Staying Power! A Supervisor’s Guide to Child Welfare Retention · Session 1. Handout A. Agenda . Staying Power! A Supervisor’s Guide to Child Welfare Retention . Day 1 . Session

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Staying Power! A Supervisor’s Guide to Child Welfare Retention

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Agenda Staying Power! A Supervisor’s Guide to Child Welfare Retention

Day 1 Session 1—The Contemporary Workforce and Retention

WelcomeandParticipant Introductions(Icebreaker)

Introductiontothe Curriculum

WhatDoestheFutureHold? FewerWorkersandDifferent Workers

TheHighCostsofTurnover

TurnoverandRetention:Push andPullFactors

Session 2—The Supervisor and Retention

TheRetention-Oriented Supervisor

SupervisorsTrumpAgencies: FindingsfromtheGallup Study

StagesofWorker Development

Day 2 Session 3—Supporting Engagement: Staying Power Strategies

WelcomeBack&Embedded Evaluation 1

TheFirstDayatYourNew Job

WelcomingtheNewcomer

TheNewcomerInterview

Session 4—Supporting Development: More Staying Power Strategies

TheDisengagementProcess

TheStaying Power!Interview: PosingtheMiracleQuestion withYourTeamorWorkgroup

FeedbackandPerformance Coaching

WrapUpandAction Planning

Evaluation

Day 3 Session 5—Reducing Burnout, Building Resilience

WelcomeandActionPlan FollowUp

Stress,BurnoutandResilience

JobSatisfaction

TwoSupervisoryParadigms

Session 6—Developing a Retention Plan

Embedded Evaluation 2

RewardsandRecognition

ActionPlanning

SummaryandNextSteps

Evaluation

JordanInstituteforFamilies©2006 SeSSion 1 Staying Power!ASupervisor’sGuidetoChildWelfareRetention �UNC-ChapelHillSchoolofSocialWork

(US Bureau of Labor Statistics, 2004) TheUnitedStatesBureauofLabor Statistics(BLS)projectsa�5% growthrateinemploymentbetween2002and20�2.Thehighestgrowthrateswilloccurin:

Education&healthservices

Professional&businessservices

Projectedlaborshortageespeciallyamongskilledworkerswillleadtoa“sellers”marketforskilled workers.

Workforce Trends in Social Work 30%are55andolderascomparedto�3.9%acrossalloccupations

Highgrowthoccupation(greaterthanthe�4.8%projectednationalaverage) (Bureau of Labor Statistics, 2004; Barth, 2001)

Socialworkersearnabout��%lessthanthoseinotherserviceoccupations(Barth, 2001)

Socialworkershavehighcommitmentwhichmayleadto“stickiness”&helpdepresswages(Barth, 2001)

Workforce Trends in Child Welfare Vacanciesarestayingopenlongerthanin2000.

Vacancyratesforpublicchildwelfareworkersaresignificantlyhigherthanthoseofotherstateand localgovernmentworkers.

Averagesalariesaremarkedlylowerthanfornurses,teachers,policeofficers&firefighters (APHSA, 2004).

• Toreadthesurveyreport,goto http://www.aphsa.org/Home/Doc/Workforce%20Report%202005.pdf

Workforce Trends in North Carolina 73%ofemployeeswithlessthan5yearsexperience

Statewidevacancyrate=3�%

TurnoverrateshighestinCaseManagementandInvestigations

Atleast7�daysneededtofillaSWIIIposition (North Carolina Office of State Personnel Study, 2004)

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SeSSion 1 Staying Power!ASupervisor’sGuidetoChildWelfareRetention UNC-ChapelHillSchoolofSocialWork

Workforce Trends

Workforce Trends in the United States

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Workforce Priorities Mobility and Motivation

U. S. Workforce

High mobility • 46%wanttochangejobsinthenext6months

• 75%,inthenext�2months

Changing priorities • 86%citeworkfulfillment&work/lifebalanceas#�

• 35%citebeingsuccessfulatwork&movinguptheladder

What motivates workers? Traditionalworkerspreferjobsecurityandstabilityandlikeemployerstopavetheircareerpath

Emergentworkerstakechargeoftheircareers,wanttolearnnewskillsandembracechange.

Migratingworkershaveamixofbothemergentandtraditionalworkplacevalues.

Dimensions

Loyalty

JobChange

CareerPath

Advancement

JobSecurity

Traditional Worker

Tenure

Damagingtocareer

Companyresponsibilitytoprovide

Basedonlongevity

Requiredasadriverofcommitment

Emergent Worker

Contribution

Vehicleforgrowth

Employeeresponsibilitytopursue

Basedonperformance

Rejectedasadriverofcommitment

Sphe

rion

Em

ergi

ng W

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orce

Stu

dy

(199

7, 1

999,

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Are you a traditional, an emergent, or a migrating worker? Anon-lineselfassessmenttool canbefoundattheSpherion website:http://www.spherion. com/about_us/emerging_ workforce/workers_defined.jsp

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Top 10 Push Factors Why do people leave?

�. Expectationsnotmet

2. Mismatchbetweenthepersonandtherole

3. Mismatchbetweenthepersonandtheorganizationalculture

4. Insufficientopportunitiesforgrowthandadvancement

5. Insufficientrecognitionorappreciation

6. Problemswithdirectmanager/supervisor

7. Dissatisfactionwithpay

8. Stress

9. Lackofwork/lifebalance

�0. Lossofconfidenceintheorganization,particularlytheleadership

Expanded from Branham, L. (2005).The 7 hidden reasons employees leave. New York:AMACOM.

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All Turnover is Not the Same

Employer actions likely to Employer actions may Employer actions have prevent or delay turnover prevent or delay turnover little influence on turnover

• Expectationsnotmet • Commutingdistance • Retirement

• Fewopportunitiesfor • Familyneeds • Promotion growthandadvancement • Additionstofamily • Illnessordisability

• Poorfitwithjob • Returntoschool • Relocation • Mostofthefactorsonthe • Promotion

“Top�0”list(seeHandout �G)

• Strongselectionprocess

Voluntary Departures

• Employeractionsmay preventordelayturnover

Involuntary Departures

• Employerinitiated

Voluntary Departures

• Employeractionsare unlikelytopreventordelay turnover

Unavoidable Departures

• Employeeinitiatedand unavoidablebyeither employeeoremployer


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Pull Factors Promoting Retention

Characteristics of the Worker Educationandtraining

Senseofmissionandinvestment

Desiretohelp

Self-efficacy

The Nature of the Work Realisticjobpreview

Match/”Goodnessoffit”

Challengingwork

Diversetasks

Autonomy/decision-making

Co-Workers Needforaffiliation

Supportiveandcompetent

Supervision Practicesupport

Learningsupport

Mentoring

EmotionalSupport

The Workplace: Agency Climate Clearvision&mission

Affirmation&recognition

Learningorganizationorientation

The Agency and the Community Communityengagement

Positiveperceptionoftheagency


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Inventory of Current Retention Strategies

Intheboxtotherightofeachcategorybelow,pleasewriteoneexampleofeachstrategy

Strategies that target…

�.TheWorker

2.TheWork

3.TheSupervisor

4.SupervisoryPractice

5.Professionaldevelopment andlearningorganization

6.Otheraspectsofagency climate

7.Thecommunity


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The Retention-Oriented Supervisor Worksheet for Professional Development

�. Keypointsfromthediscussioninsmallgroupandfullgroup.

