1 Dir. IV-E Child Welfare Ed Program UGA, School of Social WorkWho Stays, Who Leave, Who Cares? Improving Child Welfare Staff Retention Alberta J. Ellett, PhD Professor Dir. IV-E Child Welfare Ed Program UGA, School of Social Work 2016 Public Child Welfare and eWISACWIS Conference October 12, 2016 Workforce a variable that CW has control over, unlike legislation, $, courts, clients problems. Why does CW hire individuals who can’t find work in their chosen field of study? No other profession allows this e.g. law, medicine, pharmacy, engineering, architecture, etc. I started out with a microbiology degree How do we dev. ESP for competent practice?
2 Overview of Session Who Stays? Who Leaves? Targeted RecruitmentEmployee Selection Protocol Orientation Quality Supervision Professional Organizational culture & supports Information in this session comes from 3 large statewide studies I have been involved in Louisiana, Arkansas, and Georgia. The last and largest one was in Georgia with results similar to the earlies studies.
3 Measures in GA 2003 Retention and Turnover Statewide StudyIntent to remain employed in child welfare Extensive demographic information Work morale Human caring (about clients & child welfare) Professional organizational culture Self- & group efficacy beliefs Self-efficacy expectations Job satisfaction Factors contributing to decisions to leave CW Factors Contributing to decision to remain in CW
4 2003 Study (cont.) 198 total survey itemsSurveys to all child welfare employees (N=2250) Survey respondents (n=1423, 63.2%) 60 focus group interviews in all state regions (n=385, 85%; 1200 person hours) Largest known statewide study of retention and/or turnover in child welfare at that time
5 Survey Findings Most measures demonstrate reasonable reliability, many strong reliability The most important predictor of intent to remain in child welfare was professional commitment of the human caring measure Most variables were statistically related, in predictable directions, to intents to remain
6 Who Stays? Those with social work degrees and IV-E were more inclined to remain employed in CW than those with other degrees Participants were most positive in their assessments of Human Caring, Self-Efficacy, and relationships with co-workers Supportive administrators and supervisors Those that like variety of work, find it exciting and challenging Important and meaningful work
7 Who Stays? Received informal and formal on-the-job trainingCommitment to child welfare and care about clients Flexible and adaptable in thinking and behavior Staff benefits Flex time permitted Retirement benefits
8 Who Stays: Don’t take things personallyWilling to listen and learn from others Sense of humor Self-reflective practitioners Find meaning in and value child welfare work, and can recognize their successes
9 Who Leaves? All groups identified compensation and career concerns as the most important factors contributing to their decisions to leave CW Participants were most negative in their views of work morale and job satisfaction 80% of workers had caseloads that exceed CWLA standards In Georgia, most employees worked hours per week, many on call, intruding on personal life No overtime pay
10 Who Leaves? Atmosphere of tension & fear related to legal liabilitiesEmployees not valued by agency or public Inadequate client resources Inadequate resources for employees Problems with the courts Excessive paperwork (50-75% of work time) Only 20% of child welfare staff had degrees in SW (10% have HS or GED)
11 Who Leaves? Too many oversight groups (Court, CASA, Citizen Review Panel, and Child Advocate) Lack of sufficient mentoring and professional development New employees who lack basic knowledge, skills, abilities, and dispositions for work in child welfare Overwhelmed by the complexity and gravity of the job Lack of interest in and commitment to public child welfare
