Lab Career Ladder

Aaron Samson

Aaron Samson

BIS 630-301

March 8, 2011

Career Ladder Implementation: Climbing to Profitability

Objectives

Need for Ladder Background on department Previous plans/current need for career ladder What is being proposed? Benefits of implementation How the ladder will be unveiled, timeline Discussion/questions

Why is Ladder Needed?Current ladder dysfunctional

Current motivation, morale low

Turnover rates high in some areas

Interest in field stagnant with graduating students

Job possibilities lag behind other institutions

Need for “culture of learning”

Why is ladder Needed? (Cont.) 2007 respondents: more likely to leave

for other health career, seek better salary, or search for better career opp.

2009 biology and CLS/CLT students: listed important job aspects as flexible hours, being part of team, and advancement opportunities

13 of 20 fastest-growing careers in healthcare sector- lab not included

Sources: 2, 3, 6

Clinical Laboratory at UK

Comprised of employees in 16 departments

Serves 473 bed hospital, 140 clinics and programs

Experiences 3,000 specimens daily Employees mainly hourly, supervisors

salary CAP-accredited

Employee Education

Employees possess varying degrees: CLS/CLT, BS, MS, PhD

Few are certified through national agencies (ASCP, AABB, ASHI)

Continuing education suffices accrediting requirements

Previous Career Ladder1991-1992

Approx. one year

Approx. two years

Previous Career Ladder (Cont.) Most advancement involved movement

through senior clinical tech Senior clinical tech requirements

different for each area (hematology, chemistry, blood bank)

Requirements included technical, interpersonal, initiative skills

Requirements inconsistent

Previous Career Ladder (Cont.) Phased out in early 2003 due to:

Lack of interestFailure to maintain standards and requirements for

each levelGeneral abuse of advancement *Lack of support through education, certification,

exposureNo administrative support *

Stemmed from recommendation by Mercer, a consulting agency

Current Ladder

MLT

Med Tech

Four Requirements

1. Development of job descriptions to match levels

2. Performance review criteria

3. Appropriate financial rewards

4. Evaluation process to monitor and alter ladder in future

Sources: 4

Issues to Consider

Career Ladder Implement-

ation

Equity scale (affects overall

cost)

Benchmark-ing with other institutions

Success with current

conditions

Further cost/benefit

research

Proposed Ladder/Classification

Phase Discovery Phase Application Phase Maturation Phase Expert Phase

Time Frame 12 - 18 months 18 – 24 months 18 - 36 months No Time Frame

Training areas

4 benches Prior Benches + 3 benches (7 total)

Prior Benches + 3 benches (10 Total)

Prior Benches + 2 benches (All HLA benches)

 Educational Training

Maintain Educational Requirements

4 hrs CE ( technical or communication related)

CE course in leadership 4 hrs CE (business or management related)

General Lab Training

Procedure Review Certification Requirement: Second Test Review

General Instrument MT (ASCP or NCA) or CHT (ABHI)

CHS (ABHI) Certification

  Maint/Troubleshooting Reagent/Product

Evaluation Mock Inspection

      Cost Analysis Learn PT oversight

    Adv. Instrument Troubleshooting

Projects None

1 Project assigned by Supervisor or Mgr.

2 Projects assigned by Supervisor or Mgr.

1 Project assigned by Supervisor or Mgr.

Benefits of Implementation Improved collaboration and interest

among departments Extended knowledge base prevents

“absence gaps” Employee retention tool

Training costs reduced significantly Improved morale and motivation

Employee recruiting aid

Benefits of Implementation (Cont.)

”Nurses show team spirit in encouraging

and supporting each other’s efforts to advance in the

clinical ladder”

“Nurse clinicians advancing in their respective career

ladders will often bring unique ideas,

problems, concerns, and the realities of

professional life to the partnership”

Sources: 1, 5

Justifying Costs

Advancement requires performing case studies (ex. CNIIs and CNIIIs with glucose)Education allows understanding of

situation’s complexitiesExperience connects understanding to

appropriate action Use of laboratory professionals to assist

with university courses

Sources: 7

Getting Employees Involved Encourage certification Allow employees to participate on

committee or task force Perform cost analysis for

new/prospective assays Sit-in on search committees Lead students or staff on new skills

Sources: 2

Conclusions

More research to be done on topic Involvement impacts patient care Meetings with administration

determine interest Timeline establishes deadline, does

not reward tenure

Questions? Thank you very much for your attention!

References1. Bechtel, G., & Davidhizar, R. (2005). Moving up the career ladder: staff nurses writing for

publication. Nurse Author & Editor, 15(1), 7-9. Retrieved from EBSCOhost.

2. Beck, S., & Doig, K. (2007). Are new CLS practitioners prepared to stay?. Clinical Laboratory Science: Journal Of The American Society For Medical Technology, 20(3), 161-171. Retrieved from EBSCOhost.

3. McClure, K. (2009). Student perceptions of the clinical laboratory science profession. Clinical Laboratory Science: Journal Of The American Society For Medical Technology, 22(1), 16-21. Retrieved from EBSCOhost.

4. McKay, J. I. (1986). Career ladders in nursing: An overview. Journal of Emergency Nursing, 12, 272-278.

5. Pierson, M., Liggett, C., & Moore, K. (2010). Twenty years of experience with a clinical ladder: a tool for professional growth, evidence-based practice, recruitment, and retention. Journal Of Continuing Education In Nursing, 41(1), 33-40. doi:10.3928/00220124-20091222-06

6. Stegall & Stegall. (2006). The laboratory staffing crunch. MLO Online. Retrieved from http://www.mlo-online.com/articles/1206/1206lab_mgmt.pdf

7. Worthy, C. (1996). Clinical ladders: can we afford them?. Nursing Management, 27(9), 33-34. Retrieved from EBSCOhost.

Special thanks to Doreen Jezek and Barbara Bush for their input and guidance!