2. Mystrengthsasaretention-orientedsupervisor.

3. WhatareareasthatImightdecidetostrengthen?

4. WhatcanIdotostrengthentheseareas?HowcanIbuildonmystrengths?


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Staying Power! An Employee Perspective

AccordingtoresearchconductedbytheGallupOrganization,thesequestionsmeasurethecritical elementsneededtoattract,focus,andkeepthemosttalentedemployees.

Staff Needs Critical Questions Supervisor Tasks

WhatdoIget?

DoIknowwhatisexpectedofmeat work?

DoIhavethematerialsandequipmentI needtodomyworkright?

�.

2.

WhatdoIgive?

Atwork,doIhavetheopportunitytodo whatIdobesteveryday?

Intheselastsevendays,haveIreceived recognitionorpraisefordoinggoodwork?

Doesmysupervisor,orsomeoneatwork, seemtocareaboutmeasaperson?

Istheresomeoneatworkwhoencourages mydevelopment?

3.

4.

5.

6.

DoIbelonghere?

Atwork,domyopinionsseemtocount?

Doesthemission/purposeofmycompany makemefeelmyjobisimportant?

Aremyco-workerscommittedtodoing qualitywork?

DoIhaveaclosefriendatwork?

7.

8.

9.

�0.

CanIgrowhere?

Inthelastsixmonthshassomeoneat worktalkedtomeaboutmyprogress?

Thislastyear,haveIhadopportunitiesat worktolearnandgrow?

��.

�2.

Buckingham, M. and Coffman C. (1999). First, break all the rules.


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JordanInstituteforFamilies©2006 SeSSion 2 Staying Power!ASupervisor’sGuidetoChildWelfareRetention �0 UNC-ChapelHillSchoolofSocialWork

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Instructions for Worker Developmental Stage Exercise

�. ReadthedescriptionoftheMarellifamily(HandoutE)andthedescriptionofyourworker stage(fromHandoutF).

2. ReviewwhatyouknowaboutMarla’sstageofworkerdevelopmentfromHandoutC.

3. Asagroup,makeawrittenlistonHandoutG,Part�,ofMarla’sissuesthatreflecther developmentalstage.

4. Asagroup,makeawrittenlistonHandoutG,Part2,ofthestrategiesthesupervisorcoulduse thatwouldreflectanunderstandingofMarla’sstageissues.

5. AsagroupwriteadialogonHandoutHbetweenMarlaandthesupervisor.Besurethe supervisoraddressestheissuesofMarla’sdevelopmentalstage.

6. Assignfourtaskswithinyourgroup.Thesewillbeyourtasksforthereportouttothelarge group.

a. ExplainMarla’sworkerdevelopmentalstageissues

b. Explainthesupervisoryapproachesthatcouldhelpwiththeseissues

c. ReadMarla’sroleofthescripteddialog

d. Readthesupervisor’sroleofthescripteddialog

JordanInstituteforFamilies©2006 SeSSion 2 Staying Power!ASupervisor’sGuidetoChildWelfareRetention ��UNC-ChapelHillSchoolofSocialWork

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Marla and the Marellis

Yousuperviseachildwelfareunitthatworkswithfamiliesinwhichtherehasbeenchildneglectand thechildrenremainintheirhomes.Commonserviceneedsarefor:

• Childcare • Parentingeducationandsupport

• Jobreadiness,jobfindingand • Interpersonalskills,e.g.,forhealthyrelationshipswith employmentsupport partners/spouses,familiesoforigin,andemployers

• Fatherinvolvement • GED,vocationaltrainingorhighereducation

• Substanceabuse • Mentalhealth

• Domesticviolence

TwoweeksagoyouassignedtheMarellifamilytoMarla,aworkerinyourunit.TheMarellifamilyconsistsof

• TiffanyMarelli,age22 • RollieMarelli,age4

• RalphieRodriguez,age2 • AlexRodriquez,age26,fatherofRalphie

ThefamilycametotheattentionoftheDepartmentwhenRollieandRalphiewanderedoutofthe yardintothestreetwheretheywereseenbyaneighborwhoreportedittothepolice.Thepolice foundTiffanyandAlexinthehouse.TiffanywasasleepandAlexwassmokingmarijuanaanddrinking. Tiffany’ssubsequentUrineAnalysis(UA)identifiedmarijuana.However,onlyAlexwasarrestedfor drugpossessionandisnowre-incarceratedonparoleviolation;helikelywillbeoutinthreemonths.

AlexandTiffanyhavehadanon-offrelationshipforthreeyears.Duringthattimethepolicehave respondedtotworeportsofdomesticviolencebothofwhichinvolvedminorinjuriesforTiffany. TiffanysaysshedoesnotknowwhereRollie’sfatherisasshehashadnocontactwithhimsinceshe becamepregnant.

MarlahasmetwithTiffanytwice.CurrentlyTiffanyisawaitingafullsubstanceabuseassessment.She isonthewaitinglistforajobreadinessprogramthatwillbeabout30hoursperweek.Bothchildren recentlybeganfulltimedaycare.

Tiffany’sAuntClaudiadrove�50milesfromherhometobepartofTiffany’steammeeting.Sheis criticalofandfrustratedwithTiffany,butshealsoistheonlyfamilymemberwhoisstillinvolvedin Tiffany’slife.AuntClaudiaraisedTiffanyforseveralyearswhenTiffany’smotherleftheraloneand ChildWelfarebecameinvolved.TiffanylatermovedtoagrouphomeaftershestolefromAuntClaudia andherfriendstrashedthehousewhileClaudiawasatchurch.TiffanyandClaudiahavehadsporadic contactoverthepastfiveyears.

TiffanyisquiteangryaboutbeinginvolvedintheChildWelfaresystem.ShescreamedatMarla“Child Welfareneverhelpedmeormymom.Youguystotallymessedupmylife—Igotnoeducation,no job,andnothingevergoesrightforme—myboyfriendbeatsmeupandI’malwaysbroke.Yousocial workersjustmovedmearoundmywholelifeandthendumpedmeoutintheworldwithnothing.I hateeverythingyoustandfor.Justgivemethedaycareformykidsandgetmeajob—thengetthehell outofmylife.”

TiffanyhasmadeitclearthatshewillgoalongwithChildWelfareonlyasmuchasshehastoinorder tokeepherkids.Marlasaidtoyou“Sheistotallyhostiletome.IthinkI’mtakingthebruntof20years ofragethatshe’sbuiltup.”

MarlasoonwillbeginworkingwithTiffanyandherfamilyteam(involvingatleastAuntClaudia,a substanceabusecounselorandajobscounselor)onthecaseplan.Nowyou,thesupervisor,aremeeting withMarlatodiscussthisphaseofthecaseworkprocess.


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1Marla at Stage 1 High Anxiety

Marla,age23,recentlygraduatedwithaBSW.

Thisisherfirstjobalthoughshehadafieldexperienceworkinginagrouphomeforyoung adolescents.Shewasenthusiasticwhenshestartedworkingsixweeksago.Sincethenshehashadmixed reactionstoherexperiences.

Aftershadowingexperiencedworkers,shetoldyouthatshesometimesfeelsquiteintimidatedbythe adultsandwondersifsheshouldbeassignedtoafostercareunitsoshecouldworkwithchildrenand fosterparents.Shesayssheknewparentswouldbeangrybutshereallydoesn’tknowhowtorespond; shefindsherselffeelingflusteredaswellasangryatthemforacceptingsolittleresponsibilityfortheir children.

