OCIO/OCMIO Informatics Workforce
Development Project
Phase II Planning Discussion
February 3, 2012
Full Implementation of the Workforce Development Strategy is a Multiyear 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 II: Role Profile Assessment
and Rollout, Learning &
Development/Career Development
Program Design & Implementation
Phase I:
Workforce
Development
Strategy
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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Phase II Work Plan
Oct 2011
Nov – Dec 2011
Project Planning
Role Profile Assessment
• Gain alignment around the
project plan, key deliverables,
etc.
• Identify the project governance
structure
• 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
Jan – May 2012
L&D Design & Rollout
Proof of Concept
L&D Design & Rollout
Remaining Job Families
• Develop the detailed L&D plans • Develop the detailed L&D plans
for the remaining two job
for Strategic Leadership/CMIO
families
job family
• Rollout the L&D plans to the
• Finalize the implementation
regions
strategy
• Collect feedback and revise, as
• Rollout the L&D plans to the
necessary
regions
• Collect feedback and revise, as
necessary
Key deliverables
Key deliverables
Key deliverables
• Project plan
• Role profile assessment results • Detailed L&D plans for
Strategic Leadership job family
• Governance structure and team
report and list of L&D priorities
• Detailed implementation
• Project charter
strategy
2
June – Sept 2012
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Key deliverables
• Detailed L&D plans for
remaining job families
• White papers, executive
summaries, and presentations
for professional conferences,
workshops and meetings
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
Deputy CMIO (MTF)
CMIO (MTF)
Deputy CMIO (RMC)
CMIO (RMC)
3
Clinical Systems Trainer
CST 1 (MTF)
CST 2 (MTF)
CST Supervisor (MTF)
CST 2 (RMC)
CST Supervisor (RMC)
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Clinical Workflow Analyst
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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Executive Summary of Findings
Competencies
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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Executive Summary of Findings
Technical 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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Strategic Leadership Assessment Results
Competencies
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)
r
y
g
y
r
g
g
g
r
r
g
y
r
r
y
r
r
r
g
r
r
r
g
r
g
g
g
r
r
r
g
r
r
r
g
r
Foundational
Communication (3 gaps)
Learning Agility (1 gap)
Results Orientation (3 gaps)
Leadership
Supervisory
Teamwork (4 gaps)
People Management (3 gaps)
Talent Development (3 gaps)
Strategic Alignment/Mission Focus (1 gap)
Resource Management (3 gaps)
Change Management (3 gaps)
Note: data points for the Deputy CMIO (MTF) role are limited, and therefore caution should be exercised
when drawing conclusions based on the data.
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• 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
MS Office
Strategic Leadership Assessment Results
Technical Skills
Deputy CMIO (MTF)
(n=2)
CMIO (MTF)
(n=12)
Deputy CMIO (RMC)
(n=4)
CMIO (RMC)
(n=3)
(6 gaps)
(5 gaps)
(6 gaps)
(6 gaps)
g
y
g
r
g
g
g
g
g
g
g
g
r
y
r
r
r
g
r
g
r
g
r
r
r
r
r
r
r
r
r
r
r
y
g
r
MS Excel (2 gaps)
MS Power Point (0 gaps)
MS Word (0 gaps)
Clinical Systems
AHLTA (4 gaps)
CHCS (2 gaps)
ESSENTRIS (3 gaps)
ICDB/Carepoint (4 gaps)
MAPS Tools (4 gaps)
Function- Clinical/business process analysis and
specific reengineering (3 gaps)
Note: data points for the Deputy CMIO (MTF) role are limited, and therefore caution should be exercised
when drawing conclusions based on the data.
8
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• 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
Strategic Leadership Assessment Results
Implications 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.
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
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)
Practical, applied, and
mainly on-the-job steps an
individual can take to build a
competency or technical skill
MEDCOM-assigned/
sponsored external,
professional coach
Coaching
Self-initiated relationship
with a colleague who has
particular expertise/strength
in a competency or technical
skill
Practice
Mentoring
Read
Readings and reference
material that highlight best
practices and effective
approaches
Study/learn
Self-study courses,
classroom training (internal
or external to MEDCOM),
certifications, etc.
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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
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
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Learning & Development Program Governance Structure, Roles, and
Responsibilities
Governance Council Primary responsibilities
• Oversees L&D project and deliverables
• Approves L&D content & curriculum
• Approves and monitors L&D program
implementation & integration
• Determines L&D program resource requirements
Working Group Primary responsibilities
• Prepares recommendations for GC review
• Finalizes Subgroup proposed L&D content &
curriculum
• Recommends L&D program implementation &
integration strategies
• Prepares preliminary resourcing COAs
CMIO
Subgroup
CMIO (05/ GS14)
LTC Angela Stone
12
Governance
Council
CMIO (05)
Governance Council Members
Chief Medical Information Officer, MEDCOM
5 Regional Chief Medical Information Officers
Informatics Consultant to TSG (Medical
Corps)
Informatics Consultant to TSG (Nurse Corps)
Corps Specific Branch Proponency Officer
(MC, ANC, Civilian), Director, AMEDD
Personnel Proponency Directorate, Director,
Talent Management
Voting/Non-Voting
Voting Member/Chair
Voting Member
Voting Member
Voting Member
Ad Hoc Membership as
needed, with voting
privileges at the discretion
of the standing members on
a decision by decision basis.
