Kansas Workforce Initiative Kickoff Symposium September 23, 2009 Nancy S. Dickinson, MSSW, PhD Supervisors and Managers as Partners in Workforce Development A Service of the Children’s Bureau, a Member of the T/TA Network

Conclusion  There are serious workforce challenges facing child welfare.  Solutions involve both recruiting and selecting the best candidates and managing organizations such that we can keep them.  This is not an easy journey, but it is an essential one.  There are effective strategies and useful partners that can help.

A Service of the Children’s Bureau, a Member of the T/TA Network  More jobs…fewer workers overall  Growing need for human services workers (BLS projects 36% growth)  Salaries –Not competitive and not keeping up  Increasing vacancy and turnover rates  Emergent workers – value work fulfillment & work/life balance —Nittoli, 2003; Light, 2003; Spherion Atlantic Enterprises LLC., 2005 Demographics of Social Services

A Service of the Children’s Bureau, a Member of the T/TA Network Financial Costs of Turnover  Weary and costly cycle of recruitment, employment, training, production, resignation  According to authors of Love ‘Em or Lose ‘Em, 70% of the vacant position’s annual salary is the cost of that vacancy (Kaye, & Jordan- Evans, 2005)

A Service of the Children’s Bureau, a Member of the T/TA Network Human Costs of Turnover Impact on Staff  High stress, low morale, grief  Increased workload for those who stay  Insufficient time to do the work

A Service of the Children’s Bureau, a Member of the T/TA Network Impact on Families and Children  Delay in timely investigations which can be detrimental to the child at risk (US GAO, 2003)  Significantly longer stays in foster care (Flower, McDonald, & Sumski, 2005; Ryan et al., 2006)  Higher rates of foster care re-entry (Hess, Folaran, & Jefferson, 1992)  Relationship between turnover and recurrence of child maltreatment (NCCD, 2006)

A Service of the Children’s Bureau, a Member of the T/TA Network A Child’s View University of Southern Maine Video

A Service of the Children’s Bureau, a Member of the T/TA Network Child Welfare Work is Not for Everyone  Recruit broadly….select purposefully  Don’t spend your time training a turkey to climb a tree….hire a squirrel  Do what it takes to keep the competent and the committed  Impact is a 3 legged-stool: Recruitment, Selection and Retention

A Service of the Children’s Bureau, a Member of the T/TA Network  University at Albany  University of North Carolina Chapel Hill  Michigan State University  University of Iowa  University of Michigan  University of Southern Maine  Fordham University  University of Denver Children’s Bureau: Recruitment & Retention Grantees

A Service of the Children’s Bureau, a Member of the T/TA Network Recruitment: Finding the Best Jordan Institute for Families, University of North Carolina at Chapel Hill: Develop a Recruiting Message and a Plan –Professional Materials (posters, fliers, public service announcements (PSA), paid advertisements) –Use diverse methods to reach potential employees (job fairs, community events, regional cable, print media, internet job sites, agency website, press releases, etc.) –Involve supervisors!

A Service of the Children’s Bureau, a Member of the T/TA Network Recruitment Strategies  Link to mission and public image  Expand outreach –Students, older workers, racial diversity, international  Expand strategies –print, TV, internet  Agency staff as recruiters  Streamline the process

A Service of the Children’s Bureau, a Member of the T/TA Network Public Service Announcements

A Service of the Children’s Bureau, a Member of the T/TA Network Selection: Hiring the Best  Job analyses leading to Structured interviews and Work Sample Tests Consistent, well trained selection teams Strong selection processes! HR is our friend…  Realistic Job Previews –Video introduction to the job –Balanced view of opportunities and challenges –Client and worker perspectives

Partners for Retention Visionary Leadership Supervision: Quantity and Quality A Service of the Children’s Bureau, a Member of the T/TA Network 15

Role of Leadership  Inspire with a vision  Align agency values, mission and practice  Provide resources to do the job  Create a learning organization  Communicate  Celebrate performance A Service of the Children’s Bureau, a Member of the T/TA Network

Retention: Keeping the Best  Supervisors are the key to success!  Almost every aspect of the worker’s experience with clients and the agency is mediated by the supervisor.

Supervision: Quality and Quantity  Accessible & regular contact  Good communication skills  Regular feedback on performance  Effective work team  Balance productivity and exploration of alternative service delivery approaches  Has direct practice experience, knowledge, and skills  Understands requirements and best practice  Has ability to navigate bureaucratic and judicial hurdles  Is concerned with welfare of staff  Shows approval  Is supportive and mentors staff  Appropriately uses newly educated workers Practice Support Learning Support Emotional Support A Service of the Children’s Bureau, a Member of the T/TA Network 18

Building a Retention Focused Organization  Supervisors and managers are the architects of organizational climate for their staff A Service of the Children’s Bureau, a Member of the T/TA Network 19

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate  The collective perception that employees have of their work environment  Workers who perceive a positive organization climate report higher job satisfaction and a greater commitment to their agency (Glisson & Durick, 1988; Glisson, 2000).