Shesaid“Ireallywonderaboutthedecisionnottoremoveherkids—Imean,Ithinkshemustbereally immatureorelseshewouldcooperatemorewithme.So,canwereallyexpecthertotakecareofher kids?Idon’tevenknowhowtobeginthiscaseplanwithhertotellyouthetruth.”


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2Marla at Stage 2 Make It or Break It

Marla,age23,hasbeenworkinginyourunitforfivemonths.

ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.TiffanyMarelliisthetwelfthcaseyouhaveassignedtoherinwhichshe hasprimaryresponsibility.

Atfirstshewasquiteflusteredaboutworkingwithparents,particularlyiftheyexpressedanger.Shehas gottenmorecomfortable,butquestionswhetherthisisagoodfitforherprofessionally.Shesaysshe mightpreferworkingwithchildrenonly.

Sheisskilledatdocumentationbutlesssureofherselfinengagingadultfamilymembers.Youhave observedherseveraltimesandsheisratherwoodenandformalinyouropinion,althoughnot disrespectful.Youhavetalkedwithheraboutthis—shesaysthatshefeelsherstyleofinteractinghelps hertostayfocusedonthetasksandlessensthechancethatshewillfeelintimated.

Shetoldyou“ManyoftheparentsareolderthanIamandallofthemaremorestreetsmartandtheyall knowit—Ijustfeelthatbeingmoreformalisthebestmethodforme.”


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3Marla at Stage 3 Basic Skills

Marla,age24,hasworkedinyourunitforoneyear.

ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.Shehasafullcaseloadandshedoesabetterthanaveragejobofkeeping upwithdocumentationandmeetingdeadlines,althoughshefrequentlycriticizestheprocessesand oftenmakessuggestionsforhowtostreamlinethem.

Shegenerallyisabletoinvolvefamilymembersinassessmentandplanningandsupportthemin workingontheirplans.However,inyouropinionshecontinuestoberatherwoodenandformalwith clientsandisquicktointerprettheirangerasasignoflackofcooperationandpoorprognosis.This seemstobeareactiontohowshefirstfeltonthejob—flusteredandintimidatedbyclients’anger.

Marlaalsoishangingoutmorewiththecynicsgroupatworkandshemakesjokesinunitmeetings abouthowironicitisthatasocialworkagencyseemstovaluetheiremployeessolittle.Sheisannoyed thatherrecentrequesttoreceiveagencyfundingtoattendaweek-longout-of-statetrainingonchronic neglectwasturneddown.

Sheseemstobelessforthcominginsupervisorysessionsandrecentlytoldyou“Iknowsupervision isuseful,butfrankly,I’dliketospendmoretimetryingtokeepupwiththepaperworkandlesstime talkingaboutmycases.Ireallywanttotrytokeepthisjobto40hoursandthatishardtodowithso manymeetings.”


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4Marla at Stage 4 Relative Independence

Marla,age27,hasworkedinyourunitfornearlyfouryears.

ThisisherfirstjobafterreceivingaBSW,althoughshehadafieldexperienceworkinginagroup homeforyoungadolescents.

Whenshefirstcametoworkforyou,shewasquiteintimidatedbyclients’angerand,probablyto compensate,shedevelopedanapproachtoworkingwithfamiliesthatyoufindratherwoodenand formal.However,sheisneverdisrespectfulandyouhaveneverhadtoreassignoneofhercases.

Marlaisyourbestworkerasfarasadequatedocumentationandmeetingdeadlines.Youhaveassigned othernewworkerstoshadowheronthesetasksandseveralworkershavesaidthattheybetter understandhowtowritecaseplans,reassessments,andclosingsummarieshavingreadhers.

Marlapreferstoworkindependentlyofalmosteveryone.Shehassaidtoyou“IfeellikeIknowhowto dothisjobbackwardsandforwards.Iknowgroupmeetingsaresupposedtobeagoodidea,butfrankly Idon’tseethatmuchvalueinthem—theytakealotoftimethatIcouldusemoreproductively.This goesforallthefamilygroupmeetingsandunitmeetingsandotheragencymeetings.

Iknowsupervisionisagoodideabutmostlyjustforthefirstyearortwoonthejob.That’snottosayI don’tappreciateyourefforts,but,I’dliketomovesupervisionmeetingsalongmorequickly.Ijustreally needtofreeupsometimeforrealwork.”


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Working with Marla

WorkerStageofDevelopment_________________________________________

Part 1 WhataretheworkerdevelopmentalstageissuesforMarlaassheworkswithTiffanyMarellitodevelop thecaseplan?

Part 2 WhatarethesupervisorystrategiesthatwouldhelpMarlainworkingwithTiffanyMarellitodevelop thecaseplan?


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The Dialogue Usetheformatbelowtodevelopadialogthatreflectsthesupervisor’sunderstandingofMarla’s developmentalstageissues.

�Supervisor

�Marla

2Supervisor

2Marla

3Supervisor

3Marla

4Supervisor

4Marla

5Supervisor

5Marla


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(Con

t.)6Supervisor

6Marla

7Supervisor

7Marla

8Supervisor

8Marla

9Supervisor

9Marla

�0Supervisor


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The First Day at Your New Job

Imaginethatyouareatypicalnewchildwelfareworkerinyouragency.Yougetupandbeginyour morningroutine…

�. WhatareyourthoughtsandfeelingsasyouprepareforyourfirstdayofworkatDSS?

2. Whatareyourimpressionswhenyoucometoworkthefirsttime?Asyouwalkthroughthe door?Asyoufindyourdesk?

3. Howdoyoufeel?

4. Whatdoyouhopewillhappenthefirstday?

5. Attheendofthedaywhenyoutellyourfamilyandfriendsaboutthefirstdayhighlights,what willyousay?

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What Happens When New Staff Arrive?

Context

Content (KSA)

Culture

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Act

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ome

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The Staying Power! Newcomer Interview

Purposes Toengageanewstaffmemberinadiscussionaboutstrengthsandexpectationsforthenew

position

Tocreateanopportunitytotailorworkexpectationsanddevelopmentplanstoincreasethe opportunitiesforsuccess

Toclarifymisconceptions

Tosetthestageforfuturestayinterviews

When Duringthefirst2–4weeksintheoffice

Possible questions

�. Basedonyourexperiencesinthejobsofar,whathaveyoulearnedaboutyourstrengths?

2. Howarethingsthesameordifferentthanyouthoughttheywouldbe?

3. Ofallthethingsyouhavedonesofar,whathasbeenmostchallenging?

4. Whatisconfusingforyouatthispoint?

5. Whattalentsorskillswouldyoumostliketouseinyournewposition?

6. Whattalentsorskillswouldyouliketodevelopmore?

7. Givenwhatyouknowaboutthejobsofar,whatmostappealstoyou?Whatconcernsyou most?

8. Howisourworkingrelationshipgoingsofar?

Listadditionalquestionsinthespacebelow:


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1Newcomer Interview Scenarios Scenario One

Name: Natasha Newsome

Age: 26

Background Youarearecentgraduateofthelocaluniversitywhereyoumajoredinsocialwork.Thisisyourfirst positionsincecompletingyourBSWafewmonthsago.Youtookachildwelfarecourseofferedbyyour socialworkprogramandyourfieldplacementwaswithafostercaresocialworkerinanearbycounty. YouareexcitedaboutthenewpositioninTHISCountyandfeelwell-preparedforthework.

