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Jordan Institute for Families © 2006 UNC-Chapel Hill School of Social Work
Staying Power! A Supervisor’s Guide to Child Welfare Retention
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Agenda Staying Power! A Supervisor’s Guide to Child Welfare Retention
Day 1 Session 1—The Contemporary Workforce and Retention
WelcomeandParticipant Introductions(Icebreaker)
Introductiontothe Curriculum
WhatDoestheFutureHold? FewerWorkersandDifferent Workers
TheHighCostsofTurnover
TurnoverandRetention:Push andPullFactors
Session 2—The Supervisor and Retention
TheRetention-Oriented Supervisor
SupervisorsTrumpAgencies: FindingsfromtheGallup Study
StagesofWorker Development
Day 2 Session 3—Supporting Engagement: Staying Power Strategies
WelcomeBack&Embedded Evaluation 1
TheFirstDayatYourNew Job
WelcomingtheNewcomer
TheNewcomerInterview
Session 4—Supporting Development: More Staying Power Strategies
TheDisengagementProcess
TheStaying Power!Interview: PosingtheMiracleQuestion withYourTeamorWorkgroup
FeedbackandPerformance Coaching
WrapUpandAction Planning
Evaluation
Day 3 Session 5—Reducing Burnout, Building Resilience
WelcomeandActionPlan FollowUp
Stress,BurnoutandResilience
JobSatisfaction
TwoSupervisoryParadigms
Session 6—Developing a Retention Plan
Embedded Evaluation 2
RewardsandRecognition
ActionPlanning
SummaryandNextSteps
Evaluation
JordanInstituteforFamilies©2006 SeSSion 1 Staying Power!ASupervisor’sGuidetoChildWelfareRetention �UNC-ChapelHillSchoolofSocialWork
(US Bureau of Labor Statistics, 2004) TheUnitedStatesBureauofLabor Statistics(BLS)projectsa�5% growthrateinemploymentbetween2002and20�2.Thehighestgrowthrateswilloccurin:
Education&healthservices
Professional&businessservices
Projectedlaborshortageespeciallyamongskilledworkerswillleadtoa“sellers”marketforskilled workers.
Workforce Trends in Social Work 30%are55andolderascomparedto�3.9%acrossalloccupations
Highgrowthoccupation(greaterthanthe�4.8%projectednationalaverage) (Bureau of Labor Statistics, 2004; Barth, 2001)
Socialworkersearnabout��%lessthanthoseinotherserviceoccupations(Barth, 2001)
Socialworkershavehighcommitmentwhichmayleadto“stickiness”&helpdepresswages(Barth, 2001)
Workforce Trends in Child Welfare Vacanciesarestayingopenlongerthanin2000.
Vacancyratesforpublicchildwelfareworkersaresignificantlyhigherthanthoseofotherstateand localgovernmentworkers.
Averagesalariesaremarkedlylowerthanfornurses,teachers,policeofficers&firefighters (APHSA, 2004).
• Toreadthesurveyreport,goto http://www.aphsa.org/Home/Doc/Workforce%20Report%202005.pdf
Workforce Trends in North Carolina 73%ofemployeeswithlessthan5yearsexperience
Statewidevacancyrate=3�%
TurnoverrateshighestinCaseManagementandInvestigations
Atleast7�daysneededtofillaSWIIIposition (North Carolina Office of State Personnel Study, 2004)
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SeSSion 1 Staying Power!ASupervisor’sGuidetoChildWelfareRetention UNC-ChapelHillSchoolofSocialWork
Workforce Trends
Workforce Trends in the United States
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Workforce Priorities Mobility and Motivation
U. S. Workforce
High mobility • 46%wanttochangejobsinthenext6months
• 75%,inthenext�2months
Changing priorities • 86%citeworkfulfillment&work/lifebalanceas#�
• 35%citebeingsuccessfulatwork&movinguptheladder
What motivates workers? Traditionalworkerspreferjobsecurityandstabilityandlikeemployerstopavetheircareerpath
Emergentworkerstakechargeoftheircareers,wanttolearnnewskillsandembracechange.
Migratingworkershaveamixofbothemergentandtraditionalworkplacevalues.
Dimensions
Loyalty
JobChange
CareerPath
Advancement
JobSecurity
Traditional Worker
Tenure
Damagingtocareer
Companyresponsibilitytoprovide
Basedonlongevity
Requiredasadriverofcommitment
Emergent Worker
Contribution
Vehicleforgrowth
Employeeresponsibilitytopursue
Basedonperformance
Rejectedasadriverofcommitment
Sphe
rion
Em
ergi
ng W
orkf
orce
Stu
dy
(199
7, 1
999,
200
3)
Are you a traditional, an emergent, or a migrating worker? Anon-lineselfassessmenttool canbefoundattheSpherion website:http://www.spherion. com/about_us/emerging_ workforce/workers_defined.jsp
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Top 10 Push Factors Why do people leave?
�. Expectationsnotmet
2. Mismatchbetweenthepersonandtherole
3. Mismatchbetweenthepersonandtheorganizationalculture
4. Insufficientopportunitiesforgrowthandadvancement
5. Insufficientrecognitionorappreciation
6. Problemswithdirectmanager/supervisor
7. Dissatisfactionwithpay
8. Stress
9. Lackofwork/lifebalance
�0. Lossofconfidenceintheorganization,particularlytheleadership
Expanded from Branham, L. (2005).The 7 hidden reasons employees leave. New York:AMACOM.
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All Turnover is Not the Same
Employer actions likely to Employer actions may Employer actions have prevent or delay turnover prevent or delay turnover little influence on turnover
• Expectationsnotmet • Commutingdistance • Retirement
• Fewopportunitiesfor • Familyneeds • Promotion growthandadvancement • Additionstofamily • Illnessordisability
• Poorfitwithjob • Returntoschool • Relocation • Mostofthefactorsonthe • Promotion
“Top�0”list(seeHandout �G)
• Strongselectionprocess
Voluntary Departures
• Employeractionsmay preventordelayturnover
Involuntary Departures
• Employerinitiated
Voluntary Departures
• Employeractionsare unlikelytopreventordelay turnover
Unavoidable Departures
• Employeeinitiatedand unavoidablebyeither employeeoremployer
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Pull Factors Promoting Retention
Characteristics of the Worker Educationandtraining
Senseofmissionandinvestment
Desiretohelp
Self-efficacy
The Nature of the Work Realisticjobpreview
Match/”Goodnessoffit”
Challengingwork
Diversetasks
Autonomy/decision-making
Co-Workers Needforaffiliation
Supportiveandcompetent
Supervision Practicesupport
Learningsupport
Mentoring
EmotionalSupport
The Workplace: Agency Climate Clearvision&mission
Affirmation&recognition
Learningorganizationorientation
The Agency and the Community Communityengagement
Positiveperceptionoftheagency
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Inventory of Current Retention Strategies
Intheboxtotherightofeachcategorybelow,pleasewriteoneexampleofeachstrategy
Strategies that target…
�.TheWorker
2.TheWork
3.TheSupervisor
4.SupervisoryPractice
5.Professionaldevelopment andlearningorganization
6.Otheraspectsofagency climate
7.Thecommunity
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The Retention-Oriented Supervisor Worksheet for Professional Development
�. Keypointsfromthediscussioninsmallgroupandfullgroup.
2. Mystrengthsasaretention-orientedsupervisor.
3. WhatareareasthatImightdecidetostrengthen?
4. WhatcanIdotostrengthentheseareas?HowcanIbuildonmystrengths?
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Staying Power! An Employee Perspective
AccordingtoresearchconductedbytheGallupOrganization,thesequestionsmeasurethecritical elementsneededtoattract,focus,andkeepthemosttalentedemployees.
