20



Region (# states)


Use of “family-centered care” constructs (e.g.,

shared decision-making; strengths-based

approaches) to critique and strengthen

practices, programs, or policies that affect MCH

population groups.

Strategies for incorporating

family centered and medical home

models of healthcare into

health professions and

continuing education curricula.

Skills in developing

and evaluating

policy options

Skills in translating policy into

organizational plans,

structures, and programs

Basic business and

administrative skills (related to

planning, funding, budgeting,

staffing, and managing health care systems and

organizations)

Knowledge about

strategies and

techniques in

successful negotiation

Skills in communicating

difficult or sensitive health

status information [in a manner that inspires and

motivates communities]


Region II (2)


1 3 3 1 3 1 1










9 9 8 8 8 7 7


21



Region (# states)


Knowledge of cultural, ethnic, and

socioeconomic factors influence the access to health care

services

Solicit and use family partnerships in a

meaningful way in the design or delivery of

clinical services, program planning and

evaluation.

Skills in leading and/or staffing policy

working groups

Skills in group process facilitation

Skills in framing problems based on key

data (including economic, political, and

social trends)

CYSHCN (6) 3 2 2 2 4 Region I (6) MCH (4) 2 3 3 1 2

Region II (2)


0 0 1 2 1

CYSHCN (5) 1 3 1 1 3 Region III (6) MCH (6) 1 3 4 3 6

CYSHCN (4) 2 3 3 2 1 Region IV (8) MCH (8) 3 5 3 4 4

CYSHCN (5) 0 3 2 4 3 Region V (6) MCH (6) 3 4 3 3 5

CYSHCN (4) 1 2 1 1 2 Region VI (5) MCH (5) 4 2 3 1 3

CYSHCN (4) 2 3 1 2 1 Region VII (4) MCH (4) 2 4 2 2 0

CYSHCN (6) 3 2 0 3 2 Region VIII (6) MCH (6) 2 4 2 1 2

CYSHCN (4) 1 1 2 2 2 Region IX (4) MCH (4) 2 3 3 4 3

CYSHCN (4) 3 2 2 4 1 Region X (4) MCH (4) 1 1 3 2 2


7 7 7 6 6


22



Region (# states)


Knowledge about identifying signs of

stress and fatigue in self and others and use of personal reward and

rejuvenation

Skills in writing grant

proposals

Skills in effectively

resolving internal employee and/or

organizational conflicts

Skills in population health data

collection and analysis (MCH Epidemiology)

Knowledge of both Title V and non-Title V programs serving MCH populations (including history, current structures,

services, and limitations/gaps)

Medical home model for children, families,

providers, health care

systems, and health plans.

Skills in effective public speaking/

conveying ideas in a group


Region II (2)


2 2 1 2 0 0 0










6 4 4 4 4 4 3


23


(Table continued from previous page)

Region (# states)


Knowledge and skills for

identifying and determining the

scientific underpinnings and validity of evidence for

MCH interventions

Knowledge about strategies for

utilizing mentors/coaches

Skills in identifying

and facilitating

career options and opportunities for mentees

Skills in conducting

staff performance evaluations (including behaviors)

Knowledge and skills for quantitative

research (e.g., survey design and sampling

methodology)

Teamwork/ Collaboration

skills Bilingual skills


Region II (2)


1 0 0 1 0 0 0










3 3 0 0 0 0 0


24

16. Please identify the THREE knowledge/skill areas of greatest training need for your program staff (non-secretarial) at the state level.

Region (# states)


Critical Thinking

Leadership Development

Public Health / Title V

Knowledge Base

Management Communication Family Centered

Care, Medical Home

None needed for the state-

level staff in our state


Region II (2)


3 1 1 3 0 0 0









Number of regions indicating knowledge/skill area as one of top three training needs

9 8 6 4 3 1 0


25

20. What methods of training do state level program staff prefer? (Choose no more than THREE)

Region (# states)


National conferences/

meetings, skills

building sessions (AMCHP,

Partnership, etc.)