Youexpectedtohavemoretimetoworkwiththeyouthassignedtoyouandhavelotsofcreativeideas. Younotice,however,thatotherstaffseemtospendalotoftimeintheirofficesdoingpaperwork.

Nexttimeyoumeetwithyoursupervisor,youwanttointroduceoneofyournewideasforworking withyouth.Youalsowanttoaskfortimeoffsinceyouroldestchildhasafieldtripwithherpreschool class.

Youdelayedacceptinganewpositionimmediatelyaftergraduationbecauseyouwantedtimewithyour family.Infact,yourgreatestconcernaboutthenewpositionishowyouwillbalancetheneedsofyour schoolagechildrenandtheexpectationsoftheposition.Youfeelfortunatetohaveajobnearwhere youlivesothatyoudonothavealongcommutingtime.Duringthejobinterviewyoudidnottalk verymuchaboutyourhopesforbalancingfamilyandworkresponsibilities.

Sofar,thefirstweekisgoingwell.Youlikeyoursupervisorandyourco-workers.Yoursupervisoris accessibleandyoulookforwardtoyournextindividualmeetingwithher.


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2Newcomer Interview Scenarios Scenario Two

Name: Odessa Oldman

Age: 33

Background YouaredelightedtolandajobinchildwelfareatyourlocalDepartmentofSocialServices.Youwere concernedthatyoumightnotbeabletofindapositionthatallowedyoutobuildonyour2yearsof childwelfarepracticeinanearbystate.Youhearthatthisstateisquiteprogressiveandemphasizesbest practicesinchildwelfare.Youlookforwardtodevelopingyourknowledgeandskills.Youimaginethat onedayyoumightdirectchildwelfareservicesinyourcommunity.Ofcourse,youthinkthatbefore youcanachieveyourdream,youwillprobablyneedtoreturntoschoolforagraduatedegree.You arethinkingabouttimingforthereturntoschool.Meanwhile,youhopetogetasmuchexperience aspossible.Youarelookingforwardtothenextmeetingwithyoursupervisorsothatyoucantellher aboutyourtwoweeksonthejob.Youalsowonderifyoushouldbringupyourcareerplansatthisstage. Ifpossible,youwouldliketobegintheMSWprograminthefall.


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3Newcomer Interview Scenarios Supervisor Instructions

Aftertwoweeksonthejob,yourneweststaffmemberhascompletedorientationwiththehuman resourcesdepartmentandyouhavespentsometimewithheralso.Youarepleasedthatyouwereableto hiresomeonewithexperienceinchildwelfareandhopethatyouwillbeabletokeepyournewworker forafewyears.Youplannedanappointmentwithhertoconductanewcomerinterview.

Yourtasksaretodiscoverherstrengthsandlearningneedsandbegintoformulateastaffdevelopment planwithyournewworker.

You will interview one of the following new staff: Natasha Newsome, age 26 NatasharecentlygraduatedfromthelocaluniversitywheresheearnedaBSW.Shetookachildwelfare courseanddidherfieldplacementinfostercareatanothercountyDSSlocatedabout30milesaway fromwhereshelives.

Odessa Oldman, age 33 Odessarecentlymovedtothecommunityfromanearbystate.Shehas2yearschildwelfareexperience inthatstateandyouaredelightedtogetanewworkerwithexperience.


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4Newcomer Interview Scenarios Observer Instructions

Pleasewriteyourobservationsbyansweringthequestionsbelow.

�. Howdidthesupervisorsetuptheinterviewandestablishrapport?

2. Whatdidthesupervisordotoidentifystrengths?

3. Howdidthesupervisorelicitandthenclarifymisconceptionsaboutthejob?

4. Howdidthesupervisordiscoverlearningneeds?

5. Howdidthesupervisorengagethenewworkerinoutliningthestaffdevelopmentplan?

6. Strengthsyouobserved:


27

The Disengagement Process

Question decision to accept the job

think seriously about Quitting

try to change things

resolve to Quit

consider the cost of Quitting

passively seek another job

prepare to actively seek

actively seek

get new job offer

Quit to accept new job, or

Quit without a job, or

stay and disengage

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Branham, L. (2005).The 7 hidden reasons employees leave. New York:AMACOM

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The Staying Power! Interview Posing the Miracle Question with your Team or Workgroup

Use the miracle question. Imaginethatwhileyouareasleeptonight,amiraclehappens.Themiracleisthat thisagencyisthebestplacetoworkthatyoucouldimagine.However,because youareasleep,youdon’tknowthatthemiraclehashappened.So,whenyouwake uptomorrowmorningandcometowork,whatwillbedifferentthatwillletyou knowthatamiraclehashappenedthatthisisagreatplacetowork?

Staffbegintoidentifyelementsoftheirownmiracles.Writeresponsesonnewsprintforalltosee. Usethisprocesstocometoagreementonwhatthemiraclelookslikeforthegroup.

Usethescalingquestiontoassesscurrentconditionsandidentifystrategiestomoveclosertothe miracle.

Onascaleofonetoten(tenbeingthatthemiraclehashappenednowinouragencyandone beingjusttheopposite),wherewouldyousayweareasateam?

Askstafftosharethenumberstheypickedandwhataspectsofthemiracletheycurrentlyseein theteam?

Next,askstaffwhattheywillseeiftheteamisjustonenumberhigherthanitisnow.Record responsesonaflipchartandengagetheteaminadiscussionofthestrategieslisted.Asagroup, select�or2strategiesthathavebroadsupport.

Askthegrouptoagreetoworkonthesestrategiesforaspecifiedtimeperiod(thenextmonth, quarter).Assurethemthattheywillhaveanopportunitytoreassessthemiracleattheendofthis time.Discusswhatitwilltaketoimplementthesestrategies.

Pichot,T. and Dolan,Y. (2003). Solution-focused brief therapy: Its effective use in agency settings. New York: Haworth Press.


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The Staying Power! Interview with Individuals

Purpose Anopportunityforsupervisorstodiscoverwhatindividualstaffvalueandwhatmotivateseach

persontoremainemployedattheagency

Helpsthesupervisordevelopindividualizedstrategiestorespondtothe“push”factorsforeach staffmember

Conveystostaffthatthesupervisorcaresandthateachstaffmemberisvaluedandimportant.

What the supervisor needs Theabilitytoestablishtrustwithworkers

Thecouragetohearthingsaboutyourselfwithoutbecomingdefensive

Willingnesstolistenandthankpeoplefortheirinput

Willingnesstorespondwithempathy

When? On a regular basis Whensomeoneisfirstemployed

Atthetimeofaperformancereview

Eachquarter

Whenconcernsarise

How? Arrangeatimeforthediscussion

Possibleinterviewquestions:

Possibleresponses:


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Performance Coaching

“Coachingisunlockingaperson’spotentialtomaximizetheirownperformance. Itishelpingthemtolearnratherthanteachingthem.”

—JohnWhitmore Coaching for Performance, 2004

The Coaching Game Plan

Prerequisitesforcoaching Awarenessofwhatisrequired

Takeresponsibility

Skillsrequiredforperformancecoaching Effectivequestioning

Activelistening

Sequenceofeventsduringacoaching session

G–Goals.Whatdoyouwant?