Staff Needs Critical Questions Supervisor Tasks
WhatdoIget?
DoIknowwhatisexpectedofmeat work?
DoIhavethematerialsandequipmentI needtodomyworkright?
�.
2.
WhatdoIgive?
Atwork,doIhavetheopportunitytodo whatIdobesteveryday?
Intheselastsevendays,haveIreceived recognitionorpraisefordoinggoodwork?
Doesmysupervisor,orsomeoneatwork, seemtocareaboutmeasaperson?
Istheresomeoneatworkwhoencourages mydevelopment?
3.
4.
5.
6.
DoIbelonghere?
Atwork,domyopinionsseemtocount?
Doesthemission/purposeofmycompany makemefeelmyjobisimportant?
Aremyco-workerscommittedtodoing qualitywork?
DoIhaveaclosefriendatwork?
7.
8.
9.
�0.
CanIgrowhere?
Inthelastsixmonthshassomeoneat worktalkedtomeaboutmyprogress?
Thislastyear,haveIhadopportunitiesat worktolearnandgrow?
��.
�2.
Buckingham, M. and Coffman C. (1999). First, break all the rules.
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Stag
es o
f Chi
ld W
elfa
re W
orke
r D
evel
opm
ent
Stag
e W
orke
rC
hara
cter
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ety
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neg
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obs
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Fact
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terv
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Salu
s, M
.K. (
2004
). Su
perv
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ld p
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s ca
sew
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rs. C
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Abu
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anua
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ashi
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n, D
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ren
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Fam
ilies
.
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Instructions for Worker Developmental Stage Exercise
�. ReadthedescriptionoftheMarellifamily(HandoutE)andthedescriptionofyourworker stage(fromHandoutF).
2. ReviewwhatyouknowaboutMarla’sstageofworkerdevelopmentfromHandoutC.
3. Asagroup,makeawrittenlistonHandoutG,Part�,ofMarla’sissuesthatreflecther developmentalstage.
4. Asagroup,makeawrittenlistonHandoutG,Part2,ofthestrategiesthesupervisorcoulduse thatwouldreflectanunderstandingofMarla’sstageissues.
5. AsagroupwriteadialogonHandoutHbetweenMarlaandthesupervisor.Besurethe supervisoraddressestheissuesofMarla’sdevelopmentalstage.
6. Assignfourtaskswithinyourgroup.Thesewillbeyourtasksforthereportouttothelarge group.
a. ExplainMarla’sworkerdevelopmentalstageissues
b. Explainthesupervisoryapproachesthatcouldhelpwiththeseissues
c. ReadMarla’sroleofthescripteddialog
d. Readthesupervisor’sroleofthescripteddialog
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Marla and the Marellis
Yousuperviseachildwelfareunitthatworkswithfamiliesinwhichtherehasbeenchildneglectand thechildrenremainintheirhomes.Commonserviceneedsarefor:
• Childcare • Parentingeducationandsupport
• Jobreadiness,jobfindingand • Interpersonalskills,e.g.,forhealthyrelationshipswith employmentsupport partners/spouses,familiesoforigin,andemployers
• Fatherinvolvement • GED,vocationaltrainingorhighereducation
• Substanceabuse • Mentalhealth
• Domesticviolence
TwoweeksagoyouassignedtheMarellifamilytoMarla,aworkerinyourunit.TheMarellifamilyconsistsof
• TiffanyMarelli,age22 • RollieMarelli,age4
• RalphieRodriguez,age2 • AlexRodriquez,age26,fatherofRalphie
ThefamilycametotheattentionoftheDepartmentwhenRollieandRalphiewanderedoutofthe yardintothestreetwheretheywereseenbyaneighborwhoreportedittothepolice.Thepolice foundTiffanyandAlexinthehouse.TiffanywasasleepandAlexwassmokingmarijuanaanddrinking. Tiffany’ssubsequentUrineAnalysis(UA)identifiedmarijuana.However,onlyAlexwasarrestedfor drugpossessionandisnowre-incarceratedonparoleviolation;helikelywillbeoutinthreemonths.
AlexandTiffanyhavehadanon-offrelationshipforthreeyears.Duringthattimethepolicehave respondedtotworeportsofdomesticviolencebothofwhichinvolvedminorinjuriesforTiffany. TiffanysaysshedoesnotknowwhereRollie’sfatherisasshehashadnocontactwithhimsinceshe becamepregnant.
MarlahasmetwithTiffanytwice.CurrentlyTiffanyisawaitingafullsubstanceabuseassessment.She isonthewaitinglistforajobreadinessprogramthatwillbeabout30hoursperweek.Bothchildren recentlybeganfulltimedaycare.
Tiffany’sAuntClaudiadrove�50milesfromherhometobepartofTiffany’steammeeting.Sheis criticalofandfrustratedwithTiffany,butshealsoistheonlyfamilymemberwhoisstillinvolvedin Tiffany’slife.AuntClaudiaraisedTiffanyforseveralyearswhenTiffany’smotherleftheraloneand ChildWelfarebecameinvolved.TiffanylatermovedtoagrouphomeaftershestolefromAuntClaudia andherfriendstrashedthehousewhileClaudiawasatchurch.TiffanyandClaudiahavehadsporadic contactoverthepastfiveyears.
TiffanyisquiteangryaboutbeinginvolvedintheChildWelfaresystem.ShescreamedatMarla“Child Welfareneverhelpedmeormymom.Youguystotallymessedupmylife—Igotnoeducation,no job,andnothingevergoesrightforme—myboyfriendbeatsmeupandI’malwaysbroke.Yousocial workersjustmovedmearoundmywholelifeandthendumpedmeoutintheworldwithnothing.I hateeverythingyoustandfor.Justgivemethedaycareformykidsandgetmeajob—thengetthehell outofmylife.”
TiffanyhasmadeitclearthatshewillgoalongwithChildWelfareonlyasmuchasshehastoinorder tokeepherkids.Marlasaidtoyou“Sheistotallyhostiletome.IthinkI’mtakingthebruntof20years ofragethatshe’sbuiltup.”
MarlasoonwillbeginworkingwithTiffanyandherfamilyteam(involvingatleastAuntClaudia,a substanceabusecounselorandajobscounselor)onthecaseplan.Nowyou,thesupervisor,aremeeting withMarlatodiscussthisphaseofthecaseworkprocess.
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1Marla at Stage 1 High Anxiety
Marla,age23,recentlygraduatedwithaBSW.
Thisisherfirstjobalthoughshehadafieldexperienceworkinginagrouphomeforyoung adolescents.Shewasenthusiasticwhenshestartedworkingsixweeksago.Sincethenshehashadmixed reactionstoherexperiences.
Aftershadowingexperiencedworkers,shetoldyouthatshesometimesfeelsquiteintimidatedbythe adultsandwondersifsheshouldbeassignedtoafostercareunitsoshecouldworkwithchildrenand fosterparents.Shesayssheknewparentswouldbeangrybutshereallydoesn’tknowhowtorespond; shefindsherselffeelingflusteredaswellasangryatthemforacceptingsolittleresponsibilityfortheir children.
Shesaid“Ireallywonderaboutthedecisionnottoremoveherkids—Imean,Ithinkshemustbereally immatureorelseshewouldcooperatemorewithme.So,canwereallyexpecthertotakecareofher kids?Idon’tevenknowhowtobeginthiscaseplanwithhertotellyouthetruth.”
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2Marla at Stage 2 Make It or Break It
Marla,age23,hasbeenworkinginyourunitforfivemonths.
ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.TiffanyMarelliisthetwelfthcaseyouhaveassignedtoherinwhichshe hasprimaryresponsibility.
