Florida Department of Children and Florida Department of Children and Families:Families:

Family Services Counselor and Family Services Counselor and Supervisor Recruitment and Supervisor Recruitment and

Retention StrategiesRetention Strategies

June 11, 2002June 11, 2002

• To Recruit and Retain the Right People

– Strategies to recruit and retain competent employees

– Quality Improvement approach

Goal

Quality Improvement and Control(QIC) Stories

QIC Story #1:

Retention of Family Services Counselors

Findings:• High caseloads• High job stress• Large amounts of redundant paperwork• Inadequacy of training

Recommended Countermeasures

• Hotline acceptance criteria• Pay differentials for protective investigators• HomeSafenet• Enhance training for counselors• Enhanced specialty training• Enhance training for supervisors• Succession planning and career paths

QIC Story # 2:Retention of Family Services

Counselors Supervisors

Findings:• Lack of projection planning• Starting salary is low• Management are not trained to recognize

extraordinary performance and success• High demands of the job impacts work/life

balance• Supervisor training not sufficient in leadership

skills

Recommended Countermeasures

• Career paths

• Salary Increase

• Raise minimum qualifications and experience

• Establish Supervisor Effectiveness training and Quality Case Management training for more effective outcomes for supervisors

Actions Taken

• Defining the job• Recruitment and selection process

– Standardized Selection– Competency Based Assessment– University IV-E Program

•Performance management

•Training

Defining the Job

• Task analysis completed

• Job requirements incorporated into class specifications

• Drives all Human Resources and Training processes

Recruitment and Selection Process:Standardized Selection Modules

• Eligibility determination• Application analysis• Background checks• Willingness questionnaire• Assessment tool• Behavioral interview• Employer reference checks• Drug screening• Background Screening

– FDLE and FBI

Competency Based Assessment Tool

• Attributes identified to contribute to successful job performance:– Thinking skills– Motivation– Interpersonal skills– Personal management

•Validation analysis completed

•The Behavioral Interview Tools is used in conjunction with the assessment

Behavioral Interview Tool

• Used in conjunction with assessment

• Questions related to past performance

• Based on demonstrated behavior: Behaviorally Anchored Rating Scales

University IV-E Program

Partnership with Schools of Social Work• 51 signed contracts• $6,000 for BSW/BHS and $8,000 for MSW• One year of employment payback per stipend• Use current selection process and university

recommendations• Two child protection courses and an

internship • Based on our job performance requirements

New Performance Management System

• Core performance expectations

• Improved communication

• Set Goals

• Career Paths

• Bonus opportunities

Other Initiatives

• Specialized recruiters in each district

• Mentoring program for Family Services Counselors

• “Answer the Call” advertising campaign

• Improved Pre-Service and Supervisory Training

Dissatisfaction With Traditional Training

• Almost $60 billion spent each year on developing America’s workers

• Less than 30% of what people learn actually used on job

Dissatisfaction With Traditional Training (cont)

• There is strong evidence of an ambivalent relationship between many training functions and the management they support– Trainers number one concern is lack of

management support– Managers often note that training is not

“integrated into the business of the business”. Managers view training as peripheral to the real business of the organization

Traditional Vs. Performance Approach to Staff Development

Traditional Approach Performance Approach

Focuses on what peopleneed to learn; training (orany solution) is the end.

Focuses on what peopleneed to do; training (or anysolution) is a means to theend.

Reactive Proactive and Reactive Biased to a solution Bias-free of solutions Relies on one solution Relies on multiple

solutions

Traditional Vs. Performance Approach to Staff Development

Traditional Approach Performance Approach

Can work independentlyof client partnerships

Must be partnered to aclient

Evaluation of the learningevent typically occurs;Level I (reaction)

Evaluation occurs at alllevels; Level II (learning),Level III (performance),and Level IV (operationalchange)

Front-end assessment isoptional; identifying workenvironment barriers todesired performancerarely done

Front-end assessment ismandatory; workenvironment barriers toskill transfer identified

Causes of Performance Gaps

• Lack of confidence to use skills• Disagree with values and concepts which have

been taught• Lack of reinforcement• Coaching• Lack of positive models• Task interference• Lack of rewards or incentives/presence of

“punishments”• Lack of knowledge and skills

“The absence of performance support in the work environment, and not the absence of knowledge or skill, is the single greatest block to exemplary performance.”

Organizational Alignment

Are we planning, designing processes, managing and monitoring the organization as an integrated system?

Organizational Goals

Job Requirements

Work Environment

Individual

Types of Certification

• Counselor

• Supervisor

• Specialist

Major Components

Field Training

Self-Instruction

Classroom

Casework Practice

Assessments

Ongoing Staff Development

Types of Certification

Self-Instruction

• QCM Job Aids– QA Checklist– Online Desk Reference

• Job Tasks• FL Statutes/Operating Procedures• Considerations• Training Handouts

QCM Simulation

Click on Electronic Job Aid

QCM Simulation

Click on Case Supervision and Services

QCM Simulation

Click on “2. Monthly Face-to-Face Contacts”

QCM Simulation

Click on first F.S. Link (39.601(1)(c))

QCM Simulation

QCM will access the most current legislation on the web

Self-Instruction

• Online Courses– Legal Base– Court Systems– Federal Funding– Relative Caregiver

Select Online Learning Center

For an example, click LEGAL BASE

This course is ‘self-paced’, click on the hand icon to proceed

Navigate through the course at you own pace

FIELD TRAINING

• Structured Field Activities

• 1:1 Field Training

• 1:1 Consultations

• Restricted Training Caseload

Web-based Reporting System (SkillNET)

FIELD TRAINING Report - SkillNET

Classroom Training

• Job Task Analysis• Behavioral Learning Objectives• Experiential: Kolb Learning

Model • Simulated Case Activities• Integrated with Field Activities• Critical Thinking

Casework Practice

• Small Group Setting

• Co-worker and trainer feedback

• Real Cases (Difficult)

Casework Practice

• Facilitated Case Analysis– Assessment of Decision

Making• Child Safety• Intervention• Community Services• Case planning• Interpersonal Skills• Documentation

Assessments

• Pre-Test• Skill Checklists• Assessment of Web

Based Courses• Post-Test• 1:1 Field Training

(Phase 2)• FBPA/Certification

Ongoing Staff Development Recertification

• Mentor Training• Florida MAPP Training• Institutional Abuse

Investigations• Principles of Care• Advanced Domestic Violence• Advanced Substance Abuse

Ongoing Staff Development Recertification

• Essential Parenting Tools• Ethics• Legislative Changes• HomeSafenet• Sexual Abuse for Investigations• Advanced Interviewing for

Services

Ongoing Staff Development Recertification

• Data Analysis Training• Supervisor Effectiveness• Family Conferencing• Advanced Cultural Competence• Casework Practice• Quality Case Management• Dependency Court

Improvement Summit

What’s Next

• Entrance interviews

• Automated exit review system

• Pay

• Automated applicant screening process