R–Reality.Whatishappeningnow?

O–Options.Whatcouldyoudo?

W–Will.Whatwillyoudo?

Benefits of Coaching


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Coaching Inventory Assessing Your Coaching Style

Directions Circlethenumberoftheresponsethatbestidentifiestheextenttowhichyouengageinthisactivityor behavior.

Rarelyor Occasionally Frequently

Seldom orSometimes

Please record each response carefully, as some of the numerical values change due to the nature of the statement.

�.Ispendtimewithmyemployeestohelpthemdevelopprofessionallyandin � 2 3

theircareers.

2.Ispendtimewithmyemployeesdiscussingwiththemhowtoperformto � 2 3

theirhighestabilities.

3.Iobservemyemployeesandtargetanyskillsorbehaviorsforfurther � 2 3

development.

4.Whengivingfeedbacktoanemployee,Iprefertoguardthefeelingsofthe 3 2 �

employeebysofteningthefeedback.

5.Whenmeetingwithanemployee,Iensureprivacyanduninterruptedtime. � 2 3

6.Inadevelopmentalmeeting,Iencourageanemployeetotellmeasmuchas � 2 3

heorshecanabouttheissue.

7.Irevisedevelopmentplansthathavepreviouslybeenagreeduponwiththe � 2 3

employeeasneededandprovidefurthercoaching.

8.Iresistlosingmybestemployeestootheropportunitieswithinthe 3 2 �

company.

9.Duringaformalperformanceappraisaloremployeeprogressreview,I � 2 3

devotetimetodiscussingplanstofurtherimproveperformance.

�0.Iidentifyandcommunicatetheconsequenceofanemployeenot � 2 3

developingtohisorherpotential.

��.Inaperformanceordevelopmentdiscussion,Idescribetotheemployee � 2 3

specificallywhattheidealperformanceorbehavioris.

�2.Inadevelopmentalorperformancediscussion,weconcentrateonmy 3 2 �

perspectiveratherthantheemployee’s.

�3.Iencourageatwo-waydiscussionbyaskingemployeesfortheirperspective � 2 3

onareasfordevelopmentorimprovement.

�4.Iperiodicallyreviewwithemployeestheirprogresstowardestablished � 2 3developmentgoals.

�5.Isettimeasidethroughouttheyear,outsideofperformanceappraisaland otherformalprocesses,todiscusseachemployee’sprofessionaldevelopment � 2 3 andadvancement.

�6.Icreateaworkenvironmentthatallowsemployeestochangeandimprove � 2 3

theirperformanceovertime.


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4 Rarelyor Occasionally

Frequently Seldom orSometimes

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dout

E (C

ont.)

Please record each response carefully, as some of the

numerical values change due to the nature of the statement.

�7.WhenIidentifyadevelopmentneedforanemployee,Ijustdiscussit withthemwithoutworryingaboutanyformaladvanceplanningforthe 3 2 � meeting.

�8.Iprovidespecificfeedbacktotheemployeeonperformanceand � 2 3

developmentandsuggestchangesforimprovement.

�9.Inadevelopmentorperformancediscussion,Ipayattentiontoand � 2 3

considertheemployee’sperspective.

20.Inameetingwithanemployee,ItendtoconcentratesomuchonwhatI 3 2 �

wanttosaythatIdon’talwayshearwhattheemployeeissaying.

2�.Ievaluatemyemployee’sdevelopmentandreinforceanyincreasein � 2 3

competence.

22.Duringaformalperformanceappraisaloremployeeprogressreview,I � 2 3

devotetimetodiscussingdevelopmentandcareeradvancementgoals.

23.Ileaveperformancediscussionstoperformanceappraisalmeetingsonly. 3 2 �

24.Beforeactuallyconductingadevelopmentalmeetingwithanemployee,I � 2 3

determinespecificallywhatIwanttheemployeetododifferentlyandwhy.

25.Inadevelopmentalmeeting,Ihelptheemployeetoidentifybarriersto � 2 3

futuredevelopmentandwaystoovercomethem.

26.Whenmeetingwithanemployee,IshowthatIaminterestedandattentive throughmynonverbalbehaviors,suchasfacingtheemployeedirectly, � 2 3 makingeyecontact,etc.

27.ImakesureIhaveunderstoodeverythinganemployeehassaidthrough behaviorssuchasconcentrating,paraphrasing,andcheckingfor � 2 3 understanding.

28.Itisnotappropriateformetoassistemployeesinimplementing 3 2 �

developmentplans,soIleavethemontheirownforthemostpart.

29.Ihelpmyemployeestobetterunderstandtheexpectationsofour organizationalcultureandenvironmentandhowtheycanimpacttheir � 2 3 professionalaspirations.

30.Iactivelyidentifyperformanceimprovementopportunitiesforindividual � 2 3employees.

3�.IfandwhenInoteadevelopmentneedoropportunityforanemployee, Itaketimetoanalyzethesituationandtodeterminetherootcausesand � 2 3 barrierstoimprovement.

32.Igivehonestfeedbackthathelpsemployeestobetterunderstandhowtheir � 2 3

behaviorsandperformanceareperceivedwithintheorganization.

33.Iconveyapositiveattitudethroughoutacoachingsessionthat communicatesmybeliefintheemployee’sabilitytoreachagreed-upon � 2 3 goals.

34.Iprobeforfurtherinformationfromanemployeethroughbehaviorssuch � 2 3

asconcentratingandparaphrasingandcheckingforunderstanding.

35.Imonitortheemployee’suseofaskillorbehaviorthatwastargetedfor � 2 3

improvementonthejob.

Silberman, M. (2003).The active manager’s tool kit. New York:The McGraw Hill Corporation.


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Coaching Inventory Part II Scoring Your Coaching Style

Directions Transferthenumericalvalues(�,2,3)youhavegivenforeachitemtothespacesinthecolumnsbelow. (Pleaserecordeachnumbercarefully,assomeofthenumericalvalueschangewithineachcolumnor category.)Addthenumbersineachcolumnforatotalscoreforeachcategory.

Commitmenttoward Commitmenttoward Assessment,Diagnosis, ProfessionalDevelopment PerformanceDevelopment andPlanning

�. 2. 3.

8. 9. �0.

�5. �6. �7.

22. 23. 24.

29. 30. 3�.

Total: Total: Total:

MeetingFace-to-Face Attending Listeningand Implementation andGivingFeedback Responding andFollow-Up

4. 5. 6. 7.

��. �2. �3. �4.

�8. �9. 20. 2�.

25. 26. 27. 28.

32. 33. 34. 35.

Total: Total: Total: Total:

Interpretation Lookatyourscoresineachcategoryasoneindicationofthedegreetowhichyouuseorare committedtothiscoachingphilosophy,behavior,orskill.

Scoresinthe�2-to�5-pointrangeindicateuseoforcommitmenttothesecoachingareas.

Scoresinthe5-to8-pointrangeindicateareasofcoachingonwhichyoumaywanttofocusmore attention.


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What Have You Learned? Journaling Your Coaching Insights

UsethissectiontoanalyzetheresultsoftheCoachingInventoriestoidentifythecoachingareasin whichyouwanttoimprove.

