7/11/2019 1 Year 1: Organization‐ wide Implementation Day 4: Organizational Culture & Workforce Strategies LIKE • Time as group, flow of the day, at our own pace (11) • Feedback and consultation with trainers (2) • Lil discussion in regard to incident reporting • Getting to understand colleagues needs • Our group is coming together and building connections • Veggies, bagels, snacks (4)
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Year 1: Organization‐ wide Implementation Day 4 ... · Racial/Ethnic Diversity in MN Cultural Norms and Communications Cultural Norms Might Influence Communication in Many Ways,
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Year 1: Organization‐wide ImplementationDay 4: Organizational Culture & Workforce
Strategies
LIKE
• Time as group, flow of the day, at our own pace (11)
• Feedback and consultation with trainers (2) • Lil discussion in regard to incident reporting • Getting to understand colleagues needs • Our group is coming together and building
connections • Veggies, bagels, snacks (4)
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LEARN
• We are all at different pages and we work at our own pace • Developing goals and action plans • More of my team is using tools than I knew • Incident Data • Loved topic • More info about PBS facilitator• It is a slow process (but was everyone was great contributing)• Starting to see a vision – learning where this is taking us • There’s a lot of thought and implementation to change • Where CSS fits into PBS • Started thinking about PBS and how to build quality relationships and quality of life • Matrix and how to use it • Checklist • Implementation tools • How to move forward with more simple steps • Tools on website • MNPSP.org was helpful
CHANGE
• Nothing (9)• Everything so scattered • Unclear on PBS and CSS when to use • PBS information was confusing – would like more
background info • A lot of PBS info too high level for where we are at • Room temp (4) • Don’t need a full hour for lunch • Not having outside work on my mind • Actual donuts
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Today’s Purposes
• Better understand Organizational Workforce and Culture
• Think about strategies for increasing cultural awareness and humility
• Learn about Organizational Workforce Strategies
Coaches Connect
• Coaches and PBS Facilitators - Share New Learning
• Review Action Plans & Outcome Statements –Look at your Workforce Outcome, today you will develop action plans
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Organizational Workforce & Culture
Purpose: Better understand & support your organizational workforce
Organizational Workforce Development
Positive Behavior Support
Universal Stage• Align Policies to Person‐Centered Practices• Revise Job Descriptions, and Performance Evaluations• Integrate Practices into Onboarding & Ongoing Training• Use Data for Decision Making
Secondary Stage• Monitoring and Early Intervention • Training Targeted for Groups of Staff• Targeted Strategies to Improve Specific Settings• Simple Problem Solving for Challenging Situations
Tertiary Stage• Tailor Problem Solving for Specific Problematic Situations • Individualized Training and Mentoring in Unique Settings • Improve Supervision and Mentoring for Locations Experiencing Challenges
• Establish Matching/Hiring Tailored to Individualized Plans
Organizational Workforce
Implementing Multi‐Tiered Systems of Support
Person‐Centered Practices & Planning
Year 1
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Embedding Cultural Awareness
Universal Stage• Using a Cultural Lens When Developing Policies • Recognizing Culture When Developing/Completing Job Descriptions and Performance Evaluations• Offering Culturally Relevant Trainings in New Orientation and Ongoing Instruction• Meaningful Data Collection‐Collecting Data on Diversity to Guide Decision Making • Encourage Diverse Cultural Point of View• Encourage Self‐Assessment• Varying Perspective and Interpretation of Self‐Determination and Choice Making
Secondary Stage• Awareness of Cultural Bias and Norms when Monitoring and Early Intervention
• Training Targeted for Groups• Culturally Appropriate Targeted Strategies to Improve Specific Settings
• Simple Problem Solving for Challenging Situations That Occur in More Than One Situation
Tertiary Stage• Tailor Problem Solving for Specific Problematic Situations Which Incorporates Cultural Norms and Awareness
• Individualize Training and Mentoring to Address Unique Settings Where Problems Occur
• Improve Supervision and Mentoring for Locations Experiencing Challenges Which Include Cultural Responsiveness
Implementing Multi‐Tiered Systems of Support
“It is not possible to be truly sensitive to someone else’s culture until one is sensitive to one’s own culture and the impact that cultural customs, values, beliefs, and behaviors have on practice.”
(Lynch & Hanson, 1997)
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Culture
Culture
[Culture] is that complex whole which includes knowledge, beliefs, arts, morals, laws, customs, and any other capabilities and habits acquired by [a human] as a member of society (UNESCO).