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate and Retention  Mission Driven  Performance Based  Affirming

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate  Staff who stay –Understand the agency’s mission and feel valued as contributors to that mission (Keefe, 2003; Rycraft, 1994; Michigan State, 2008; University of North Carolina, 2008) –Feel part of a learning organization (Fordham University, 2008 –Experience clear expectations and measurable performance objectives (Annie E. Casey Foundation, 2003)

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate –Perceive opportunities for advancement (Denver University; University of Southern Maine, 2008) –Perceive recognition and rewards for performance (Child Welfare Training Institute, 1997; University of North Carolina, 2008) –Feel respected as individual staff members (Landsman, 2001)

A Service of the Children’s Bureau, a Member of the T/TA Network Organizational Climate and Turnover  Those leaving child welfare : –Significantly greater levels of role conflict and role overload (Denver University, 2008; University of North Carolina, 2008) –Higher levels of depersonalization (UNC, 2008) –Lower job satisfaction (Fordham University; University of Southern Maine, 2008) –Lack supervisory/organizational support (Denver University, 2008; Fordham University, 2008; University of Michigan, 2008; University of North Carolina, 2008; University of Southern Maine, 2008)

Retention Strategies  Employee orientation and socialization  Supporting employee development  Resilience and recognition A Service of the Children’s Bureau, a Member of the T/TA Network

Organizational Entry  Getting new staff in the door –Recruitment and Selection  Helping new staff engage and thrive –Orientation and Socialization A Service of the Children’s Bureau, a Member of the T/TA Network

Newcomer Welcome  Version 1 –This is our philosophy. –This is what we expect from you. –These are our policies & procedures. –This is a great place to work.  Version 2 –We were expecting you. –We like you and that is why we hired you. –We know you are nervous, it’s only natural. –We expect you to have lots of questions. –We’re here to answer those questions. A Service of the Children’s Bureau, a Member of the T/TA Network

Orientation: The Feelings  Is this a good match for me?  How do I fit in?  Will I be able to do the work?  Are my expectations realistic? Do they have realistic expectations of me?  What if I make a mistake? A Service of the Children’s Bureau, a Member of the T/TA Network

Newcomer Interview  Discuss strengths & expectations for the new position  Tailor work expectations and begin to plan for success  Clarify expectations  Set the stage for future stay interviews A Service of the Children’s Bureau, a Member of the T/TA Network

Newcomer Interview Questions  How are things the same or different than you thought they would be?  Of all the things you have done so far, what has been most challenging?  What talents or skills would you most like to use in your new position?  What appeals most to you about the job so far? What concerns you most? A Service of the Children’s Bureau, a Member of the T/TA Network

Supervisory Practice Support  Developmentally appropriate (Salus, M.K., 2004)  Performance coaching  Peer mentoring  Case conferencing  Evidence-based practice A Service of the Children’s Bureau, a Member of the T/TA Network

Rewards and Recognition  Individualized – “You are special.”  From someone held in high esteem  Timely  Contingent  Sustainable A Service of the Children’s Bureau, a Member of the T/TA Network

What Do Employees Want Most?  Managerial support & involvement  Flexible working hours  Learning & development opportunities  Manager availability & time  Basic Praise –Personal –Written –Public –Electronic A Service of the Children’s Bureau, a Member of the T/TA Network

Retention Partners  Positive speech that conveys empathy  Seek to understand before giving advice  Share “expert knowledge” as a consultant & partner  Create a safe environment to explore successes & defeats  Promote peer learning A Service of the Children’s Bureau, a Member of the T/TA Network

NCWWI Partners University at Albany Mary McCarthy and Katharine Briar-Lawson, Co-Principal Investigators University of Iowa Miriam Landsman University of Denver Cathryn Potter University of Southern Maine Freda Bernotavicz Michigan State University Gary Anderson University of Michigan Kathleen Faller Fordham University Virginia Strand National Indian Child Welfare Association Terry Cross University of North Carolina Gary Nelson Nancy S. Dickinson, NCWWI Project Director Children’s Bureau/ACF/DHHS Donna Hornsby, Federal Project Officer

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org NCWWI Vision A committed, qualified and stable public, private and tribal child welfare workforce that is  Strengthened by professional education  Sustained through leadership development  Supported by organizational practices that mirror systems of care principles  Skilled at delivering promising practices that improve outcomes for children and families

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org NCWWI Goals  Derive promising practices in workforce development  Identify and facilitate child welfare leadership training for middle managers and supervisors  Administer BSW and MSW traineeships  Engage national peer networks  Support strategic dissemination of effective and promising workforce practices  Advance knowledge through collaboration and evaluation.

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org Leadership Academy for Mid Managers (LAMM)  Increase the effectiveness of cw agencies through culturally competent mid-manager training, using and adapting existing curricula  Provide middle managers with professional development through online, residential and peer networking experiences  15 LAMM training experiences in paired regions  Regions 6 & 7 in Dallas, TX in March 2009

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org Leadership Academy for Supervisors (LAS) Free Online Training  Orientation and Introductory modules  5 core courses in 30 hours  Supplementary training  Webinars and peer networking

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org BSW & MSW Social Work Traineeships  Build the capacity of 9 university social work programs to prepare students for careers in child welfare  Increase knowledge and skills of individuals receiving stipends  Address specific leadership needs and workforce challenges of child welfare systems

Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org NCWWI Core Philosophy  Effective child welfare systems require a committed, competent and stable workforce and supportive organizational policies and practices that mirror Systems of Care principles.

Thank You A Service of the Children’s Bureau, a Member of the T/TA Networkwww.ncwwi.org