Atfirstshewasquiteflusteredaboutworkingwithparents,particularlyiftheyexpressedanger.Shehas gottenmorecomfortable,butquestionswhetherthisisagoodfitforherprofessionally.Shesaysshe mightpreferworkingwithchildrenonly.
Sheisskilledatdocumentationbutlesssureofherselfinengagingadultfamilymembers.Youhave observedherseveraltimesandsheisratherwoodenandformalinyouropinion,althoughnot disrespectful.Youhavetalkedwithheraboutthis—shesaysthatshefeelsherstyleofinteractinghelps hertostayfocusedonthetasksandlessensthechancethatshewillfeelintimated.
Shetoldyou“ManyoftheparentsareolderthanIamandallofthemaremorestreetsmartandtheyall knowit—Ijustfeelthatbeingmoreformalisthebestmethodforme.”
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3Marla at Stage 3 Basic Skills
Marla,age24,hasworkedinyourunitforoneyear.
ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.Shehasafullcaseloadandshedoesabetterthanaveragejobofkeeping upwithdocumentationandmeetingdeadlines,althoughshefrequentlycriticizestheprocessesand oftenmakessuggestionsforhowtostreamlinethem.
Shegenerallyisabletoinvolvefamilymembersinassessmentandplanningandsupportthemin workingontheirplans.However,inyouropinionshecontinuestoberatherwoodenandformalwith clientsandisquicktointerprettheirangerasasignoflackofcooperationandpoorprognosis.This seemstobeareactiontohowshefirstfeltonthejob—flusteredandintimidatedbyclients’anger.
Marlaalsoishangingoutmorewiththecynicsgroupatworkandshemakesjokesinunitmeetings abouthowironicitisthatasocialworkagencyseemstovaluetheiremployeessolittle.Sheisannoyed thatherrecentrequesttoreceiveagencyfundingtoattendaweek-longout-of-statetrainingonchronic neglectwasturneddown.
Sheseemstobelessforthcominginsupervisorysessionsandrecentlytoldyou“Iknowsupervision isuseful,butfrankly,I’dliketospendmoretimetryingtokeepupwiththepaperworkandlesstime talkingaboutmycases.Ireallywanttotrytokeepthisjobto40hoursandthatishardtodowithso manymeetings.”
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4Marla at Stage 4 Relative Independence
Marla,age27,hasworkedinyourunitfornearlyfouryears.
ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.
Whenshefirstcametoworkforyou,shewasquiteintimidatedbyclients’angerand,probablyto compensate,shedevelopedanapproachtoworkingwithfamiliesthatyoufindratherwoodenand formal.However,sheisneverdisrespectfulandyouhaveneverhadtoreassignoneofhercases.
Marlaisyourbestworkerasfarasadequatedocumentationandmeetingdeadlines.Youhaveassigned othernewworkerstoshadowheronthesetasksandseveralworkershavesaidthattheybetter understandhowtowritecaseplans,reassessments,andclosingsummarieshavingreadhers.
Marlapreferstoworkindependentlyofalmosteveryone.Shehassaidtoyou“IfeellikeIknowhowto dothisjobbackwardsandforwards.Iknowgroupmeetingsaresupposedtobeagoodidea,butfrankly Idon’tseethatmuchvalueinthem—theytakealotoftimethatIcouldusemoreproductively.This goesforallthefamilygroupmeetingsandunitmeetingsandotheragencymeetings.
Iknowsupervisionisagoodideabutmostlyjustforthefirstyearortwoonthejob.That’snottosayI don’tappreciateyourefforts,but,I’dliketomovesupervisionmeetingsalongmorequickly.Ijustreally needtofreeupsometimeforrealwork.”
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Working with Marla
WorkerStageofDevelopment_________________________________________
Part 1 WhataretheworkerdevelopmentalstageissuesforMarlaassheworkswithTiffanyMarellitodevelop thecaseplan?
Part 2 WhatarethesupervisorystrategiesthatwouldhelpMarlainworkingwithTiffanyMarellitodevelop thecaseplan?
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The Dialogue Usetheformatbelowtodevelopadialogthatreflectsthesupervisor’sunderstandingofMarla’s developmentalstageissues.
�Supervisor
�Marla
2Supervisor
2Marla
3Supervisor
3Marla
4Supervisor
4Marla
5Supervisor
5Marla
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(Con
t.)6Supervisor
6Marla
7Supervisor
7Marla
8Supervisor
8Marla
9Supervisor
9Marla
�0Supervisor
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The First Day at Your New Job
Imaginethatyouareatypicalnewchildwelfareworkerinyouragency.Yougetupandbeginyour morningroutine…
�. WhatareyourthoughtsandfeelingsasyouprepareforyourfirstdayofworkatDSS?
2. Whatareyourimpressionswhenyoucometoworkthefirsttime?Asyouwalkthroughthe door?Asyoufindyourdesk?
3. Howdoyoufeel?
4. Whatdoyouhopewillhappenthefirstday?
5. Attheendofthedaywhenyoutellyourfamilyandfriendsaboutthefirstdayhighlights,what willyousay?
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What Happens When New Staff Arrive?
Context
Content (KSA)
Culture
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Act
iviti
es fo
r Em
ploy
ee-C
ente
red
Enga
gem
ent
Con
sider
eac
hof
the
obj
ectiv
esli
sted
inc
olum
non
e.I
nco
lum
ns2
and
3,l
ists
ome
activ
ities
tha
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ight
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The Staying Power! Newcomer Interview
Purposes Toengageanewstaffmemberinadiscussionaboutstrengthsandexpectationsforthenew
position
Tocreateanopportunitytotailorworkexpectationsanddevelopmentplanstoincreasethe opportunitiesforsuccess
Toclarifymisconceptions
Tosetthestageforfuturestayinterviews
When Duringthefirst2–4weeksintheoffice
Possible questions
�. Basedonyourexperiencesinthejobsofar,whathaveyoulearnedaboutyourstrengths?
2. Howarethingsthesameordifferentthanyouthoughttheywouldbe?
3. Ofallthethingsyouhavedonesofar,whathasbeenmostchallenging?
4. Whatisconfusingforyouatthispoint?
5. Whattalentsorskillswouldyoumostliketouseinyournewposition?
6. Whattalentsorskillswouldyouliketodevelopmore?
7. Givenwhatyouknowaboutthejobsofar,whatmostappealstoyou?Whatconcernsyou most?
8. Howisourworkingrelationshipgoingsofar?
Listadditionalquestionsinthespacebelow:
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1Newcomer Interview Scenarios Scenario One
Name: Natasha Newsome
Age: 26
Background Youarearecentgraduateofthelocaluniversitywhereyoumajoredinsocialwork.Thisisyourfirst positionsincecompletingyourBSWafewmonthsago.Youtookachildwelfarecourseofferedbyyour socialworkprogramandyourfieldplacementwaswithafostercaresocialworkerinanearbycounty. YouareexcitedaboutthenewpositioninTHISCountyandfeelwell-preparedforthework.
Youexpectedtohavemoretimetoworkwiththeyouthassignedtoyouandhavelotsofcreativeideas. Younotice,however,thatotherstaffseemtospendalotoftimeintheirofficesdoingpaperwork.
Nexttimeyoumeetwithyoursupervisor,youwanttointroduceoneofyournewideasforworking withyouth.Youalsowanttoaskfortimeoffsinceyouroldestchildhasafieldtripwithherpreschool class.
