Florida Department of Children Florida Department of Children and Families: and Families: Family Services Counselor and Family Services Counselor and Supervisor Recruitment and Supervisor Recruitment and Retention Strategies Retention Strategies June 11, 2002 June 11, 2002
44
Embed
Florida Department of Children and Families: Family Services Counselor and Supervisor Recruitment and Retention Strategies June 11, 2002.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Florida Department of Children and Florida Department of Children and Families:Families:
Family Services Counselor and Family Services Counselor and Supervisor Recruitment and Supervisor Recruitment and
Retention StrategiesRetention Strategies
June 11, 2002June 11, 2002
• To Recruit and Retain the Right People
– Strategies to recruit and retain competent employees
– Quality Improvement approach
Goal
Quality Improvement and Control(QIC) Stories
QIC Story #1:
Retention of Family Services Counselors
Findings:• High caseloads• High job stress• Large amounts of redundant paperwork• Inadequacy of training
Recommended Countermeasures
• Hotline acceptance criteria• Pay differentials for protective investigators• HomeSafenet• Enhance training for counselors• Enhanced specialty training• Enhance training for supervisors• Succession planning and career paths
QIC Story # 2:Retention of Family Services
Counselors Supervisors
Findings:• Lack of projection planning• Starting salary is low• Management are not trained to recognize
extraordinary performance and success• High demands of the job impacts work/life
balance• Supervisor training not sufficient in leadership
skills
Recommended Countermeasures
• Career paths
• Salary Increase
• Raise minimum qualifications and experience
• Establish Supervisor Effectiveness training and Quality Case Management training for more effective outcomes for supervisors
Actions Taken
• Defining the job• Recruitment and selection process
– Standardized Selection– Competency Based Assessment– University IV-E Program
•Performance management
•Training
Defining the Job
• Task analysis completed
• Job requirements incorporated into class specifications
• Drives all Human Resources and Training processes
Recruitment and Selection Process:Standardized Selection Modules
• Attributes identified to contribute to successful job performance:– Thinking skills– Motivation– Interpersonal skills– Personal management
•Validation analysis completed
•The Behavioral Interview Tools is used in conjunction with the assessment
Behavioral Interview Tool
• Used in conjunction with assessment
• Questions related to past performance
• Based on demonstrated behavior: Behaviorally Anchored Rating Scales
University IV-E Program
Partnership with Schools of Social Work• 51 signed contracts• $6,000 for BSW/BHS and $8,000 for MSW• One year of employment payback per stipend• Use current selection process and university
recommendations• Two child protection courses and an
internship • Based on our job performance requirements
New Performance Management System
• Core performance expectations
• Improved communication
• Set Goals
• Career Paths
• Bonus opportunities
Other Initiatives
• Specialized recruiters in each district
• Mentoring program for Family Services Counselors
• “Answer the Call” advertising campaign
• Improved Pre-Service and Supervisory Training
Dissatisfaction With Traditional Training
• Almost $60 billion spent each year on developing America’s workers
• Less than 30% of what people learn actually used on job
Dissatisfaction With Traditional Training (cont)
• There is strong evidence of an ambivalent relationship between many training functions and the management they support– Trainers number one concern is lack of
management support– Managers often note that training is not
“integrated into the business of the business”. Managers view training as peripheral to the real business of the organization
Traditional Vs. Performance Approach to Staff Development
Traditional Approach Performance Approach
Focuses on what peopleneed to learn; training (orany solution) is the end.
Focuses on what peopleneed to do; training (or anysolution) is a means to theend.
Reactive Proactive and Reactive Biased to a solution Bias-free of solutions Relies on one solution Relies on multiple
solutions
Traditional Vs. Performance Approach to Staff Development
Traditional Approach Performance Approach
Can work independentlyof client partnerships
Must be partnered to aclient
Evaluation of the learningevent typically occurs;Level I (reaction)
Evaluation occurs at alllevels; Level II (learning),Level III (performance),and Level IV (operationalchange)
Front-end assessment ismandatory; workenvironment barriers toskill transfer identified
Causes of Performance Gaps
• Lack of confidence to use skills• Disagree with values and concepts which have
been taught• Lack of reinforcement• Coaching• Lack of positive models• Task interference• Lack of rewards or incentives/presence of
“punishments”• Lack of knowledge and skills
“The absence of performance support in the work environment, and not the absence of knowledge or skill, is the single greatest block to exemplary performance.”
Organizational Alignment
Are we planning, designing processes, managing and monitoring the organization as an integrated system?
Investigations• Principles of Care• Advanced Domestic Violence• Advanced Substance Abuse
Ongoing Staff Development Recertification
• Essential Parenting Tools• Ethics• Legislative Changes• HomeSafenet• Sexual Abuse for Investigations• Advanced Interviewing for
Services
Ongoing Staff Development Recertification
• Data Analysis Training• Supervisor Effectiveness• Family Conferencing• Advanced Cultural Competence• Casework Practice• Quality Case Management• Dependency Court