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Racial/Ethnic Diversity in MN
Cultural Norms and Communications
Cultural Norms Might Influence Communication in Many Ways, Including:
– Greeting, Hand-Shaking– Eye Contact– Use of Gestures– Comfort with Silence– Turn-Taking
• Space –Comfort Zone • Topics of Conversation• Asking and Responding to Questions• Interruptions, Use of Humor
. Slide source:@2016 –University of MN, Institute on Community Integration, Research and Training Center on Community Living.
Source: American Speech‐Language‐Hearing Association. (2010). Cultural Competence Checklist: Personal reflection. Available from
Critical Reflection as a Strategy for Improving Cultural Responsiveness
• Talking about race/racism is hard.• Talking about race/racism is beneficial.• If people work hard, they will be successful.
(White, Sandomierski, & Webster, 2019)
How much do you agree?
A little A lotWhy do you feel this
way?
How is this belief reflected in your organization’s policies or practices?
How might this belief impact equity at your organization?
1 2 3 4 5
MN Direct Support Worker Survey Racial/ethnic identification of direct support workers
(Pettingell, Kramme, & Hewitt, 2019)
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What do you notice about ethnic identities in the two graphs?
Minnesota Overall Direct Support Workforce
ADD Slide Re story from PBIS
• School story about diversity and office referrals intervention and discrepancy
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DSP Workforce. WorkforceKey to Quality
DSP recruitment and retention: A self-advocate perspective
• We want staff who show up on time and help us get the stuff done we need to get done
• We want people who are paid enough to stay so they like what they are doing
• We want people who respect us and are respected for what they do and the pay they earn
Cliff Poetz, Advocacy Leader Source: IMPACT 2008
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Who are we talking about?
• Direct Support Professionals– personal care attendant
– direct care worker
– direct support staff
– community living specialist
– job coach
– employment specialist
– ETC…..
Projected growth of workforce 2016-2026 (BLS)
1,970,900
603,700
1,863,300
4,437,900
3,003,900
607,900
2,169,700
5,781,500
HOME CARE
NURSING HOMES
OTHER INDUSTRIES
TOTAL
2016
2026
PHI. “Workforce Data Center.” Last modified November 10, 2017. https://phinational.org/policy‐research/workforce‐data‐center/.
52%
Percent change from 2016‐2026
1%
16%
30%
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Age of DSPs in U.S. and MN
PHI. “Workforce Data Center.” Last modified November 10, 2017. https://phinational.org/policy‐research/workforce‐data‐center/.
Median Age in the U.S.: 41Median Age in MN: 34
U.S. Citizen Birth U.S. Citizen by Naturalization
Not a Citizen of the U.S.
75%
15% 10%
81%
11% 7%
US Minnesota
DSP Citizenship Status in the U.S. (2016)
PHI. “Workforce Data Center.” Last modified November 10, 2017. https://phinational.org/policy‐research/workforce‐data‐center/.
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DSP educational attainment in U.S.
PHI. “Workforce Data Center.” Last modified November 10, 2017. https://phinational.org/policy‐research/workforce‐data‐center/.
MN Direct Support Worker Survey –What did we learn about who our DSWs are?
• 77.5% women, Average age 43 years
• Average household size of 3• 58.5% average annual household
income < $40,000Statewide Cost of Living (OES Data Tool)
– $15.39 needed for family of 3 (2 FT adults, 1 child)
– $38.25 needed for family of 3 (1 adult, 2 children)
• 28.4% have another job• 63% have education beyond high
school – 17% have 4 year Bachelor’s
or graduate degree
DSW Reliance on Government Subsidies
(Hewitt, Pettingell, & Kramme, 2019)
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Is there a crisis?
This is NOT a new issue……for 25+ years…..
• Larson, S.A, Hewitt, A., & Lakin, K.C. (1994). Residential Services Personnel: Recruitment, Training and Retention. In M. Hayden & B. Abery (Eds.), Challenges for a Service System in Transition: Ensuring Quality Community Experiences for Persons with Developmental Disabilities. Baltimore: Paul H. Brookes.
• Hewitt, A., Larson, S.A., & Lakin, K.C. (1994). A guide to high quality direct service personnel training resources. Minneapolis: University of Minnesota, Research and Training Center on Residential Services and Community Living.
• Hewitt, A., Larson, S.A., & Lakin, K.C. (1994). Policy Research Brief: Training Issues for Direct Service Personnel Working in Community Residential Programs for Persons with Developmental Disabilities. Minneapolis: Institute on Community Integration (UAP), University of Minnesota (College of Education).
• Hewitt, A., O’Nell, S., & Larson, S.A. (1996). Overview of Direct Support Workforce Issues. In Jaskulski, T. & Ebenstein, W. (Eds.), Opportunities for Excellence: Supporting the Frontline Workforce. Washington, D.C.: President’s Committee on Mental Retardation, U.S. Department of Health and Human Services.