Youdelayedacceptinganewpositionimmediatelyaftergraduationbecauseyouwantedtimewithyour family.Infact,yourgreatestconcernaboutthenewpositionishowyouwillbalancetheneedsofyour schoolagechildrenandtheexpectationsoftheposition.Youfeelfortunatetohaveajobnearwhere youlivesothatyoudonothavealongcommutingtime.Duringthejobinterviewyoudidnottalk verymuchaboutyourhopesforbalancingfamilyandworkresponsibilities.
Sofar,thefirstweekisgoingwell.Youlikeyoursupervisorandyourco-workers.Yoursupervisoris accessibleandyoulookforwardtoyournextindividualmeetingwithher.
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2Newcomer Interview Scenarios Scenario Two
Name: Odessa Oldman
Age: 33
Background YouaredelightedtolandajobinchildwelfareatyourlocalDepartmentofSocialServices.Youwere concernedthatyoumightnotbeabletofindapositionthatallowedyoutobuildonyour2yearsof childwelfarepracticeinanearbystate.Youhearthatthisstateisquiteprogressiveandemphasizesbest practicesinchildwelfare.Youlookforwardtodevelopingyourknowledgeandskills.Youimaginethat onedayyoumightdirectchildwelfareservicesinyourcommunity.Ofcourse,youthinkthatbefore youcanachieveyourdream,youwillprobablyneedtoreturntoschoolforagraduatedegree.You arethinkingabouttimingforthereturntoschool.Meanwhile,youhopetogetasmuchexperience aspossible.Youarelookingforwardtothenextmeetingwithyoursupervisorsothatyoucantellher aboutyourtwoweeksonthejob.Youalsowonderifyoushouldbringupyourcareerplansatthisstage. Ifpossible,youwouldliketobegintheMSWprograminthefall.
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3Newcomer Interview Scenarios Supervisor Instructions
Aftertwoweeksonthejob,yourneweststaffmemberhascompletedorientationwiththehuman resourcesdepartmentandyouhavespentsometimewithheralso.Youarepleasedthatyouwereableto hiresomeonewithexperienceinchildwelfareandhopethatyouwillbeabletokeepyournewworker forafewyears.Youplannedanappointmentwithhertoconductanewcomerinterview.
Yourtasksaretodiscoverherstrengthsandlearningneedsandbegintoformulateastaffdevelopment planwithyournewworker.
You will interview one of the following new staff: Natasha Newsome, age 26 NatasharecentlygraduatedfromthelocaluniversitywheresheearnedaBSW.Shetookachildwelfare courseanddidherfieldplacementinfostercareatanothercountyDSSlocatedabout30milesaway fromwhereshelives.
Odessa Oldman, age 33 Odessarecentlymovedtothecommunityfromanearbystate.Shehas2yearschildwelfareexperience inthatstateandyouaredelightedtogetanewworkerwithexperience.
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4Newcomer Interview Scenarios Observer Instructions
Pleasewriteyourobservationsbyansweringthequestionsbelow.
�. Howdidthesupervisorsetuptheinterviewandestablishrapport?
2. Whatdidthesupervisordotoidentifystrengths?
3. Howdidthesupervisorelicitandthenclarifymisconceptionsaboutthejob?
4. Howdidthesupervisordiscoverlearningneeds?
5. Howdidthesupervisorengagethenewworkerinoutliningthestaffdevelopmentplan?
6. Strengthsyouobserved:
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The Disengagement Process
Question decision to accept the job
think seriously about Quitting
try to change things
resolve to Quit
consider the cost of Quitting
passively seek another job
prepare to actively seek
actively seek
get new job offer
Quit to accept new job, or
Quit without a job, or
stay and disengage
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Branham, L. (2005).The 7 hidden reasons employees leave. New York:AMACOM
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The Staying Power! Interview Posing the Miracle Question with your Team or Workgroup
Use the miracle question. Imaginethatwhileyouareasleeptonight,amiraclehappens.Themiracleisthat thisagencyisthebestplacetoworkthatyoucouldimagine.However,because youareasleep,youdon’tknowthatthemiraclehashappened.So,whenyouwake uptomorrowmorningandcometowork,whatwillbedifferentthatwillletyou knowthatamiraclehashappenedthatthisisagreatplacetowork?
Staffbegintoidentifyelementsoftheirownmiracles.Writeresponsesonnewsprintforalltosee. Usethisprocesstocometoagreementonwhatthemiraclelookslikeforthegroup.
Usethescalingquestiontoassesscurrentconditionsandidentifystrategiestomoveclosertothe miracle.
Onascaleofonetoten(tenbeingthatthemiraclehashappenednowinouragencyandone beingjusttheopposite),wherewouldyousayweareasateam?
Askstafftosharethenumberstheypickedandwhataspectsofthemiracletheycurrentlyseein theteam?
Next,askstaffwhattheywillseeiftheteamisjustonenumberhigherthanitisnow.Record responsesonaflipchartandengagetheteaminadiscussionofthestrategieslisted.Asagroup, select�or2strategiesthathavebroadsupport.
Askthegrouptoagreetoworkonthesestrategiesforaspecifiedtimeperiod(thenextmonth, quarter).Assurethemthattheywillhaveanopportunitytoreassessthemiracleattheendofthis time.Discusswhatitwilltaketoimplementthesestrategies.
Pichot,T. and Dolan,Y. (2003). Solution-focused brief therapy: Its effective use in agency settings. New York: Haworth Press.
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The Staying Power! Interview with Individuals
Purpose Anopportunityforsupervisorstodiscoverwhatindividualstaffvalueandwhatmotivateseach
persontoremainemployedattheagency
Helpsthesupervisordevelopindividualizedstrategiestorespondtothe“push”factorsforeach staffmember
Conveystostaffthatthesupervisorcaresandthateachstaffmemberisvaluedandimportant.
What the supervisor needs Theabilitytoestablishtrustwithworkers
Thecouragetohearthingsaboutyourselfwithoutbecomingdefensive
Willingnesstolistenandthankpeoplefortheirinput
Willingnesstorespondwithempathy
When? On a regular basis Whensomeoneisfirstemployed
Atthetimeofaperformancereview
Eachquarter
Whenconcernsarise
How? Arrangeatimeforthediscussion
Possibleinterviewquestions:
Possibleresponses:
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Performance Coaching
“Coachingisunlockingaperson’spotentialtomaximizetheirownperformance. Itishelpingthemtolearnratherthanteachingthem.”
—JohnWhitmore Coaching for Performance, 2004
The Coaching Game Plan
Prerequisitesforcoaching Awarenessofwhatisrequired
Takeresponsibility
Skillsrequiredforperformancecoaching Effectivequestioning
Activelistening
Sequenceofeventsduringacoaching session
G–Goals.Whatdoyouwant?
R–Reality.Whatishappeningnow?
O–Options.Whatcouldyoudo?
W–Will.Whatwillyoudo?
Benefits of Coaching
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Coaching Inventory Assessing Your Coaching Style
Directions Circlethenumberoftheresponsethatbestidentifiestheextenttowhichyouengageinthisactivityor behavior.
Rarelyor Occasionally Frequently
Seldom orSometimes
Please record each response carefully, as some of the numerical values change due to the nature of the statement.
�.Ispendtimewithmyemployeestohelpthemdevelopprofessionallyandin � 2 3
theircareers.
2.Ispendtimewithmyemployeesdiscussingwiththemhowtoperformto � 2 3
theirhighestabilities.
3.Iobservemyemployeesandtargetanyskillsorbehaviorsforfurther � 2 3
development.
4.Whengivingfeedbacktoanemployee,Iprefertoguardthefeelingsofthe 3 2 �
employeebysofteningthefeedback.
5.Whenmeetingwithanemployee,Iensureprivacyanduninterruptedtime. � 2 3
6.Inadevelopmentalmeeting,Iencourageanemployeetotellmeasmuchas � 2 3
heorshecanabouttheissue.
