1. Recruitment and Retention: A Project supported by the US Children’s Bureau Michigan State University School of Social Work

2. Overview Assessment Activities Curriculum Building Supervisory Training Intensive Relationships Other Training

3. VALUES Collaboration and the Importance of Relationships: If you want to go fast, go alone; If you want to go far, go together. Michigan Department of Human Services Michigan Federation for Children and Families Michigan State University

4. Assessment Why do workers and supervisors stay? What are the factors that contribute to resiliency? 1.Commitment to mission 2.Sense of accomplishment 3.Quality supervision 4.Flexibility Based on in-depth interviews with 23 workers/supervisors from private agencies with three or more years of experience and identified as highly effective in their work performance.

5. Assessment What do supervisors and middle managers identify as their primary roles and learning needs? 49 items ranked as to importance and competence. 1. Professionalism ranked highest: judgment and decision making and ethics. 2. Relationship and Communication 2 nd : establishing rapport and credibility and recognizing and supporting staff. 3. Women generally ranked their competence higher than men. 4. Newer leaders reported less competence in stress management. 5. Managers reported less competence than supervisors with regard to cultural competence, setting and maintaining priorities, and work-life balance. Survey of 100 supervisors and 67 program managers from private agencies

6. Assessment What attracts students to child welfare and what turns them off? 1.Role of the media 2.Entering Social Work with compassion and interest in helping children 3.Need for a job

7. Assessment Why do workers with an MSW stay in public child welfare? 1.Although they began due to a field placement, a calling and care for children, they stayed with DHS because of pay, benefits, and job stability. 2.They stayed in child welfare because they could make a difference in the lives of children and families and the work is fast paced and diverse. 3.Of those who had left child welfare (13%), there were a range of reasons, mostly stress. 4.Over 90% reported a positive impact on their work, professional development and life. Survey of 60 persons who gained their MSW’s through a Title IVE Program

8. Curriculum Building Aimed at Supervisors Focused on Retention Designed with Adult Learning Principles Constructed in Independent Modules Intended for Flexible Application

9. Supervisory Workbook Series The Role of Leaders Retention-Focused Supervision Communication Skills Working with Differences The First Six Months Recruiting and Selecting Employees

10. Field Tests 1.Presentation to Agency leaders 2.Crafting a Training Plan that is respectful of agency culture and timing 3.Multiple models of implementation a. individualized self instruction; b. traditional classroom instruction; c. train-the-trainers.

11. Field Tests Implemented over a 10-12 month period of time, on-site, with a team of trainers. Lessons Learned: A.Individualized self instruction in circumstances where a training program was not practical. Rapid drop off. B.Traditional classroom resulted in high satisfaction and reports of utilization. C.Train the trainers resulted in highest satisfaction and retention of learning. KEY: Administrative Support and Agency Culture

12. Intensive Relationships Example 1: Working with an agency whose strategic plan was to become a “Learning Organization.” Features: 1.Multiple student placements (20+) 2.“Grand Rounds” 3.Bimonthly partnership meetings 4.Community Educational Events 5.Faculty Research Projects

13. Example 1: Lessons Learned 1.Field placements served both the agency and the School. Not sustainable at highest levels. 2.Grand Rounds contributed to a sense of partnership and quality. Supported students but not an agency resource. 3.On-going meetings supported communication and problem solving. Not sustainable at high level. Replaced with a designated coordinator. 4.Annual Kick-off educational conference generated a sense of special purpose, products, and public relations. Too time intensive and expensive but served a purpose for a time. 5.Faculty consultation and research continues. 6.A high functioning team was in place for a number of years. Change in philosophy by Executive Director resulted in a complete turn over in middle and senior management.

14. Intensive Relationships Example 2: Working with a public county child welfare office. 1.Focus Groups 2. Court Consultation Project 3. New Worker Liaison Groups

15. Example 2: Lessons Learned 1.Focus Groups: 90 participants over two days. Effective tool for identifying strategic opportunities. 2. Court Consultation Project: Insufficient interest 3. New Worker Liaison Groups: Improperly targeted 4. Add: On-site workshops with lunch

16. Lessons Learned 1.Retention is about organizational culture and climate. 2.Change takes time and endurance. 3.Challenges for outsiders to learn the culture. We experience a version of the experience of other staff members. 4.Systems under great duress and limited resources require a planful strategy. 5.Leadership is the key to change.

17. Leadership Leadership is an intangible quality with no clear definition. That’s probably a good thing, because if the people who are being led knew the definition, they would hunt down their leaders and kill them.” (Scott Adams) “Leadership is the capacity to guide others to places they have never been before…to make a significant difference.” (Kouzes and Posner) “Leadership is a combination of strategy and character. If you must be without one; be without strategy.” (Norman Schwarzkopf) “They are ambitious first and foremost for the cause, the movement, the mission, the work---not themselves…paradoxical blend of personal humility and professional will” (Good to Great)

18. Other Training Systems of Care: Getting involved with the mental health system in Michigan. 62 downloads off the Schools website in which the person identified themselves. 20 states represented.

19. Summary 1.Why workers/supervisors stay. 2.What supervisors and middle managers need to know. 3.Why students consider child welfare. 4.Retention-focused supervision curriculum. 5.Training trainers and active learning. 6.Long term commitments and the value of leadership.

20. More information www.socialwork.msu.edu “Outreach and Research”