1-3 day intensiv

e training

sessions with 25-

50 trainees

Regional meetings/ trainings

with multiple states

Webcasts

Blended learning (some time in person and some time using distance

methods)

State training sessions offered by external partners

Video conferencing

CD ROM

Web based distance learning courses

CYSHCN (6) 3 2 5 0 2 5 0 0 0 Region I (6) MCH (4) 2 3 4 2 2 4 0 0 0

Region II (2)

Title V Combined (3)*

0 1 0 2 2 0 1 0 0

CYSHCN (5) 2 4 4 0 2 2 0 0 1 Region III (6) MCH (6) 4 3 5 2 2 1 0 0 1

CYSHCN (4) 2 1 2 1 2 3 0 0 1 Region IV (8) MCH (8) 5 4 6 1 4 1 2 0 1

CYSHCN (5) 3 2 2 0 4 1 0 0 0 Region V (6) MCH (6) 5 3 1 4 2 1 2 0 0

CYSHCN (4) 2 2 3 0 1 1 1 0 1 Region VI (5) MCH (5) 5 5 3 0 0 1 1 0 0

CYSHCN (4) 1 0 1 2 2 1 1 1 1 Region VII (4) MCH (4) 3 2 1 1 2 1 1 1 0

CYSHCN (6) 6 0 4 2 1 3 2 0 0 Region VIII (6) MCH (6) 5 1 2 4 1 2 2 0 1

CYSHCN (4) 1 3 0 3 1 2 1 0 0 Region IX (4) MCH (4) 3 2 4 1 0 2 0 0 0

CYSHCN (4) 3 2 4 0 0 2 0 0 1 Region X (4) MCH (4) 4 1 4 1 0 1 1 0 0

Number of regions indicating method as one of top three preferred

9 7 7 4 4 3 1 0 0

* The response for one Title V program for this region was missing for this particular question.


26

21. What are the three greatest barriers to providing training to non-secretarial state level program staff? (Choose no more than THREE)

Region (# states)


Travel restrictions

Cost of continuing education programs

Difficult to take

time away from work

Limited geographic

access

Lack of adequate staffing to cover

while training

Lack of CEU credit availability

Lack of appropriate continuing education offerings

Staff perceive not important because CEUs not required

for license re-certification

No barriers to training

experienced

CYSHCN (6) 6 2 4 2 1 1 0 0 0 Region I (6) MCH (4) 5 5 4 0 0 0 0 0 0

Region II (2)


3 3 2 0 1 0 0 0 0

CYSHCN (5) 3 5 4 1 1 0 0 0 0 Region III (6) MCH (6) 4 4 3 1 3 1 1 0 0

CYSHCN (4) 3 2 1 0 0 0 1 0 1 Region IV (8) MCH (8) 5 2 6 1 4 0 0 1 0

CYSHCN (5) 3 3 3 0 0 0 1 0 0 Region V (6) MCH (6) 6 2 5 0 1 0 0 0 0

CYSHCN (4) 3 2 2 1 0 0 1 0 1 Region VI (5) MCH (5) 4 1 5 3 2 0 0 0 0

CYSHCN (4) 2 2 2 0 0 0 0 1 1 Region VII (4) MCH (4) 2 2 2 1 0 0 0 0 1

CYSHCN (6) 2 5 4 1 2 0 1 0 0 Region VIII (6) MCH (6) 2 6 3 2 1 0 1 0 0

CYSHCN (4) 2 3 3 3 1 0 0 0 0 Region IX (4) MCH (4) 3 3 3 1 0 0 0 0 0

CYSHCN (4) 3 2 2 2 0 0 0 0 0 Region X (4) MCH (4) 3 3 1 2 0 0 0 1 0

Number of regions indicating barrier as one of top three

10 9 9 2 1 0 0 0 0


27

22. Which of the following strategies does your organization currently use to facilitate full or part time state level program staff (non-secretarial) in undertaking formal graduate education? Choose all that apply.

Region (# states)


Flexible hours to pursue

education

Tuition paid or

reimbur-sed

Release time

without pay

Release time

with pay

Partial/ Limited tuition

reimbur-sement

Sabbatical or long

term leave for

education

Additional education is

part of career ladder/

promotion potential

Formal graduate courses offered

on site at the SHA

On site Grand

Rounds w/CME

provided

No strategies

used

Options cut due to budget

constraints

CYSHCN (6) 3 4 2 2 1 0 0 0 0 0 1 Region I (6) MCH (4) 3 3 2 2 1 2 1 0 0 0 0

Region II (2)