7.Irevisedevelopmentplansthathavepreviouslybeenagreeduponwiththe � 2 3
employeeasneededandprovidefurthercoaching.
8.Iresistlosingmybestemployeestootheropportunitieswithinthe 3 2 �
company.
9.Duringaformalperformanceappraisaloremployeeprogressreview,I � 2 3
devotetimetodiscussingplanstofurtherimproveperformance.
�0.Iidentifyandcommunicatetheconsequenceofanemployeenot � 2 3
developingtohisorherpotential.
��.Inaperformanceordevelopmentdiscussion,Idescribetotheemployee � 2 3
specificallywhattheidealperformanceorbehavioris.
�2.Inadevelopmentalorperformancediscussion,weconcentrateonmy 3 2 �
perspectiveratherthantheemployee’s.
�3.Iencourageatwo-waydiscussionbyaskingemployeesfortheirperspective � 2 3
onareasfordevelopmentorimprovement.
�4.Iperiodicallyreviewwithemployeestheirprogresstowardestablished � 2 3developmentgoals.
�5.Isettimeasidethroughouttheyear,outsideofperformanceappraisaland otherformalprocesses,todiscusseachemployee’sprofessionaldevelopment � 2 3 andadvancement.
�6.Icreateaworkenvironmentthatallowsemployeestochangeandimprove � 2 3
theirperformanceovertime.
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4 Rarelyor Occasionally
Frequently Seldom orSometimes
Han
dout
E (C
ont.)
Please record each response carefully, as some of the
numerical values change due to the nature of the statement.
�7.WhenIidentifyadevelopmentneedforanemployee,Ijustdiscussit withthemwithoutworryingaboutanyformaladvanceplanningforthe 3 2 � meeting.
�8.Iprovidespecificfeedbacktotheemployeeonperformanceand � 2 3
developmentandsuggestchangesforimprovement.
�9.Inadevelopmentorperformancediscussion,Ipayattentiontoand � 2 3
considertheemployee’sperspective.
20.Inameetingwithanemployee,ItendtoconcentratesomuchonwhatI 3 2 �
wanttosaythatIdon’talwayshearwhattheemployeeissaying.
2�.Ievaluatemyemployee’sdevelopmentandreinforceanyincreasein � 2 3
competence.
22.Duringaformalperformanceappraisaloremployeeprogressreview,I � 2 3
devotetimetodiscussingdevelopmentandcareeradvancementgoals.
23.Ileaveperformancediscussionstoperformanceappraisalmeetingsonly. 3 2 �
24.Beforeactuallyconductingadevelopmentalmeetingwithanemployee,I � 2 3
determinespecificallywhatIwanttheemployeetododifferentlyandwhy.
25.Inadevelopmentalmeeting,Ihelptheemployeetoidentifybarriersto � 2 3
futuredevelopmentandwaystoovercomethem.
26.Whenmeetingwithanemployee,IshowthatIaminterestedandattentive throughmynonverbalbehaviors,suchasfacingtheemployeedirectly, � 2 3 makingeyecontact,etc.
27.ImakesureIhaveunderstoodeverythinganemployeehassaidthrough behaviorssuchasconcentrating,paraphrasing,andcheckingfor � 2 3 understanding.
28.Itisnotappropriateformetoassistemployeesinimplementing 3 2 �
developmentplans,soIleavethemontheirownforthemostpart.
29.Ihelpmyemployeestobetterunderstandtheexpectationsofour organizationalcultureandenvironmentandhowtheycanimpacttheir � 2 3 professionalaspirations.
30.Iactivelyidentifyperformanceimprovementopportunitiesforindividual � 2 3employees.
3�.IfandwhenInoteadevelopmentneedoropportunityforanemployee, Itaketimetoanalyzethesituationandtodeterminetherootcausesand � 2 3 barrierstoimprovement.
32.Igivehonestfeedbackthathelpsemployeestobetterunderstandhowtheir � 2 3
behaviorsandperformanceareperceivedwithintheorganization.
33.Iconveyapositiveattitudethroughoutacoachingsessionthat communicatesmybeliefintheemployee’sabilitytoreachagreed-upon � 2 3 goals.
34.Iprobeforfurtherinformationfromanemployeethroughbehaviorssuch � 2 3
asconcentratingandparaphrasingandcheckingforunderstanding.
35.Imonitortheemployee’suseofaskillorbehaviorthatwastargetedfor � 2 3
improvementonthejob.
Silberman, M. (2003).The active manager’s tool kit. New York:The McGraw Hill Corporation.
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Coaching Inventory Part II Scoring Your Coaching Style
Directions Transferthenumericalvalues(�,2,3)youhavegivenforeachitemtothespacesinthecolumnsbelow. (Pleaserecordeachnumbercarefully,assomeofthenumericalvalueschangewithineachcolumnor category.)Addthenumbersineachcolumnforatotalscoreforeachcategory.
Commitmenttoward Commitmenttoward Assessment,Diagnosis, ProfessionalDevelopment PerformanceDevelopment andPlanning
�. 2. 3.
8. 9. �0.
�5. �6. �7.
22. 23. 24.
29. 30. 3�.
Total: Total: Total:
MeetingFace-to-Face Attending Listeningand Implementation andGivingFeedback Responding andFollow-Up
4. 5. 6. 7.
��. �2. �3. �4.
�8. �9. 20. 2�.
25. 26. 27. 28.
32. 33. 34. 35.
Total: Total: Total: Total:
Interpretation Lookatyourscoresineachcategoryasoneindicationofthedegreetowhichyouuseorare committedtothiscoachingphilosophy,behavior,orskill.
Scoresinthe�2-to�5-pointrangeindicateuseoforcommitmenttothesecoachingareas.
Scoresinthe5-to8-pointrangeindicateareasofcoachingonwhichyoumaywanttofocusmore attention.
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Toc
reat
ea
profi
leo
fyou
rco
achi
ngs
tren
gths
and
hig
hlig
hto
ppor
tuni
ties
for
impr
ovem
ent,
plot
the
sco
res
from
eac
hof
the
sev
en
cate
gori
eso
nth
egr
aph
belo
w.C
reat
ea
plot
line
by
conn
ectin
gth
eci
rcle
dnu
mbe
rs.
Com
mitm
ent
tow
ard
Prof
essio
nal
Dev
elop
men
t
Com
mitm
ent
tow
ard
Perf
orm
ance
D
evel
opm
ent
Ass
essm
ent,
Dia
gnos
is,
Plan
ning
Mee
ting
Face
-to-
Face
an
dG
ivin
gF e
edba
ck
Att
endi
ng
List
enin
g,
Res
pond
ing
Impl
emen
tatio
n,
Follo
w-U
p
Mos
t
�5
�5
�5
�5
�5
�5
�5
�4
�4
�4
�4
�4
�4
�4
�3
�3
�3
�3
�3
�3
�3
�2
�2
�2
�2
�2
�2
�2
��
��
��
��
��
��
��
�0
�0
�0
�0
�0
�0
�0
9
9
9
9
9
9
9
Leas
t
8
8
8
8
8
8
8
7
7
7
7
7
7
7
6
6
6
6
6
6
6
5
5
5
5
5
5
5
Plotting Your Coaching Style
You
may
also
wan
tto
plo
tyo
ure
mpl
oyee
s’sc
ores
(fr
omt
he“
Em
ploy
ee”
inve
ntor
ies)
on
the
grap
hin
ad
iffer
ent
colo
rto
com
pare
to
your
ow
nsc
ores
.
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What Have You Learned? Journaling Your Coaching Insights
UsethissectiontoanalyzetheresultsoftheCoachingInventoriestoidentifythecoachingareasin whichyouwanttoimprove.