• Hewitt, A., Larson, S.A., & Lakin, K.C. (1997). Resource guide for high quality direct service training materials, 2nd Edition. Minneapolis: University of Minnesota, Center on Residential Services and Community Living.
• Larson, S.A., Sauer, J., Hewitt, A., O'Nell, S., & Sadlezky, L. (1998). SOS Training and Tutorial Assistance Project for Direct Support Professionals, Training, and Frontline Supervisors: Final Report. Minneapolis: Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota.
• Larson, S.A., Hewitt, A., & Anderson, L.L. (1999). Staff recruitment challenges and interventions in agencies supporting people with developmental disabilities. Mental Retardation, 37, 36-46.
• Test, D., Flowers, C., Hewitt, A., & Solow, J. (2003). A Statewide Survey of the Direct Support Workforce. Mental Retardation, 41, 276-285.
• Larson, S.A., Hewitt, A.S., & Lakin, K.C. (2004). A multi-perspective analysis of the effects of recruitment and retention challenges on outcomes for persons with intellectual and developmental disabilities and their families. American Journal on Mental Retardation, 109, 481-500.
• Larson, S.A. & Hewitt, A. (2005). Staff recruitment, retention and training for community human service organizations.Baltimore: Brookes Publishing Company.
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Root of DSP workforce challenges
• No good planning• Departments of Labor allowed “off the hook”• Changing demographics
– Aging of Americans– Fewer younger Americans
• Shifts in laws and expectations
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Other factors influencing reality
• Growth # of People with ID/DD Receive Services– 390% increase in last 2 decades
• People with IDD live longer (age 66)• Growing diversity• Economic stability and growth
– Impact of Great Recession on momentum– Competition with other fields
Activity: Do you know your numbers?
• Please fill it out if you do.• If you don’t, do you know
who you would ask for this information? Write down their name.
• What information would be helpful for your team to make decisions about your workforce?
• How would you collect this information, and who would be responsible for it?
• ACTION PLANNING.
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Lunch!
MN Direct Support Worker Survey –Top 10 reasons DSWs leave their job?
90% Found another job that pays more 1
64% Found another job that offered better benefits 2
43% Found another job with hours that worked better for their family 3
38% No opportunity for promotion 4
35.5% Supporting people is a difficult job 5
33% Not recognized for the work they did 6
33% Found another job closer to home 7
18% Could not get along with co-workers 8
17% Too little time with and/or poor quality from supervisors 9
16% Training and support were inadequate and/or poor10
And the number one reason why DSWs left their job?
(Hewitt, Pettingell, & Kramme, 2019)
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DSW Wages are Low
Statewide Cost of Living • $15.39 needed for family of 3 (2 FT adults, 1 child)• $38.25 needed for family of 3 (1 adult, 2 children)
(OES Data Tool, MN DEED)
DSP wages over time (2016 BLS)
WAGE INCREASE: PCA + $0.00HHA + $1.00 NA + $0.24
Total + $0.12
PHI. “Workforce Data Center.” Last modified November 10, 2017. https://phinational.org/policy‐research/workforce‐data‐center/.
• The best predictor of future behavioris past behavior in similarcircumstances that was recent or thatreflected long-standing behaviorpatterns
• Ask candidates to describe situationsthey have faced and how theyhandled them
• Situation, Behavior, Outcome
• Based on NADSP Competency Areas
Use structured behavioral interviews
Sample Questions:
Competency area 1: PARTICIPANT EMPOWERMENTDescribe a situation when you assisted an individual to recognize that he or she had several choices in how to handle a difficult problem. What was the situation, what did you do, and what was the final outcome?
Competency area 4: COMMUNITY & SERVICE NETWORKINGPlease describe some community resources you have had contact with in your own neighborhood. How might those resources be used by a person with a disability?
Structured behavioral interviews
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Structured behavioral interviews
Recruitment & Selection
Status and Awareness (PSAs)
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DSP scope of practice - multidisciplinary
Changing our messages
• Why DSPs matter – Chumie Twerski• The ultimate goal of direct support – John
Raffaele
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Turn and Talk
• Are there any of these strategies that you would like to learn more about?
• Why strategy(s) and why?• Which data will you need to look at to
determine if they are successful?