�. LookattheCoachingInventory(Self)scoresaswellastheCoachingInventory(Employee) scores.Whatdothescorevalues(SelfandEmployee)andprofilegraphtellyouabouteach categorybelow?Also,compareyourself-scoretoyouremployees’scoresandreflectonthe possiblereasonsforanydifferences.

a.CommitmenttowardProfessionalDevelopment Thiscategoryreferstoyourcommitmenttocoachingemployeesforcareeradvancement andgrowthwithintheorganization.

b.CommitmenttowardPerformanceDevelopment Thiscategoryreferstoyourcommitmenttocoachingemployeestoachieveevenhigherjob performance.

c.Assessment,Diagnosis,andPlanning Thiscategoryreferstoyourskillatassessinganddiagnosingtheneedforcoachingforeach employee,aswellasplanningforanupcomingcoachingmeeting.

d.MeetingFace-to-FaceandGivingFeedback Thiscategoryreferstoengaginginactualface-to-facecoachingmeetingswithemployees andyourskillingivingthemrelevantanddirectfeedback.

e.Attending Thiscategoryreferstoyourskillinattendingtotheemployee’sperspective,needs,andselfesteemduringthecoachingmeeting.

f.ListeningandResponding Thiscategoryreferstoyourownskillatlisteningcarefullytotheemployeeandresponding appropriatelyduringthecoachingmeeting.

g.ImplementationandFollow-Up Thiscategoryreferstoworkingwiththeemployeetoestablish,implement,andmonitora developmentplanasaresultofthemeeting.

2. Lookovertherelativescoresandplottedpointsfromyourinventories.Whichcategoriesappear tobemostinneedofyourfurtherattention?

© McGraw-Hill 2003.To customize this handout for your audience, download it to your hard drive from the McGraw-Hill Web site at http://www.books.mcgraw-hill.com/trainingidownload.The document can then be opened, edited, and printed using Microsoft Word


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Supervising For Staying Power! The Six Steps for Retention

Step One: Scan the Environment—Understand the Baseline AnalyzethePUSHandPULLFactorsinyourcommunity,agency,andworkunit.

�. Whatcommunityfactorsaffectrecruitmentandretentionforyouragency?

a. Availabilityofworkers

b. Talentpool

c. Competitionfromotherorganizations

2. Whatdataareavailableaboutturnoverandretentionfortheagencyasawholeandforeach unitintheagency?

a. Recruitmentdata

b. Retentiondataorturnoverdata

i. Statistics

ii. Exitinterviews

3. Whatdothedatasuggestabouttargetingstrategiesforrecruitmentandretention?Howcan youagencybecomean“employerofchoice?”

Step Two: Supervisory Self Development – Understand Self Reflectonthesupervisoryskillslinkedwithstaffretention.Developaplantostrengthenanduse retention-orientedskills.

4. DoIhaveanappropriatebalanceoftaskandprocessskillsinmypracticeasasupervisor?DoI needtostrengthenorallocatemoretimetosupervisoryskillsthatsupportretention?

5. TowhatextentamIabletoallocatetimeandattentiontoretentionorientedsupervisorypractices?

6. WhatorganizationalsupportdoIneedtobemoreretentionorientedinmypractice?

7. Whatresourcesareavailabletosupportmeasasupervisor?

Step Three: Understand Your Unit and Staff 8. Doesmysupervisoryrelationshipwitheachstaffpersonreflectindividualizeddevelopmental

needs,interests,motivations?

9. DoIhavestaffinthedisengagementprocess?CanIintervenetointerrupttheprocess?

�0.DoIunderstandwhatmyteambelieveswillimproveworkplaceconditions?

��.DoIunderstandwhateachstaffpersonneedsinordertofeelsuccessful?

�2.AmIawareofthecareergoalsforeachstaffmemberthatIsupervise?

�3.HowwouldmystaffansweriftheywereaskedwhatIthinkaboutthem?DoIgivesufficient feedbacktomystaff?


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(Con

t.)

Step Four: Develop Program and Individualized Retention Plans

�4.Beclearaboutgoals.Howwillyouknowiftheplanissuccessfulfortheprogramandforthe individual?

Step Five: Implement Plans

�5.Whatplanningtimeisneeded?

�6.Whoneedstobepreparedforimplementation?

�7.Whatresourcesarenecessary?

�8.Howwillprogressbemonitored?

Step 6: Assess Progress, Update Plans, Implement Updated Plan.

�9.Determineindicatorsofprogress.Howwillyouknowifyourplansaremakingadifference?

20.Finetunetheplans.


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The Staying Power! Action Plan

Reviewyournotesfromthevariousactivitiesduringthelast2daysandselectonestrategythatyou willbegintoimplementbetweennowandthenexttrainingdate.Writethestrategyyouselectedinthe spacebelow.Beasspecificaspossibleaboutthestrategy.

Whatisthestrategy?

�. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?

2. Whatarethespecificstepsyouwilltaketoimplementthestrategy?

3. Whatarepotentialroadblocksorbarriers?

4. Whatresourcesareneeded?

a. Howwillyouacquiretheseresources?

b. Whatwillyoudoiftheresourcesarenotavailable?

5. Whoelseneedstobeinvolvedorbepreparedforimplementationofthisstrategy?

6. Whenwillyoubeginworkingonthisstrategy?

7. Howwillyouassessyourprogress?


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The Staying Power! Action Plan Analysis

Instructions Reflectontheactionplanyoucompletedduringthelastsessionandanswerthefollowingquestionsfor eachstrategyyouidentifiedinSession4.

Strategy 1

�. Brieflystatethestrategyyouselected.

2. Howdidyouimplementthisstrategy?

3. Whatwentwellwhenyoutriedtoimplementthisstrategy?

4. Whatbarriersdidyouencounterandhowdidyoudealwiththem?

5. Didyouachievetheanticipatedoutcomeorbenefits?Howdoyouknow(whatarethe indicatorsyouused)?

6. Inretrospect,isthereanythingyouwoulddodifferently?

7. Willyoucontinuetoworkonthisstrategy?Whyorwhynot?

8. Doyouhaveadviceforyourpeersregardingthisstrategy?Doyouhave“lessonslearned”that youcanshare?

9. Whatconsultationneedsdoyouhaveregardingthisstrategy?


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Defining Terms Related to Stress and Coping

Burnout Physical,emotional,andpsychologicalexhaustioncausedbylongterminvolvementinemotionally

disturbingsituations

Abreakdownofpsychologicaldefensesthatworkersusetocopewithintensejob-relatedstressors

Emergesgraduallywithexposuretoongoingjobstressors

Secondary Trauma Thestressresultingfromhelpingorwantingtohelpatraumatizedorsufferingperson

Canaffectapersonwhoisaprofessional,friendorfamilymember

SymptomsfeltbytheindividualsufferingfromSecondaryTraumaticStresscanbenearlyidentical tothoseoftheprimaryvictimheorsheistryingtohelp. (National Resource Center on Family Centered Practice and Permanency Planning)

Compassion Fatigue Theformalcaregiver’sreducedcapacityorinterestinbeingempathicduetorepeatedexposureto

traumaticeventsandsituations.

Leftunattended,compassionfatiguecanresultin:

• Secondarytrauma

• Jobburnout

Resilience Theprocessofadaptingwellinthefaceofadversity,trauma,tragedy,threats,orsignificantsources

ofstress

Theabilityto“bounceback”fromdifficultexperiences


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Ten Ways to Build Resilience 1. Make connections.Goodrelationshipswithclosefamilymembers,friends,orothersare

important.Acceptinghelpandsupportfromthosewhocareaboutyouandwilllistento youstrengthensresilience.Somepeoplefindthatbeingactiveincivicgroups,faith-based organizations,orotherlocalgroupsprovidessocialsupportandcanhelpwithreclaiminghope. Assistingothersintheirtimeofneedalsocanbenefitthehelper.