�. LookattheCoachingInventory(Self)scoresaswellastheCoachingInventory(Employee) scores.Whatdothescorevalues(SelfandEmployee)andprofilegraphtellyouabouteach categorybelow?Also,compareyourself-scoretoyouremployees’scoresandreflectonthe possiblereasonsforanydifferences.
a.CommitmenttowardProfessionalDevelopment Thiscategoryreferstoyourcommitmenttocoachingemployeesforcareeradvancement andgrowthwithintheorganization.
b.CommitmenttowardPerformanceDevelopment Thiscategoryreferstoyourcommitmenttocoachingemployeestoachieveevenhigherjob performance.
c.Assessment,Diagnosis,andPlanning Thiscategoryreferstoyourskillatassessinganddiagnosingtheneedforcoachingforeach employee,aswellasplanningforanupcomingcoachingmeeting.
d.MeetingFace-to-FaceandGivingFeedback Thiscategoryreferstoengaginginactualface-to-facecoachingmeetingswithemployees andyourskillingivingthemrelevantanddirectfeedback.
e.Attending Thiscategoryreferstoyourskillinattendingtotheemployee’sperspective,needs,andselfesteemduringthecoachingmeeting.
f.ListeningandResponding Thiscategoryreferstoyourownskillatlisteningcarefullytotheemployeeandresponding appropriatelyduringthecoachingmeeting.
g.ImplementationandFollow-Up Thiscategoryreferstoworkingwiththeemployeetoestablish,implement,andmonitora developmentplanasaresultofthemeeting.
2. Lookovertherelativescoresandplottedpointsfromyourinventories.Whichcategoriesappear tobemostinneedofyourfurtherattention?
© McGraw-Hill 2003.To customize this handout for your audience, download it to your hard drive from the McGraw-Hill Web site at http://www.books.mcgraw-hill.com/trainingidownload.The document can then be opened, edited, and printed using Microsoft Word
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Supervising For Staying Power! The Six Steps for Retention
Step One: Scan the Environment—Understand the Baseline AnalyzethePUSHandPULLFactorsinyourcommunity,agency,andworkunit.
�. Whatcommunityfactorsaffectrecruitmentandretentionforyouragency?
a. Availabilityofworkers
b. Talentpool
c. Competitionfromotherorganizations
2. Whatdataareavailableaboutturnoverandretentionfortheagencyasawholeandforeach unitintheagency?
a. Recruitmentdata
b. Retentiondataorturnoverdata
i. Statistics
ii. Exitinterviews
3. Whatdothedatasuggestabouttargetingstrategiesforrecruitmentandretention?Howcan youagencybecomean“employerofchoice?”
Step Two: Supervisory Self Development – Understand Self Reflectonthesupervisoryskillslinkedwithstaffretention.Developaplantostrengthenanduse retention-orientedskills.
4. DoIhaveanappropriatebalanceoftaskandprocessskillsinmypracticeasasupervisor?DoI needtostrengthenorallocatemoretimetosupervisoryskillsthatsupportretention?
5. TowhatextentamIabletoallocatetimeandattentiontoretentionorientedsupervisorypractices?
6. WhatorganizationalsupportdoIneedtobemoreretentionorientedinmypractice?
7. Whatresourcesareavailabletosupportmeasasupervisor?
Step Three: Understand Your Unit and Staff 8. Doesmysupervisoryrelationshipwitheachstaffpersonreflectindividualizeddevelopmental
needs,interests,motivations?
9. DoIhavestaffinthedisengagementprocess?CanIintervenetointerrupttheprocess?
�0.DoIunderstandwhatmyteambelieveswillimproveworkplaceconditions?
��.DoIunderstandwhateachstaffpersonneedsinordertofeelsuccessful?
�2.AmIawareofthecareergoalsforeachstaffmemberthatIsupervise?
�3.HowwouldmystaffansweriftheywereaskedwhatIthinkaboutthem?DoIgivesufficient feedbacktomystaff?
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(Con
t.)
Step Four: Develop Program and Individualized Retention Plans
�4.Beclearaboutgoals.Howwillyouknowiftheplanissuccessfulfortheprogramandforthe individual?
Step Five: Implement Plans
�5.Whatplanningtimeisneeded?
�6.Whoneedstobepreparedforimplementation?
�7.Whatresourcesarenecessary?
�8.Howwillprogressbemonitored?
Step 6: Assess Progress, Update Plans, Implement Updated Plan.
�9.Determineindicatorsofprogress.Howwillyouknowifyourplansaremakingadifference?
20.Finetunetheplans.
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The Staying Power! Action Plan
Reviewyournotesfromthevariousactivitiesduringthelast2daysandselectonestrategythatyou willbegintoimplementbetweennowandthenexttrainingdate.Writethestrategyyouselectedinthe spacebelow.Beasspecificaspossibleaboutthestrategy.
Whatisthestrategy?
�. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?
2. Whatarethespecificstepsyouwilltaketoimplementthestrategy?
3. Whatarepotentialroadblocksorbarriers?
4. Whatresourcesareneeded?
a. Howwillyouacquiretheseresources?
b. Whatwillyoudoiftheresourcesarenotavailable?
5. Whoelseneedstobeinvolvedorbepreparedforimplementationofthisstrategy?
6. Whenwillyoubeginworkingonthisstrategy?
7. Howwillyouassessyourprogress?
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The Staying Power! Action Plan Analysis
Instructions Reflectontheactionplanyoucompletedduringthelastsessionandanswerthefollowingquestionsfor eachstrategyyouidentifiedinSession4.
Strategy 1
�. Brieflystatethestrategyyouselected.
2. Howdidyouimplementthisstrategy?
3. Whatwentwellwhenyoutriedtoimplementthisstrategy?
4. Whatbarriersdidyouencounterandhowdidyoudealwiththem?
5. Didyouachievetheanticipatedoutcomeorbenefits?Howdoyouknow(whatarethe indicatorsyouused)?
6. Inretrospect,isthereanythingyouwoulddodifferently?
7. Willyoucontinuetoworkonthisstrategy?Whyorwhynot?
8. Doyouhaveadviceforyourpeersregardingthisstrategy?Doyouhave“lessonslearned”that youcanshare?
9. Whatconsultationneedsdoyouhaveregardingthisstrategy?
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Defining Terms Related to Stress and Coping
Burnout Physical,emotional,andpsychologicalexhaustioncausedbylongterminvolvementinemotionally
disturbingsituations
Abreakdownofpsychologicaldefensesthatworkersusetocopewithintensejob-relatedstressors
Emergesgraduallywithexposuretoongoingjobstressors
Secondary Trauma Thestressresultingfromhelpingorwantingtohelpatraumatizedorsufferingperson
Canaffectapersonwhoisaprofessional,friendorfamilymember
SymptomsfeltbytheindividualsufferingfromSecondaryTraumaticStresscanbenearlyidentical tothoseoftheprimaryvictimheorsheistryingtohelp. (National Resource Center on Family Centered Practice and Permanency Planning)
Compassion Fatigue Theformalcaregiver’sreducedcapacityorinterestinbeingempathicduetorepeatedexposureto
traumaticeventsandsituations.
Leftunattended,compassionfatiguecanresultin:
• Secondarytrauma
• Jobburnout
Resilience Theprocessofadaptingwellinthefaceofadversity,trauma,tragedy,threats,orsignificantsources
ofstress
Theabilityto“bounceback”fromdifficultexperiences
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Ten Ways to Build Resilience 1. Make connections.Goodrelationshipswithclosefamilymembers,friends,orothersare
important.Acceptinghelpandsupportfromthosewhocareaboutyouandwilllistento youstrengthensresilience.Somepeoplefindthatbeingactiveincivicgroups,faith-based organizations,orotherlocalgroupsprovidessocialsupportandcanhelpwithreclaiminghope. Assistingothersintheirtimeofneedalsocanbenefitthehelper.
