improving recruitment & retention in public child welfare – some lessons learned university of...
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Improving Recruitment & Retention in Public Child Welfare – Some Lessons Learned
University of Iowa and
Iowa Department of Human Services
December 4, 2008
Background
Collaboration between the University of Iowa School of Social Work and the Iowa Department of Human Services
One of 8 projects funded by the Children’s Bureau under the priority area of developing training to improve Recruitment and Retention in public child welfare agencies.
Child Welfare Workforce Challenges
Long-standing high turnover rates & inability to fill vacant positions in child welfare agencies
Demographic workforce changes: aging workforce, younger workers with different values (work/life balance), loss of rural workforce
Demographic population changes: migration of diverse populations into formerly homogeneous communities
Child Welfare Workforce Research
Key factors associated with retention Supervision Service orientation/mission/caring Workload Organizational support Coworker support Promotional opportunities Organizational climate Social work education
University of Iowa’s Project
Retention in the public child welfare agency through statewide supervisor training
Recruitment through development of child welfare specialization at UI School of Social work
Impact of Supervision
Supervision plays an important role in enhancing child welfare workers’ job satisfaction, commitment, and retention (Rycraft, 1994; Landsman, 2001, 2008; Dickinson & Perry, 2002; U.S. GAO, 2003).
Supervisors have key role in training/mentoring child welfare workers (Gleeson, 1992; Curry et al., 2005)
Impact of Supervision
Supervisors can help mediate effects of stressful working conditions and job demands (Mor Barak, Nissley,& Levin, 2001)
Perception that supervisors provide opportunities to develop skills results in increased organizational citizenship behaviors and improved performance (Hopkins, 2002)
Impact of Social Work Education
Some evidence from research that Title IV-E MSW trained workers more likely to stay in child welfare (Dickinson & Perry, 2002; Jones, 2002; Robin & Hollister, 2002)
Some evidence from research that Title IV-E trained social workers have stronger knowledge/skills (Fox et al., 2000; Gansle & Ellett, 2002; Hopkins, Mudrick, & Rudolph, 1999)
Mixed research evidence on impact of having a social work degree on retention
Recruitment
Need: 9% of DHS employees hold the MSW degree; 47% hold a BSW.
University of Iowa School of Social Work did not offer specific courses to prepare students for child welfare careers
Recruitment
Focused on strengthening the School of Social Work’s curricula in child welfare
Developed child welfare field of practice for MSW and BSW students
Developed three new courses specifically focused on child welfare: Child Welfare Policy and Practice, Clinical Issues in Child Welfare; and Supervision in Child Welfare
Retention – Supervision Training
Baseline statewide employee survey Focus groups in all service areas to obtain
supervisor input Eight day supervisor training program
developed with input/involvement of IA supervisors for IA supervisors Developed model of supervision
Implemented training 2x statewide Evaluation of usefulness, knowledge gain
Lesson Learned (#1)
Seeking input from supervisors early in the process helped to increase relevance and investment
Evaluation data: between 80-98% of supervisors participated in training
Implementation
Curriculum content discussed with statewide advisory committee
Training implemented in four geographically mixed groups (per request)
Each module delivered in 1-2 days Each module field tested with 1 group, then
revised and delivered to other groups Trainings included lecture/small group
discussion/break-out workshops
Lesson Learned (#2)
Supervisors appreciated and benefitted from opportunities to interact with peers from across the state; more opportunities for peer support for supervisors are needed
Evaluation data: open-ended comments reinforced the value of opportunities for peer support
Baseline Survey
Statewide web-based survey of public child welfare employees
Administered in year 1 59% response rate Measured perceptions of the workplace,
supports and stressors, job demands, job satisfaction, commitment, intentions to stay
Organizational Commitment as Precursor to Retention
Organizational commitment:
the relative strength of the individuals’ identification with and involvement in the
employing organization.
Pathways to Organizational Commitment
Organizational Commitment
JobSatisfaction
PerceivedOrg. Support
Findings from Baseline Survey*
Service orientation
Safety
Role ambiguity
Distributive justice
Supervisor support
Communication
Workload
Promotional opp
Landsman, M.J. (2008). Pathways to organizational commitment. Administration in Social Work, 32(2), 105-132.
Organizational Commitment
JobSatisfaction
PerceivedOrg. support
Lesson Learned (#3)
Supervisor support affects both emotional satisfaction with the job and appraisal of how the organization values them and cares about them
Investing in supervisors through training and mentoring may be a fruitful strategy to improve staff commitment and retention.
