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

Orientation Welcoming New DSPs

Dyad Activity

Think back to when you first started at your organization….think about your responses to the questions…talk with a partner

• What was your orientation like? What did you like? What didn’t you like? Why?

• What do you do for orientation in your organization?

The Purpose of Orientation

To help new workers feel confident and comfortable about having made the correct choice of employment and to help them begin to develop a positive connection to the organization and the specific position.

Key Components of Good Orientations

• Separate out skill building activities from orientation activities.

• Help the person feel comfortable in the environment. (What are the “rules?” Where is the phone? etc.)

• Keep the focus on welcoming the new employee and helping the employee fit in and feel comfortable.

• Provide information about the agency’s mission, vision, philosophies and values.

• Use New Staff Survey (aka “30 day” or “New Hire”) to determine How Well organization has been meeting the expectations of the new employee and how satisfied the employee is with the new job.

• Create a set of “WELCOME” gifts and activities to help new worker feel More Comfortable and Less Stressful, and to Socialize the employee into Your Culture.

• Develop a Job Shadowing Program for New Employee for One or Two weeks (or longer if needed)

• Design and Develop a Mentoring Program to help New DSP/FLS connect better to Job Expectations, Work Site Informal and Formal Practices and Organization Culture

ORIENTATION STRATEGIES

Mentoring: A definition

• Mentoring is defined as a method of teaching and learning through a deliberate pairing of a more skilled or experienced person with a lesser-skilled or experienced one.

• The goal of this partnership is to help the mentee feel supported, welcome and to support their growth and development in specific competencies.

Taylor, Sauer et al: PEP Curriculum (2001)

Peer Empowerment Program

• The Peer Empowerment Program (PEP): A Complete Toolkit for Planning and Implementing Mentoring Programs Within Community-Based Human Services Organizations

• A planning guide and curriculum for supervisors and agency staff focusing on socialization and skill development for all employees.

• Program Coordinator Guide, Facilitator Guide and Learner Guide

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

Triad Activity

What makes training excellent?

• Think of your FAVORITE or BEST training experience. List specific things that made it work for you.

• Think of other, LESS POSITIVE, experiences. List things that made them negative or frustrating for you.

• Volunteers share 1 or 2 ideas

Common Problems with Training

From employee perspective:• Finding training offered when we need it • Finding training that meets our scheduling needs • Finding training that adds value to our work and lives• Finding training in a format that works for us

From trainer/administrator perspective:• Ensuring compliance with mandates and requirements• Effectively coordinating and scheduling training events• Finding high quality training resources and opportunities

What are some other issues?

Competency Based Training

ID Desired Outcomes

ID Needed Skills(CSSS)

Measure Current Skills

Set Learning Expectations

ID Training Strategy and Provide Training

Transfer skills to job

Evaluate Performance

Competencies:

• Community Support Skill Standards (CSSS) Identifies master level practice standards for DSPs in progressive, community-based human service work environments, with a cross-consumer focus (i.e. not specific to one type of disability or human service need). Find this at www.hsri.org

• Community Residential Core Competencies (CRCC) CRCC job analysis describes the necessary base competencies required for DSPs working in community residential services for people with developmental disabilities. Find it at http://rtc.umn.edu/dsp

• Minnesota Frontline Supervisor Competencies and Performance Indicators (MNFLSCPI) The MNFLSCPI competencies are required of frontline supervisors providing community support services to people with developmental disabilities in both residential and vocational settings. Find it at: http://rtc.umn.edu/dsp

College of Direct Support

The Australia CDS web site:

http//:www.collegeofdirectsupport.com/australia

USA Data:

114,000 DSP learners each day

30 states

1,040,000+ hours completed

Apprenticeship in Community Human Services

• Currently, there is a national DSP classification of apprenticeship within the Department of Labor—Direct Support Specialist

• Some 37,000 program sponsors, representing over a quarter million employers, industries and companies, offer registered apprenticeship training. (www.dol.gov)

• Apprenticeships typically coexist with full time employment.

• Apprenticeship programs require an escalating wage•Check out (www.dol.gov) for additional

information

National DSP Credential Program– Launched July 2006– Is industry driven and VOLUNTARY– Establishes national patterns for work-based

learning and related instruction– Is based on nationally validated competencies

(knowledge, skills, and attitudes) called the Community Support Skill Standards, the NADSP Code of Ethics and DSP Professionalism

– Is affordable, flexible, portable, and nationally recognized

– Verification process to confirm DSP certification status

– 3 Levels- DSP-R, DSP-C, DSP-S– About 130 DSP-Rs have been achieved

NADSP DSP Credentialing Program Guidebook

• Reviews what credentialing is and why it is important• Overview of the NADSP Credentialing Program

– Descriptions of the three tiers– Requirements of the program and its components– Application process and how to use the required forms– Grievance process– Accreditation of educational programs process overview

• Portfolio development overview– Instructions for how to complete a portfolio– Portfolio review process

• Using mentors– Role of mentors– Importance of using a mentor