2. Avoid seeing crises as insurmountable problems. Youcan’tchangethefactthathighly stressfuleventshappen,butyoucanchangehowyouinterpretandrespondtotheseevents.Try lookingbeyondthepresenttohowfuturecircumstancesmaybealittlebetter.Noteanysubtle waysinwhichyoumightalreadyfeelsomewhatbetterasyoudealwithdifficultsituations.
3. Accept that change is a part of living.Certaingoalsmaynolongerbeattainableasaresult ofadversesituations.Acceptingcircumstancesthatcannotbechangedcanhelpyoufocuson circumstancesthatyoucanalter.
4. Move toward your goals.Developsomerealisticgoals.Dosomethingregularly--evenif itseemslikeasmallaccomplishment--thatenablesyoutomovetowardyourgoals.Instead offocusingontasksthatseemunachievable,askyourself,“What’sonethingIknowIcan accomplishtodaythathelpsmemoveinthedirectionIwanttogo?”
5. Take decisive actions.Actonadversesituationsasmuchasyoucan.Takedecisiveactions,rather thandetachingcompletelyfromproblemsandstressesandwishingtheywouldjustgoaway.
6. Look for opportunities for self-discovery.Peopleoftenlearnsomethingaboutthemselves andmayfindthattheyhavegrowninsomerespectasaresultoftheirstrugglewithloss.Many peoplewhohaveexperiencedtragediesandhardshiphavereportedbetterrelationships,greater senseofstrengthevenwhilefeelingvulnerable,increasedsenseofself-worth,amoredeveloped spirituality,andheightenedappreciationforlife.
7. Nurture a positive view of yourself.Developingconfidenceinyourabilitytosolve problemsandtrustingyourinstinctshelpbuildresilience.
8. Keep things in perspective.Evenwhenfacingverypainfulevents,trytoconsiderthe stressfulsituationinabroadercontextandkeepalong-termperspective.Avoidblowingthe eventoutofproportion.
9. Maintain a hopeful outlook.Anoptimisticoutlookenablesyoutoexpectthatgoodthings willhappeninyourlife.Tryvisualizingwhatyouwant,ratherthanworryingaboutwhatyoufear.
10. Take care of yourself.Payattentiontoyourownneedsandfeelings.Engageinactivitiesthat youenjoyandfindrelaxing.Exerciseregularly.Takingcareofyourselfhelpstokeepyourmind andbodyprimedtodealwithsituationsthatrequireresilience.
Additionalwaysofstrengtheningresiliencemaybehelpful.Forexample,somepeoplewriteabouttheir deepestthoughtsandfeelingsrelatedtotraumaorotherstressfuleventsintheirlife.Meditationand spiritualpracticeshelpsomepeoplebuildconnectionsandrestorehope.
Thekeyistoidentifywaysthatarelikelytoworkwellforyouaspartofyourownpersonalstrategyfor fosteringresilience. Excerpt from the The Road To Resilience, a publication developed by the American Psychological Association.The full pamphlet is available on-line at http://www.apahelpcenter.org/featuredtopics/feature.php?id=6
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Burnout, Secondary Trauma, Compassion Fatigue & Child Welfare Practice
Yourgroupwillhaveabout�5minutestoplanandproducean8–�0minutesegmentforthe“Oprah Show.”SelectthememberwhowillplaytheroleofOprah.Othergroupmemberscanserveaspanelists foragroupinterviewormaytakeotherrolesassociated withtheshow.Yourobjectiveistohelpthetelevision audienceunderstandburnoutinthelivesofchildwelfare workers.Pleasedevelopyourownquestions.Thefollowing itemsareofferedtosuggesttherangeoftopicsyoumight coverduringtheinterview.
Whatfactorscontributetoburnoutofsocialworkers inchildwelfarepractice?
Oprahwillinterviewtheexpertsupervisorsandask youaboutsecondarytrauma,compassionfatigueand generalburnout.
• Whatisburnout?Isitdifferentthansecondarytraumaorcompassionfatigue?Arethese differenttermsforthesamephenomena?
• Howdoyouknowwhensomeoneisexperiencingburnout,secondarytrauma,orcompassion fatigue?
• Ifaworkerisexperiencingsecondarytrauma,doesthatmeantheworkercannotdothejob?
• Whatarethepersonalandinstitutionalfactorsthatseemtobeinvolvedwithburnout?
Oprahshouldbeprovocativeandaskprobingquestions.Sheshouldtrytofindoutthebehaviors thatdemonstrateburnout.Sheshouldtrytogetoutstoriesfromtheexpertsocialworkers thatillustratebehaviorsreflectiveofresilienceorburnout.Considergivingtheaudiencethe opportunitytoposequestionstotheexpertpanel.Oprahshouldbepreparedtosummarizethe majorpointsoftheepisodeattheendoftheshow.
PossibleGuests
• Spouseorfamilymemberofworker
• Researcher
• Client
• Worker
• Supervisor
• Psychologist
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Resilience & Child Welfare Practice
Yourgroupwillhaveabout�5minutestoplanandproducean8–�0minutesegmentforthe“Oprah Show.”SelectthememberwhowillplaytheroleofOprah.Othergroupmemberscanserveaspanelists foragroupinterviewormaytakeotherrolesassociated withtheshow.Yourobjectiveistohelpthetelevision audienceunderstandresilienceinthelivesofchildwelfare workers.Pleasedevelopyourownquestions.Thefollowing itemsareofferedtosuggesttherangeoftopicsyoumight coverduringtheinterview.
Whatdoesittaketobearesilientsocialworkerin childwelfarepractice?
Oprahwillinterviewyou,theexpertsupervisors, about
• Whatisresilience?
• Howdoyouknowreliencewhenyouseeit?
• Whatarethecharacteristicsofresilientstaffandsupervisors?
• Whatyouhaveseenandexperiencedregardingthefactorsthatmakearesilientworker?
• Howcanwestrengthenresilience?
• Whatarethepersonalandinstitutionalfactorsthatseemtopromoteresilience?
Oprahshouldbeprovocativeandaskprobingquestions.Sheshouldtrytofindoutthebehaviors thatdemonstrateresilience.Sheshouldtrytogetoutstoriesfromtheexpertsocialworkers thatillustratehowtheybecameresilient.Considergivingtheaudiencetheopportunitytopose questionstotheexpertpanel.Oprahshouldbepreparedtosummarizethemajorpointsofthe episodeattheendoftheshow.
PossibleGuests
• Spouseorfamilymemberofworker
• Researcher
• Client
• Worker
• Supervisor
• Psychologist
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Coping Strategies Secondary Trauma, Compassion Fatigue, and Burnout
Toavoidburnoutandtohelpstaffdealeffectivelywiththeeffectsofsecondarytrauma,supervisorscan:
Individual Interventions Stressmanagementandcopingskills
Buildresilience
• SeeThe Road to Resilience—http://www.apahelpcenter.org/featuredtopics/feature.php?id=6
Talkabouttheemotionalimpactofthework
Organizational Interventions Conductcrisisdebriefingsafteratraumaticevent
Provideon-goingsupportandvalidationafteratrauma
Instituteatraumasupportgroup
Initiatesupportiveactivitiesontheunitlevel
Provideareligiousorspiritualconsultant
Train
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Components of Job Satisfaction
Selfactualization
Environmentalsupportforachievement
Jobrelatedaffect
Workingconditions
Professionalself-esteem
Dorman, R.L. and Shapiro, J.P. (2004). Preventing burnout in your staff and yourself:A survival guide for human services supervisors. Washington, DC: CWLA Press.