2. Avoid seeing crises as insurmountable problems. Youcan’tchangethefactthathighly stressfuleventshappen,butyoucanchangehowyouinterpretandrespondtotheseevents.Try lookingbeyondthepresenttohowfuturecircumstancesmaybealittlebetter.Noteanysubtle waysinwhichyoumightalreadyfeelsomewhatbetterasyoudealwithdifficultsituations.

3. Accept that change is a part of living.Certaingoalsmaynolongerbeattainableasaresult ofadversesituations.Acceptingcircumstancesthatcannotbechangedcanhelpyoufocuson circumstancesthatyoucanalter.

4. Move toward your goals.Developsomerealisticgoals.Dosomethingregularly--evenif itseemslikeasmallaccomplishment--thatenablesyoutomovetowardyourgoals.Instead offocusingontasksthatseemunachievable,askyourself,“What’sonethingIknowIcan accomplishtodaythathelpsmemoveinthedirectionIwanttogo?”

5. Take decisive actions.Actonadversesituationsasmuchasyoucan.Takedecisiveactions,rather thandetachingcompletelyfromproblemsandstressesandwishingtheywouldjustgoaway.

6. Look for opportunities for self-discovery.Peopleoftenlearnsomethingaboutthemselves andmayfindthattheyhavegrowninsomerespectasaresultoftheirstrugglewithloss.Many peoplewhohaveexperiencedtragediesandhardshiphavereportedbetterrelationships,greater senseofstrengthevenwhilefeelingvulnerable,increasedsenseofself-worth,amoredeveloped spirituality,andheightenedappreciationforlife.

7. Nurture a positive view of yourself.Developingconfidenceinyourabilitytosolve problemsandtrustingyourinstinctshelpbuildresilience.

8. Keep things in perspective.Evenwhenfacingverypainfulevents,trytoconsiderthe stressfulsituationinabroadercontextandkeepalong-termperspective.Avoidblowingthe eventoutofproportion.

9. Maintain a hopeful outlook.Anoptimisticoutlookenablesyoutoexpectthatgoodthings willhappeninyourlife.Tryvisualizingwhatyouwant,ratherthanworryingaboutwhatyoufear.

10. Take care of yourself.Payattentiontoyourownneedsandfeelings.Engageinactivitiesthat youenjoyandfindrelaxing.Exerciseregularly.Takingcareofyourselfhelpstokeepyourmind andbodyprimedtodealwithsituationsthatrequireresilience.

Additionalwaysofstrengtheningresiliencemaybehelpful.Forexample,somepeoplewriteabouttheir deepestthoughtsandfeelingsrelatedtotraumaorotherstressfuleventsintheirlife.Meditationand spiritualpracticeshelpsomepeoplebuildconnectionsandrestorehope.

Thekeyistoidentifywaysthatarelikelytoworkwellforyouaspartofyourownpersonalstrategyfor fosteringresilience. Excerpt from the The Road To Resilience, a publication developed by the American Psychological Association.The full pamphlet is available on-line at http://www.apahelpcenter.org/featuredtopics/feature.php?id=6


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Burnout, Secondary Trauma, Compassion Fatigue & Child Welfare Practice

Yourgroupwillhaveabout�5minutestoplanandproducean8–�0minutesegmentforthe“Oprah Show.”SelectthememberwhowillplaytheroleofOprah.Othergroupmemberscanserveaspanelists foragroupinterviewormaytakeotherrolesassociated withtheshow.Yourobjectiveistohelpthetelevision audienceunderstandburnoutinthelivesofchildwelfare workers.Pleasedevelopyourownquestions.Thefollowing itemsareofferedtosuggesttherangeoftopicsyoumight coverduringtheinterview.

Whatfactorscontributetoburnoutofsocialworkers inchildwelfarepractice?

Oprahwillinterviewtheexpertsupervisorsandask youaboutsecondarytrauma,compassionfatigueand generalburnout.

• Whatisburnout?Isitdifferentthansecondarytraumaorcompassionfatigue?Arethese differenttermsforthesamephenomena?

• Howdoyouknowwhensomeoneisexperiencingburnout,secondarytrauma,orcompassion fatigue?

• Ifaworkerisexperiencingsecondarytrauma,doesthatmeantheworkercannotdothejob?

• Whatarethepersonalandinstitutionalfactorsthatseemtobeinvolvedwithburnout?

Oprahshouldbeprovocativeandaskprobingquestions.Sheshouldtrytofindoutthebehaviors thatdemonstrateburnout.Sheshouldtrytogetoutstoriesfromtheexpertsocialworkers thatillustratebehaviorsreflectiveofresilienceorburnout.Considergivingtheaudiencethe opportunitytoposequestionstotheexpertpanel.Oprahshouldbepreparedtosummarizethe majorpointsoftheepisodeattheendoftheshow.

PossibleGuests

• Spouseorfamilymemberofworker

• Researcher

• Client

• Worker

• Supervisor

• Psychologist


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Resilience & Child Welfare Practice

Yourgroupwillhaveabout�5minutestoplanandproducean8–�0minutesegmentforthe“Oprah Show.”SelectthememberwhowillplaytheroleofOprah.Othergroupmemberscanserveaspanelists foragroupinterviewormaytakeotherrolesassociated withtheshow.Yourobjectiveistohelpthetelevision audienceunderstandresilienceinthelivesofchildwelfare workers.Pleasedevelopyourownquestions.Thefollowing itemsareofferedtosuggesttherangeoftopicsyoumight coverduringtheinterview.

Whatdoesittaketobearesilientsocialworkerin childwelfarepractice?

Oprahwillinterviewyou,theexpertsupervisors, about

• Whatisresilience?

• Howdoyouknowreliencewhenyouseeit?

• Whatarethecharacteristicsofresilientstaffandsupervisors?

• Whatyouhaveseenandexperiencedregardingthefactorsthatmakearesilientworker?

• Howcanwestrengthenresilience?

• Whatarethepersonalandinstitutionalfactorsthatseemtopromoteresilience?

Oprahshouldbeprovocativeandaskprobingquestions.Sheshouldtrytofindoutthebehaviors thatdemonstrateresilience.Sheshouldtrytogetoutstoriesfromtheexpertsocialworkers thatillustratehowtheybecameresilient.Considergivingtheaudiencetheopportunitytopose questionstotheexpertpanel.Oprahshouldbepreparedtosummarizethemajorpointsofthe episodeattheendoftheshow.

PossibleGuests

• Spouseorfamilymemberofworker

• Researcher

• Client

• Worker

• Supervisor

• Psychologist


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Coping Strategies Secondary Trauma, Compassion Fatigue, and Burnout

Toavoidburnoutandtohelpstaffdealeffectivelywiththeeffectsofsecondarytrauma,supervisorscan:

Individual Interventions Stressmanagementandcopingskills

Buildresilience

• SeeThe Road to Resilience—http://www.apahelpcenter.org/featuredtopics/feature.php?id=6

Talkabouttheemotionalimpactofthework

Organizational Interventions Conductcrisisdebriefingsafteratraumaticevent

Provideon-goingsupportandvalidationafteratrauma

Instituteatraumasupportgroup

Initiatesupportiveactivitiesontheunitlevel

Provideareligiousorspiritualconsultant

Train


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Components of Job Satisfaction

Selfactualization

Environmentalsupportforachievement

Jobrelatedaffect

Workingconditions

Professionalself-esteem

Dorman, R.L. and Shapiro, J.P. (2004). Preventing burnout in your staff and yourself:A survival guide for human services supervisors. Washington, DC: CWLA Press.


