Practical Workforce DevelopmentRecruitment & Retention…..getting it right John Sauer, University of Minnesota

Disability In-Service Training Support Service Inc.

Practical Workforce DevelopmentRecruitment & Retention…..getting it right

John Sauer, Project CoordinatorResearch and Training Center,

University of Minnesotasauer006@umn.edu

November 6, 2008

Retaining DSPs

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

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

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

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

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

Large Group Reflection

What do you think of when you hear the term employee development?

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?

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.

Performance Coaching Skills

• Assessing Problem Performance• Active Listening• Providing Clear Direct Feedback• Communicating Effectively• Building Trust and Respect • Inspiring and Motivating

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

Supervisor Training Curriculum

http://rtc.umn.edu/wddsp/dol.html

Training and Intervention Resources for Supervisors and Managers

www.collegeofdirectsupport.com/umndemo

Systems Change Interventions

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

Wages Can Make a Difference in Turnover Wyoming 2002 Wage Initiative

Self-Direction: We’re in Control Now

Individually Controlled Budgets, Services and Life Decision-Making

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

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 Staff5) Vacancy Rate for Frontline Supervisors

Organization Intervention Plan ComponentsSummary—Friday after Charlie’s presentation1. 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?

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

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”.

Workshop Evaluation

• What worked well?

• What would you improve?

• How can/will you use what you learned?

• With whom will you share the info?

Final Questions? or

Comments?