Key Concepts in Our Supervision Model Supervision as an intentional practice
Supervision programming Learning organization Parallel process Developmental, individualized approach Strength-based, reflective supervision Competency-based
Competencies and task analyses Cultural competence
The Learning Organization
A learning organization is: “skilled at creating, acquiring, and transferring
knowledge, and at modifying its behavior to reflect new knowledge and insights” (Garvin, 1998).
characterized by “routine examination of daily activities for opportunities to discover and disseminate knowledge that will enhance practice and services” (Cohen, 2004)
Supervisory Tools for Supporting the Learning Organization Tools for teaching
Assessing learning styles Designing in-service training
Tools for guiding workers to reflect on their practice models
Formats for investigating evidence-based practice
Tools for systematic supervision (e.g., formats for case conferences, formats for supervisory observation)
Parallel Process (Cohen, C. 2004)
Practice principle
Application in practice with families
Application in
Supervision
Application in Organization
Support and strengthen
families
Family focused assessment & family and group intervention
strategies
Team building and development of group structures of support
Networking and building intra- and inter-organizational connections
Strength-Based, Developmental Supervision Principles Each staff member, including the supervisor, is
constantly learning, adapting to changing responsibilities
Mastery proceeds developmentally Each staff member has unique contributions and
strengths A comprehensive supervision program enables the
supervisor to specifically assess and build upon staff strengths to fulfill the program’s purposes and to develop staff competence
Worker Developmental Stages
Advanced Professional
Professional
Novice
Trainee
Increasing
worker initiative
Integration of knowledge and values into practice with
families and in communities
Increasing organizational citizenship/leadership/
retention
Reflective Supervision
A supervision process that elicits from the worker their competence/capacities/
experiences encourages workers to generate solutions to their
practice dilemmas attends to the supervisor-supervisee relationship elicits worker self-reflection and critical thinking strengthens worker’s observation and listening
skills promotes worker self-efficacy
Developmental Supervision Model
Individualize supervision by: Identifying worker skill levels Identify worker preferred learning style Matching supervisory intervention to
worker skill level and learning preferences
Lesson Learned (#4)
Developing a model of supervision reinforced supervision as a model of practice
Evaluation data: pre and post-tests of knowledge demonstrated
significant increase for 87-99% of participants; supervisors increased reported use of supervision
skills over 6 month measurement intervals; Turnover data (excluding retirements) reveal that
4.3% left the agency in the first year after the project began, 4.1% in the second year. Analysis of remaining data is in progress
Competency Based
Knowledge, values and skills necessary to fulfill the responsibilities of the job
Competencies specified through Articulation of the practice model Task analyses (useful to move from global to
specific worker assessment; identify individual and unit strengths/resources/needs; conduct ongoing formative evaluations)
Cultural Competence
Integrated throughout curriculum Managing a diverse workforce / work
environment / recruitment Succession planning Supporting workers’ development of culturally
competent case practice Using evidence based practice for culturally
competent clinical supervision Building community relationships
Overview of Supervisory Curriculum Module I: Contemporary Child Welfare Supervisory
Practice Module II: Human Resources and Workforce
Development Module III: Case Practice Supervision Module IV: Clinical Practice Supervision Module V: Supervisors’ Role In Addressing Worker
Stress and Safety; Leading Positive Change, Public and Community Relations
Lesson Learned (#5)
Supervisors benefited from training on vicarious trauma, compassion fatigue, self-care as much for themselves as for their staff
More attention to self-care for supervisors
Next Steps
Finalizing training curriculum and tools Follow-up statewide employee survey
How did perceptions of workplace change over time?
Finishing compilation of turnover and job change data What trends were identified in turnover and job
changes over time? How are changes in perceptions of the
workplace related to retention?
Module I: Contemporary Child Welfare Supervisory Practice External forces that affect contemporary social work
supervision “Parallel practice” elements of staff supervision
Cohen, 2004 Apply elements of high performing teams to the work
unit (e.g., “a learning organization,” focus on process, relationship, integration of cultural competence)
Understand personal strengths and challenges as a child welfare supervisor
Module II: Human Resources Functions Effective staff recruitment Strategies for staff retention and development Workforce demographics Succession planning Managing staff performance issues
Module I and II Workshops
Assessing Learning Styles Managing Diversity Supervising Underperforming/Impaired
Workers Employment Interviewing for Success in
Public Child Welfare (including use of Realistic Job Previews)
Supervision of Intergenerational Dynamics
Module III: Case Practice Supervision Strength-based, reflective supervision Supervisory ethics Structured supervision program Topic-specific workshops: Professional
Writing, Safe Case Closure, Culturally Competent Practice, Developing In-Service Programs, Supervising an Impaired Worker
Multiple Methods Supervision
Group supervision Live practice oversight Focused case supervision Full case reviews Stuck case conferences Record reviews/record audits Specific clinical problems Peer consultation
Module IV: Clinical Practice Supervision Integrating knowledge into supervision
Child and adolescent development Adult and child mental health
These two units being made into “take-home” modules for supervisors
Helping workers develop and refine practice theories
Supervising effective intervention planning using evidence-based practice
Module V: Worker Stress and Safety; Leading Positive Change; Public & Community Relations
Leadership during organizational transformation – helping workers deal with change
Individual and organizational factors of resilience
Vicarious trauma and compassion fatigue Responding to critical incidents Workplace safety Strategies for promoting self care