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Two Paradigms for Child Welfare Supervision Supervision Paradigm 1—Hallmarks

�. Supervisoristhesourceofknowledge,theworkeristhereceptacle

2. Workermightmakeamistake,thusneedsoverseeing.Emphasisismoreonpreventionof mistakes,ratherthandevelopingskillsandgeneralizinglearningtonewsituations

3. Supervisorisresponsiblefortheclients’welfareandthustheultimatedecisionmaker

4. Supervisionissomewhatauthoritarianandhierarchicalandthussetsthestageforaclimatein whichtheworkerfearscriticism

Supervision Paradigm 2—Hallmarks

5. Supervisordiscoversworkercompetenciesbyidentifyingandbuildingontheworker’s knowledgeandamplifyingsuccesses.

6. Supervisorencouragestheworkertoanalyzehis/herownpractice,oftenbyusingtentative, exploring,andsupportivelanguage.

7. Supervisorcollaborateswithworkerfindstrategiesandsolutionstoproblems.

8. Supervisorcreatesaclimateoftrustandsafetyinsupervision.

Condensed from Berg and Kelly (2000) Building solutions in child welfare services


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Date__________________________________________________

Assessing Supervisors’ Use of Paradigm Characteristics Instruction Readthedialogonthepagebelow.Foreachofthesupervisor’slines,identifyoneortwohallmarks (from�–��onHandout5H)thatBESTreflectwhatthesupervisor’swordsrepresent.

Note:Thesupervisormaydisplayhallmarksfromoneparadigmonlyorboth.

Dialog 1 �Supervisor Iwantedtomeetsowecouldcatchupaboutwhat’sgoingonwiththeMaxwell

family.ThisisthesecondtimethisfamilyhascomeintooursystemandIwanttobe surewearedoingeverythingwecansothatRonnie’slifestabilizes;Idon’twanttosee himinfostercareayearfromnow._____

Worker IreallythinkthatthechancesofRonnie’sdadgettingittogetherareprettylow.I mean,hewentthroughthat30dayinpatientprogramforalcoholismandjusttwo monthslaterhe’salreadybeenpickeduponaDUI.

2Supervisor Idon’twantyoutomakeupyourmindsoquickly.Heneedstohaveafairshakeat recoverysobecarefulaboutarushtojudgment._____

Worker So,youdon’tthinkIoughttobetalkingtohimaboutaTPRorrelinquishment?

3Supervisor No,Idon’t,notyet.Weareonlyatthethirdmonthoffostercaresowehaveseveral monthstogo.Ourjudgeusuallydoesn’tevenwanttoconsideraTPRbeforethe 9-monthpointforolderkidslikeRonnie._____

Worker OK,that’sgoodtoknow.WhatdoyouthinkIoughttodo?

4Supervisor Wellforrightnowitmakessensetoseewhatthesubstanceabuseevaluatorsays.Given thisDUI,Ronnie’sdadisgoingtohavetogetreassessed._____

Worker OK,I’lldothat.

5Supervisor Alright,let’sdosomebrainstormingaboutwhatkindsofissuesyoumightwantto addresswiththesubstanceabuseevaluator._____

Worker Well,I’mthinkingaboutthatin-servicetrainingwehadonMotivational Interviewing—andIknowthat’sthemainapproachtheyareusingatthesubstance abuseclinicnow.So,IguessIshouldbeaskingaboutfactorsthatseemtobepredictors ofrealchange.

6Supervisor: OK,great,Iamnotasfamiliarwiththisasyouare—tellmesomemoreaboutthose._____

Worker Well,Iknowthatthespecific“changetalk”theylookforhastodowithcommitment andimplementationintentions,ratherthanfactorssuchasdesireandreasonstochange.

7Supervisor Interesting.Giventhisframework,whatmightyoutalktothecounselorandRonnie’s fatherabout?_____

Worker Oneexamplewouldbehisspecificplanforstayingsoberoverthenexttwoweeks.

8Supervisor OK,that’sagoodexample—youreallyaremakinggood,practicaluseofthattraining. _____


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The Supervisor as a Staying Power! Partner

�. Usepositivespeechthatconveysempathyfortheworker.

2. Seektounderstandtheworker’sassessmentandinterventionapproachbeforegivingadvice.

3. Shareyourexperienceand“expertknowledge”asapartnerandconsultant.Avoidgiving directives.

4. Provideasafeenvironmentforworkerstoexploresuccessesanddefeats.

5. Encourageworkerstolearnfromeachother.


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Recognition and Reward File Cards

Timelyrecognitionofgoodworkisimportantforbothmoraleandmotivation.Whilefinancial compensationisimportant,manyformsofrewardandrecognitiondonotrequirealargebudget.Use thecardsprovidedtoidentifycreative,feasible,andmeaningfulwaystorecognizestaffandpostthem aroundtheroomtosharewithothers.


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Launching the Staying Power! Action Plan

The Intra-Agency Action Plan Workinginasmallgroupwithothersfromyouragency,reviewyournotesfromthistraining,reflecton thesituationinyouragencyanddiscusscollectivestrategiesthatmayimproveretentioninyouragency.

�. Whatisourcurrentstatuswithregardtoretentionofchildwelfarestaff?

2. Whatarewedoingwellwithregardtoretention?Canthisbestrengthened?

3. Whatcanwedotoimproveourcapacitytoretainchildwelfarestaff?(Brainstormtogeneratea listofideas.)

4. Evaluatetheideasonthelistgeneratedaboveandeliminateideasthatarenotrelatedto retentionandthosethatcannotbeimplementedinyouragency.

a. Considerfeasibilityoftheidea(time,resources,expertise).

b. Considersupportavailabletoimplementtheidea.

c. Considertheexpectedoutcomeoftheidea.

d. Isthereanaturalordertotheideas?

e. Othercriteriaforevaluation?

5. Selectoneormoreideasthatyouwillworkwithothersupervisorstoimplementinyour agency.

6. CompleteanIntra-AgencyStrategyWorksheetforeachideayourgroupselects.

7. Decidehowyouwillmonitoryourcollectiveprogress.


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The Team/Intra-Agency Strategy to Promote Retention

�. Whatisthestrategy?

2. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?









9. Howwillyouworkwithotherstoprovidesupportandpeerconsultationasyouimplement thisstrategy?


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The Individual Action Plan to Promote Retention

Revisityournotesfromthepeerconsultationsessionandfromthevariousactivitiesduringthetraining. Developorreviseyourpersonalactionplantoenhanceyourcapacitytosuperviseforretention.

�. Whatisthestrategy?

2. Whatistheanticipatedoutcomeorbenefitfromimplementingthisstrategy?










Documents

Staying Power! A Supervisor’s Guide to Child Welfare Retention · Session 1. Handout A. Agenda . Staying Power! A Supervisor’s Guide to Child Welfare Retention . Day 1 . Session