Retaining DSPs - Presentation 4 - John Sauer MSW and M Ed Institute on Community Integration, University of Minnesota USA November 2008
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Practical Workforce Development” Recruitment & Retention…..getting it right
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Retaining DSPs - Presentation 4 - John Sauer MSW and M Ed Institute on Community Integration, University of Minnesota USA November 2008
- 1. Practical Workforce Development Recruitment & Retention…..getting it right John Sauer, University of Minnesota Disability In-Service Training Support Service Inc.
- 2. Practical Workforce Development Recruitment & Retention…..getting it right John Sauer, Project Coordinator Research and Training Center, University of Minnesota sauer006@umn.edu November 6, 2008
- 4. Organizational Culture Change: respecting, valuing, supporting DSPs • Recognition • Organizational Participation • Professional networking and development • Employee Development • Team Building • Performance Coaching • Training Frontline Supervisors to orient, train, and support DSPs
- 5. Small Group Activity • Complete the Recognition Inventory • Share your lists within a group of three • Create a list of 5-8 ways you acknowledge DSPs individually and organization-wide • Voluntary small group sharing with large group
- 6. Meaningful Recognition • Identify what is rewarding to the individual • Customize your recognition for a person’s preferences • Make sure to be respectful of people’s beliefs • Give positive verbal feedback that is specific • Treat and expect DSPs to be professionals
- 7. Participating in the LIFE of the Organization Develop opportunities for DSPs to: • Become a team leader for a committee or task force • Participate in new pilot programs • Learn skills to do training in interest area • Volunteer to mentor new DSPs
- 8. Professional Networking and Leadership Development • Discover and get involved with NADSP & develop a state Chapter • Develop presentations for local, state, and national conferences • Design & do “brown bag” seminars • Participate in a Leadership Institute
- 9. Large Group Reflection What do you think of when you hear the term employee development?
- 10. Assessing DSP Job Performance: Asking the Right Questions • What do they need to know? • Do they understand their job description and basic work expectations? • Do they have the skills? • Do they have the ability to learn the necessary skills? • Do they have a personality trait, cognitive impairment or mental health issue that impedes their ability to learn • Are there cultural challenges or other barriers that need to be overcome?
- 11. What is Performance Coaching? • A strategy where supervisors support DSPs to reach his/her highest potential on the job. • Can be used to teach new skills, reinforce current skills and to expand career opportunities.
- 12. Performance Coaching Skills • Assessing Problem Performance • Active Listening • Providing Clear Direct Feedback • Communicating Effectively • Building Trust and Respect • Inspiring and Motivating
- 13. Supervisors Are the Key to Retaining a Strong and Effective DSP Workforce • A top reason people stay or leave a job is related to their direct supervisor • Supervisors have the most significant impact on the job environment for an employee • Supervisors provide the support for DSPs to do the best job possible, stay longer, and feel more satisfied and committed to their jobs
- 15. Training and Intervention Resources for Supervisors and Managers www.collegeofdirectsupport.com/umndemo
- 17. Systems Change Interventions • State and federal legislative campaigns for better wages and benefits and other DSP initiatives • ANCOR campaign for improved wages • National voluntary credentialing program through NADSP • Advocating for change with State policy makers
- 18. Wages Can Make a Difference in Turnover Wyoming 2002 Wage Initiative
- 19. Self-Direction: We’re in Control Now Individually Controlled Budgets, Services and Life Decision-Making
- 21. Organization Assessment • Data collection sources – Organizational workforce outcomes - overall, by service type and at site level • Turnover (crude separation, 6 mo, one year) • Vacancy • Wage/benefits • Demographics – DSP, management, FLS focus groups – Surveys • Exit • Satisfaction • New hire
- 22. Agency Turnover & Vacancy Rates 1) Crude separation rate (Turnover) for Direct Support Staff 2) Crude separation rate (Turnover) for Frontline Supervisors 3) Percent of Direct Support Staff leavers with less than 6 months tenure 4) Vacancy Rate for Direct Support Staff 5) Vacancy Rate for Frontline Supervisors
- 23. Organization Intervention Plan Components Summary—Friday after Charlie’s presentation 1. What problem will you address? 2. How Big is the Problem? (Baseline turnover and vacancy rates, etc.) 3. What intervention strategy will you use to address the problem?) 4. What are the major components of the intervention strategy? 5. Who will help design, implement, & evaluate the intervention? 6. What are the specific steps in implementing the intervention? 7. What are the costs associated with this intervention? 8. What are the barriers to using this intervention? 9. How will you gain support for using this intervention-the stakeholders? 10. What are the next steps? What are the timelines? 11. How will you evaluate whether the intervention worked?
- 24. Individual or Small Group Activity 1. Complete a brief first draft of the Organization Intervention Plan 2. Several volunteers share the KEY points of the Plan 3. Share feedback/Ask questions
- 25. Large Group Activity • Individuals write down ideas (1 per 5 X 7 index card) about ways to work together for additional learning opportunities in the future • Place your cards on the large white paper or a white board • Cluster the ideas into categories. • Prioritize the ideas. • Develop “next steps”.
- 26. Workshop Evaluation • What worked well? • What would you improve? • How can/will you use what you learned? • With whom will you share the info?
Hinweis der Redaktion
- Give motivational factors sheet—compare Give out Recognition worksheet
- Hand out the Worksheet on specific recognition (ex/do not give X-mas card if they have a different faith, birthday cards if Jehova Witness) Two Things that all people want in their work lives: To be able to make a meaningful contribution to the company, to make a difference To be acknowledged with a “pat on the back” or…for making those contributions.
- A training strategy that includes a written list of long range and short term goals for DSPs who choose to expand their career opportunities. ED goes well beyond the prescribed mandatory training that an employee gets in the first weeks or months A continuous process of learning that encourages DSPs to set and achieve goals. Based on the DSP's past experiences, interests, talents, skills, and future goals. The DSP is in control of and accountable for their learning and skill development. ED done well and supported by the organization leads to retention
- This is like a decision tree. Is the problem a performance problem OR a lack of knowledge and skill problem OR a lack of desire to improve or learn problem OR a mental health or personality trait problem??
- Done in real time, on the job, solving real problems, and developing skills using actual job tasks. Takes advantage of teachable moments on the job. Reinforces and encourages DSPs who are meeting and exceeding job expectations. Used when employees are not meeting expectations and need extra support or encouragement to succeed.
- When do you Use Performance Coaching Skills? When the DSP is: Learning new skills Experiencing difficulties meeting job expectations Demonstrating inappropriate behavior on the job Desiring career development opportunities And when there is Ineffective training Poor match between employee and specific job Lack of needed resources to do the job Lack of clear vision and expectations of leadership Absence of recognition and reward for improved performance Culture of organization Factors outside of work that impede job performance
- CFS curriculum based on this
- This is an example of a statewide system change related to Increased Wages
- What does Self-Directed Supports and Services Look Like? Provider (organization) must shift from a service mentality to become a broker, facilitator Individuals and families re-define services Direct Support Responsibilities identified by the individual and family Loyalty is to the individual and family with no go-between (FSE) Quality is defined by individual and family, not the system, organization or government
- Match data to intervention strategy designed to address challenge Set realistic goals Define focused plan Who, what, where, when, why and how Implement intervention Evaluate results and make revisions