Retention
DSW Competencies
Education and Training
Credentialing and Career Paths
Recognition
Membership and Networking
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Retention
DSW Competencies
Education and Training
Credentialing and Career Paths
Recognition
NADSP competency set
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Outcomes Associated with Competency-Based Training
DirectCourse ‐ MinnesotaDirector of Statewide Implementation
Lead Learning Administrator
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DSP training + education + careers
• Competency Based Training
• Credentialing and Career Paths
NADSP E‐Badge Academy
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Retention
Membership and Networking
NADSP
Source: retrieved from OADSP.com
VISION STATEMENTA world with a highly qualified and
professional direct support workforce that partners with, supports and empowers
people with disabilities to lead a life of their choosing.
MISSION STATEMENTTo elevate the status of direct support professionals by improving practice
standards, promoting system reform, and advancing their knowledge, skills and values.
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Implementation Levels
Organization
Systems
Societal
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Organizational culture
• Intentional learning• Leader who knows the direct line staff by
name• Goes out of their way to engage• Periodically practices direct support• Celebrates DSPs
• Individual story-driven • Data-driven
• Makes data driven decisions regarding workforce
• Monitoring is routine• Engages DSPs at all levels
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Where do I find solutions?
“When I am facing the most difficult challenges, I turn to the factory and I always find solutions
there.”- Hamdi Ulukaya
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Know who your workforce is and support it
Importance of DATA
• Legislative advocacy• Accuracy in separating information DSP who
with certain populations or types of services• Make informed policy and practice decisions• Create wage scales within organizations• Other reasons?.......
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Can you answer these key questions (for your site, org or state)?
• What is your DSP turnover rate (crude separation)? • What is your vacancy rate for DSPs? # of vacancies?• What 3 issues most influence your retention rates?• What specific recruitment and selection interventions do you use and what
changes have they made in your data?• What percentage of you DSP are fired and why? • What are reasons DSPs leave?• What are the FLS turnover rates (crude separation)? What is your vacancy rate
for DSPs? # of vacancies?• How much are you spending each month in overtime expenses (extra 50%
only)?• What is the average number of hours of training your DSPs receive during
orientation? Annually thereafter?• What are three characteristics of your most successful DSPs?• What are your best and worst performing sites related to DSP turnover and
vacancy rates?• What are the best things about your organizational culture and the most toxic?
• Find, Choose and Keep Great DSPs (self-direction)– https://rtc.umn.edu/rtc/index.php?product
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Know what your DSPs see and think
• Ask them, be on the pulse– Informal talking sessions with leadership– Engagement survey– Focused conversation at staff meeting with
supervisors– Text with simple question
Focus on frontline supervisors
• DSP turnover is lower when• DSPs feel valued
• DSPs feel they are treated fairly
• Reasons DSPs leave• issues with co-workers• issues with supervisors
Source: Larson, 1997
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FLS wages are not great and turnover is high
• FLS wages– Average starting salary was $34,956.06 ($16.80/hr)– Average FLS salary was $40,253.54 ($19.35/hr)– Average highest FLS salary was $52,183.12
($25.08/hr)• FLS turnover
– Average FLS turnover rate was 13.0% (ranged from 0 to 50%)
– Average FLS vacancy rate for the entire sample was 5.3% (range from 0 to 33.3%).
(Hewitt et. al., 2015)
New York data
Where are FLS new hires recruited?
• 42% promotion of existing employees• 17% websites such as Craig’s List• 10% referrals given by current employees• 9% newspaper or circular ads• 1% private employment or temporary staffing
agencies• 1% school or training placement programs• 1% social media such as LinkedIn and Facebook• 5% came from other sources• (14% did not track this information)
(Hewitt et. al., 2015)
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National frontline supervisor competencies
1. Direct Support2. Health, Wellness, & Safety3. Individual Support Plan Development,
Monitoring, and Assessment4. Facilitating Community Inclusion
Across the Lifespan5. Promoting Professional Relations and
Development11. Cultural Responsiveness & Awareness
Supporting frontline supervisors
• Use evidence based Frontline Supervisor Competencies that reflect best practice in current service system.
• Use on-line workforce development tools utilizing these competencies, including: • candidate assessment tool • peer assessment• selection tool • training and development tool • performance evaluation
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Implement strategies to increase effectiveness of remote supervision
• Communicate frequently and listen– Use technology– Staff –centered communication approach
• Phone, text, e-mail• Communicate accountabilities and follow up often• Use animated gifs and emoticons to convey emotion• Provide right tools• Insist on some face-to-face that is not all business (not staff
meetings)– Network focused– Relationship building
• Make time weekly for one-to-one• Small talk is key• Use video
– Skype– Google Hangouts– Sqwiggle
Action/Outcome Planning:
• Which strategies here do you want to learn more about? Why?
• Discuss with your team any ideas you want to add to your action plan.