3 2 3 1 0 1 1 0 1 0 0

CYSHCN (5) 3 2 0 1 3 1 0 1 0 1 1 Region III (6) MCH (6) 4 3 0 2 2 0 0 0 0 0 0

CYSHCN (4) 3 4 0 2 0 1 0 1 0 0 0 Region IV (8) MCH (8) 6 4 3 4 0 2 1 1 0 0 0

CYSHCN (5) 2 3 3 2 0 2 0 0 0 0 1 Region V (6) MCH (6) 4 2 3 1 0 3 0 1 0 0 0

CYSHCN (4) 2 2 2 2 0 1 1 1 0 0 2 Region VI (5) MCH (5) 5 1 3 5 0 2 1 0 1 0 0

CYSHCN (4) 3 3 1 1 0 1 1 0 0 0 1 Region VII (4) MCH (4) 3 3 2 1 0 1 1 0 0 0 0

CYSHCN (6) 5 4 3 2 0 0 1 0 0 0 1 Region VIII (6) MCH (6) 5 4 2 1 0 0 0 0 0 0 0

CYSHCN (4) 3 1 1 1 0 0 1 0 0 0 0 Region IX (4) MCH (4) 3 1 2 0 0 1 1 0 0 0 0

CYSHCN (4) 3 1 0 0 1 0 1 0 0 0 1 Region X (4) MCH (4) 3 3 2 2 0 0 1 0 0 0 0

Number of regions indicating strategy as important

10 9 8 4 1 1 1 0 0 0 0


28

23. If state level program staff (non-secretarial) have the opportunity to pursue graduate education, what are their preferred methods? (Choose no more than THREE)

Region (# states)


Some form of blended learning, some on site, some distance

Part time on campus graduate education

Part time distance

education

Full time on campus graduate education (have

programs available close

by geographically)

Full time distance education

CYSHCN (6) 3 5 1 0 0 Region I (6) MCH (4) 4 2 2 0 0

Region II (2)


2 2 2 0 0

CYSHCN (5) 4 4 1 2 1 Region III (6) MCH (6) 6 4 0 5 2

CYSHCN (4) 4 1 2 0 0 Region IV (8) MCH (8) 7 5 5 1 2

CYSHCN (5) 3 3 2 0 0 Region V (6) MCH (6) 5 3 5 0 0

CYSHCN (4) 2 3 2 2 1 Region VI (5) MCH (5) 3 4 5 1 0

CYSHCN (4) 1 2 3 0 0 Region VII (4) MCH (4) 2 2 3 0 0

CYSHCN (6) 6 3 3 0 1 Region VIII (6) MCH (6) 5 3 3 0 1

CYSHCN (4) 2 2 2 0 0 Region IX (4) MCH (4) 0 0 0 0 0

CYSHCN (4) 3 3 1 0 0 Region X (4) MCH (4) 2 2 1 0 0

Number of regions indicating method as one of top three preferred

10 10 9 1 0


29

24. What are the three greatest barriers to state level program staff (non-secretarial) in undertaking graduate education? (Choose no more than THREE)

Region (# states)


Lack of career promotion

opportunities

No support (financial,

logistical) from our organization

to pursue graduate education

No ability to take leave

from work to pursue

graduate education

No geographic access to a face to face

graduate education program

No barriers to graduate education

experienced

Structural barriers in

institutes of higher

learning (e.g., no part-time academic

degree programs)

Agency doesn’t value

graduate education

No distance learning program

available in area of need

CYSHCN (6) 4 3 4 0 0 2 0 0 Region I (6) MCH (4) 4 3 1 1 0 2 0 0

Region II (2)


2 0 1 0 1 0 1 0

CYSHCN (5) 3 2 2 0 0 0 1 0 Region III (6) MCH (6) 6 3 1 0 0 0 1 1

CYSHCN (4) 3 0 0 1 1 1 0 1 Region IV (8) MCH (8) 5 4 4 1 1 1 0 1

CYSHCN (5) 2 1 1 0 1 0 1 0 Region V (6) MCH (6) 3 4 0 0 0 2 0 0

CYSHCN (4) 3 3 1 1 0 1 0 0 Region VI (5) MCH (5) 4 3 1 2 0 1 0 0

CYSHCN (4) 2 0 0 0 1 2 0 0 Region VII (4) MCH (4) 2 1 0 0 1 2 1 1

CYSHCN (6) 2 4 0 3 0 3 0 1 Region VIII (6) MCH (6) 4 3 3 3 0 1 0 1

CYSHCN (4) 0 2 2 1 2 0 0 0 Region IX (4) MCH (4) 1 2 4 2 0 2 0 0

CYSHCN (4) 0 2 0 0 2 0 0 0 Region X (4) MCH (4) 1 3 0 0 0 0 0 0

Number of regions indicating barrier as one of top three problems

9 8 5 3 3 2 1 0

Documents

State Title V Workforce Development Survey: …...2009/01/08 · The other profiles, AMCHP Issue Briefs, may be found by visiting the AMCHP website . AMCHP, ATMCH and MCHB will continue