Working
Group
Senior Informatics
Officer (05)
CWA
Subgroup
Senior BPM Specialist
(GS14)
Subgroup Primary responsibilities
• Researches, evaluates, and drafts content and
curriculum for specified roles
• Drafts L&D program implementation &
integration strategies
• Evaluates and prepares recommendation on
industry and DoD best practices
• Evaluates and prepares recommendations on
certification programs
• Evaluates and integrates content & curriculum
across specified roles
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
CST
Subgroup
Senior Training Specialist
(GS14)
Ms. Kim Hermann-Do
Ms. Michele McCormick
CMIO Subgroup Lead – Proposed Next Steps
Work step
1. Identify 2 to 3 subgroup members to assist with the effort; consider individuals
who:
Lead
Target completion
date
LTC Stone
By 17 FEB
LTC Stone &
subgroup
members
By 9 MAR
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 APR
– 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
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
Will schedule two check-in
calls with Axiom/TIAG to
discuss progress, questions,
etc.
Need 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.
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
APPENDIX
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
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 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.
Leadership
Supervisory
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.
Functional
Foundational
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
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.
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.
Clinical Systems Trainer Assessment Results
Competencies
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)
g
g
g
g
g
g
g
g
g
g
g
g
g
g
g
g
g
y
g
r
g
g
r
g
r
g
g
g
g
r
g
g
y
g
r
n/a
n/a
g
n/a
g
n/a
n/a
g
n/a
g
Foundational
Communication (0 gaps)
Learning Agility (0 gaps)
Results Orientation (0 gaps)
Functional
Teamwork (2 gaps)
Adult Learning (2 gaps)
Supervisory
• The competency
gaps among the
Supervisory roles
primarily fall within
the functional
competencies, with
the exception of
Teamwork, which is
a foundational
competency
Organizational Agility/Acumen (1 gap)
Relationship Building (2 gaps)
16
• Competency gaps
primarily exist at
the Training
Supervisor level
People Management (0 gaps)
Talent Development (0 gaps)
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• Strengths in People
Management and
Talent Development
will be critical to
leverage as the
Workforce
Development
Strategy is
implemented
Clinical Systems Trainer Assessment Results
Technical Skills
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)
g
g
g
g
r
g
y
r
r
r
g
g
r
g
g
g
g
g
g
g
g
g
g
g
g
y
g
g
g
r
r
r
r
r
r
g
r
r
r
r
g
g
g
g
g
g
g
g
g
g
y
r
g
y
r
g
g
g
g
g
g
g
g
g
g
• There are more
gaps in technical
skills than in the
competencies
across all roles
MS Office
MS Excel (1 gap)
MS Power Point (4 gaps)
MS Project (1 gap)
MS Word (0 gaps)
MS OneNote (0 gaps)
AHLTA (2 gaps)
Clinical Systems
ESSENTRIS (5 gaps)
CHCS (4 gaps)
Dragon (0 gaps)
Asutype (0 gaps)
ICDB/Carepoint (4 gaps)
Data flow between entities (0 gaps)
Functionspecific Database management (0 gaps)
17
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• 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
Clinical Systems Trainer Assessment Results
Implications 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.
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
Clinical Workflow Analyst Assessment Results
Competencies
CWA 2 (MTF)
(n=37)
CWA Supervisor
(MTF)
(n=4)
CWA 2 (RMC)
(n=4)
CWA Supervisor
(RMC)
(n=4)
(0 gaps)
(7 gaps)
(3 gaps)
(2 gaps)
g
y
g
g
g
g
g
g
g
g
g
g
g
r
g
y
g
y
r
g
g
r
r
g
g
y
g
g
g
r
g
y
g
r
y
g
n/a
g
n/a
g
n/a
g
n/a
g
Foundational
Communication (1 gap)
Learning Agility (0 gaps)
Results Orientation (0 gaps)
Teamwork (2 gaps)
Functional
Analytical Thinking (2 gaps)
Change Management (2 gaps)
Integrated Thinking (1 gap)
Organizational Agility/Acumen (2 gaps)
Supervisory
Project Management (2 gaps)
19
People Management (0 gaps)
Talent Development (0 gaps)
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• 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
Clinical Workflow Analyst Assessment Results
Technical Skills
CWA 2 (MTF)
(n=37)
CWA Supervisor
(MTF)
(n=4)
CWA 2 (RMC)
(n=4)
CWA Supervisor
(RMC)
(n=4)
(6 gaps)
(3 gaps)
(10 gaps)
(2 gaps)
r
r
r
y
g
g
g
g
g
r
r
g
g
g
r
g
g
g
g
g
g
g
g
g
r
r
r
g
g
g
y
g
y
g
g
g
g
g
g
g
y
g
y
g
g
g
r
r
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
g
MS Office
MS Excel (4 gaps)
MS Power Point (0 gaps)
MS Project (2 gaps)
MS Word (1 gap)
MS OneNote (0 gaps)
AHLTA (0 gaps)
Clinical Systems
ESSENTRIS (3 gaps)
CHCS (1 gap)
Dragon (1 gap)
Asutype (0 gaps)
ICDB/Carepoint (2 gaps)
Function-specific
Data flow between entities (2 gaps)
20
Database management (1 gap)
Informatics Workforce Development Project I Phase II Project Planning with LTC Stone
• Gaps exist across all
roles but are most
concentrated in the
CWA 2 (RMC) role
• Gaps in functionspecific 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
Clinical Workflow Analyst Assessment Results
Implications 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.
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Informatics Workforce Development Project I Phase II Project Planning with LTC Stone