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Two Paradigms for Child Welfare Supervision Supervision Paradigm 1—Hallmarks
�. Supervisoristhesourceofknowledge,theworkeristhereceptacle
2. Workermightmakeamistake,thusneedsoverseeing.Emphasisismoreonpreventionof mistakes,ratherthandevelopingskillsandgeneralizinglearningtonewsituations
3. Supervisorisresponsiblefortheclients’welfareandthustheultimatedecisionmaker
4. Supervisionissomewhatauthoritarianandhierarchicalandthussetsthestageforaclimatein whichtheworkerfearscriticism
Supervision Paradigm 2—Hallmarks
5. Supervisordiscoversworkercompetenciesbyidentifyingandbuildingontheworker’s knowledgeandamplifyingsuccesses.
6. Supervisorencouragestheworkertoanalyzehis/herownpractice,oftenbyusingtentative, exploring,andsupportivelanguage.
7. Supervisorcollaborateswithworkerfindstrategiesandsolutionstoproblems.
8. Supervisorcreatesaclimateoftrustandsafetyinsupervision.
Condensed from Berg and Kelly (2000) Building solutions in child welfare services
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Date__________________________________________________
Assessing Supervisors’ Use of Paradigm Characteristics Instruction Readthedialogonthepagebelow.Foreachofthesupervisor’slines,identifyoneortwohallmarks (from�–��onHandout5H)thatBESTreflectwhatthesupervisor’swordsrepresent.
Note:Thesupervisormaydisplayhallmarksfromoneparadigmonlyorboth.
Dialog 1 �Supervisor Iwantedtomeetsowecouldcatchupaboutwhat’sgoingonwiththeMaxwell
family.ThisisthesecondtimethisfamilyhascomeintooursystemandIwanttobe surewearedoingeverythingwecansothatRonnie’slifestabilizes;Idon’twanttosee himinfostercareayearfromnow._____
Worker IreallythinkthatthechancesofRonnie’sdadgettingittogetherareprettylow.I mean,hewentthroughthat30dayinpatientprogramforalcoholismandjusttwo monthslaterhe’salreadybeenpickeduponaDUI.
2Supervisor Idon’twantyoutomakeupyourmindsoquickly.Heneedstohaveafairshakeat recoverysobecarefulaboutarushtojudgment._____
Worker So,youdon’tthinkIoughttobetalkingtohimaboutaTPRorrelinquishment?
3Supervisor No,Idon’t,notyet.Weareonlyatthethirdmonthoffostercaresowehaveseveral monthstogo.Ourjudgeusuallydoesn’tevenwanttoconsideraTPRbeforethe 9-monthpointforolderkidslikeRonnie._____
Worker OK,that’sgoodtoknow.WhatdoyouthinkIoughttodo?
4Supervisor Wellforrightnowitmakessensetoseewhatthesubstanceabuseevaluatorsays.Given thisDUI,Ronnie’sdadisgoingtohavetogetreassessed._____
Worker OK,I’lldothat.
5Supervisor Alright,let’sdosomebrainstormingaboutwhatkindsofissuesyoumightwantto addresswiththesubstanceabuseevaluator._____
Worker Well,I’mthinkingaboutthatin-servicetrainingwehadonMotivational Interviewing—andIknowthat’sthemainapproachtheyareusingatthesubstance abuseclinicnow.So,IguessIshouldbeaskingaboutfactorsthatseemtobepredictors ofrealchange.
6Supervisor: OK,great,Iamnotasfamiliarwiththisasyouare—tellmesomemoreaboutthose._____
Worker Well,Iknowthatthespecific“changetalk”theylookforhastodowithcommitment andimplementationintentions,ratherthanfactorssuchasdesireandreasonstochange.
7Supervisor Interesting.Giventhisframework,whatmightyoutalktothecounselorandRonnie’s fatherabout?_____
Worker Oneexamplewouldbehisspecificplanforstayingsoberoverthenexttwoweeks.
8Supervisor OK,that’sagoodexample—youreallyaremakinggood,practicaluseofthattraining. _____
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The Supervisor as a Staying Power! Partner
�. Usepositivespeechthatconveysempathyfortheworker.
2. Seektounderstandtheworker’sassessmentandinterventionapproachbeforegivingadvice.
3. Shareyourexperienceand“expertknowledge”asapartnerandconsultant.Avoidgiving directives.
4. Provideasafeenvironmentforworkerstoexploresuccessesanddefeats.
5. Encourageworkerstolearnfromeachother.
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Recognition and Reward File Cards
Timelyrecognitionofgoodworkisimportantforbothmoraleandmotivation.Whilefinancial compensationisimportant,manyformsofrewardandrecognitiondonotrequirealargebudget.Use thecardsprovidedtoidentifycreative,feasible,andmeaningfulwaystorecognizestaffandpostthem aroundtheroomtosharewithothers.
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Launching the Staying Power! Action Plan
The Intra-Agency Action Plan Workinginasmallgroupwithothersfromyouragency,reviewyournotesfromthistraining,reflecton thesituationinyouragencyanddiscusscollectivestrategiesthatmayimproveretentioninyouragency.
�. Whatisourcurrentstatuswithregardtoretentionofchildwelfarestaff?
2. Whatarewedoingwellwithregardtoretention?Canthisbestrengthened?
3. Whatcanwedotoimproveourcapacitytoretainchildwelfarestaff?(Brainstormtogeneratea listofideas.)
4. Evaluatetheideasonthelistgeneratedaboveandeliminateideasthatarenotrelatedto retentionandthosethatcannotbeimplementedinyouragency.
a. Considerfeasibilityoftheidea(time,resources,expertise).
b. Considersupportavailabletoimplementtheidea.
c. Considertheexpectedoutcomeoftheidea.
d. Isthereanaturalordertotheideas?
e. Othercriteriaforevaluation?
5. Selectoneormoreideasthatyouwillworkwithothersupervisorstoimplementinyour agency.
6. CompleteanIntra-AgencyStrategyWorksheetforeachideayourgroupselects.
7. Decidehowyouwillmonitoryourcollectiveprogress.
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The Team/Intra-Agency Strategy to Promote Retention
�. Whatisthestrategy?
2. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?
3. Whatarethespecificstepsyouwilltaketoimplementthestrategy?
4. Whatarepotentialroadblocksorbarriers?
5. Whatresourcesareneeded?
a. Howwillyouacquiretheseresources?
b. Whatwillyoudoiftheresourcesarenotavailable?
6. Whoelseneedstobeinvolvedorbepreparedforimplementationofthisstrategy?
7. Whenwillyoubeginworkingonthisstrategy?
8. Howwillyouassessyourprogress?
9. Howwillyouworkwithotherstoprovidesupportandpeerconsultationasyouimplement thisstrategy?
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The Individual Action Plan to Promote Retention
Revisityournotesfromthepeerconsultationsessionandfromthevariousactivitiesduringthetraining. Developorreviseyourpersonalactionplantoenhanceyourcapacitytosuperviseforretention.
�. Whatisthestrategy?
2. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?
3. Whatarethespecificstepsyouwilltaketoimplementthestrategy?
4. Whatarepotentialroadblocksorbarriers?
5. Whatresourcesareneeded?
a. Howwillyouacquiretheseresources?
b. Whatwillyoudoiftheresourcesarenotavailable?
6. Whoelseneedstobeinvolvedorbepreparedforimplementationofthisstrategy?
7. Whenwillyoubeginworkingonthisstrategy?
8. Howwillyouassessyourprogress?
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