12 Targeted Recruitment What groups? How to recruit?
13 General Purpose of the Employee Selection Protocol (ESP) ProjectThe purpose of the project was to develop a standardized, research-based employee selection process (ESP) to select applicants for employment with the requisite knowledge, skills, abilities and values for a career in child welfare (CW), rather than hire and train large numbers of employees who are not suited for this work and leave within one year. Bert
14 Employee Selection ProtocolResearch-based on prior 3 large statewide CW studies of self efficacy, human caring, and intent to remain, plus I/O psychological research on realistic job preview videos Data show that child welfare has high turnover in first year; people leave when they feel they cannot do the job or do not have the skills We have been involved in 3 large statewide studies focused on who stays, rather than dysfunctional members of org. who leave. Bandura-SE belief in one’s capability to organize and execute a course of action for a given attainment. 4 Sources: enactive mastery, vicarious learning, verbal persuasion, physiological & affective states
15 External Environment=legislation, courts, $, media, client needsUnpreventable turnover=illness, retirement, family needs Desirable turnover=incompetent and malcontents Preventable turnover=80% salary, poor supervision, few promotional opportunities, high workloads, paperwork 15
16 Turnover & Client OutcomesMultiple workers due to turnover, more time in FC & less likely reunified (Garnier, Zyphur, & Zhai, 2006; George, 1994) Worker turnover in 2/3 of recurrent CAN cases (Hess, Folaran, & Jefferson, 1992) Multiple workers decreased permanency in Milwaukee, (Flowers, McDonald, & Sumski, 2005) Worker turnover correlation with increased number of placements (Pardeck)
17 Increases in the number of worker changes correlated with decreasing achievement of permanencyBert Data reported represents 679 children who entered care in calendar year 2003 through September 2004 and exited within the same time period. Data reported to review staff by the Bureau of Milwaukee Child Welfare. (Flower, McDonald, & Sumski, 2005) 17
18 Research: Realistic Job Previews (RJP)Employees feeling misled by recruiting strategies, do not accept or feel committed to remain in a job and are more likely to leave Realistic Job Previews may influence satisfaction and employees’ abilities to cope because they have information before employment Bert opportunity to mentally rehearse
19 Organizational/HR Research: Realistic Job Previews (RJP)Applicants’ decisions to become employees are based upon the degree to which the job meets their needs Realistic Job Previews are most effective in situations that have the highest employee turnover and the lowest pay Bert e.g. take job for salary to cover living expenses and leave quickly
20 Organizational/HR ResearchThe energy expended to apply for a job increases commitment Realistic Job Preview lowers turnover rates Increases self-selecting out by job candidates ill-suited for Child Welfare professional work Increases job satisfaction (expectations aligned with actual job demands) Bert e.g. Apple, Microsoft, other desired positions 20
21 Total Hired between 03/16/05 through 3/31/06: 524ESP targets early turnover to decrease the number of new-hires leaving during the training period before certification Bert What was going on in GA that led to $ for ESP: consent decree, sensationalized fatalities, governor’s election GA DFCS Metro Centralized Hiring data as of 10/31/06, reflects first year of project Total Hired between 03/16/05 through 3/31/06: 524 21
22 Job-Related Validity, Frequency and Criticality StudyESP developed 33 core KSAV items e.g., Maintain a commitment to protect children & preserve families Demonstrate evidence of child welfare knowledge and/or experience 98 supervisors & administrators rated criticality to client safety (do no harm) and frequency All 33 deemed critical and frequently used in CW work Used these 33 KSAVs to frame the ESP Established job-related validity of the ESP Chad Minimally essential before employment; 7 domains 22
23 ESP Step 1: On-line Orientation & Self-Selection Read overview of agency & child welfare work View job preview videotape Complete & receive feedback on job-related self assessment Read and sign IV-E student/university/DFCS agreement Used for new child welfare employee hires and in the selection of Title IV-E Child Welfare Education Program students 23
24 Overview of Agency & Child Welfare WorkDFCS and the roles of child welfare professionals CW employee qualifications & pre-service training Challenges & personal rewards of child welfare work A typical day as a social services case manager Frequently asked job benefits questions Characteristics of successful CW employees Organizational Supports
25 View the Video Introduction Considering a career in child welfarePersonal growth on the job Making tough decisions Working with families Typical day at DFCS Using personal vehicles Poverty and neglect Working evenings and weekends Making a difference
26 Self-Assessment Items from IRE, Professional Commitment & work realities & piloted with IV-E applicants & new hires I can’t imagine enjoying any profession as much as public child welfare I intend to remain in child welfare as my long-term professional career. Even though many DFCS clients live in disadvantaged and/or dangerous neighborhoods, I am willing to make home visits using my own automobile. I am willing to be on call for work during evenings and on weekends if necessary, even though overtime pay is generally not allowed. 15-26, very unlikely you are a good fit for a job in CW 27-38, somewhat unlikely you are a good fit for a job in CW 39-49, you may be a reasonable fit for a job in CW 50-60, you may be an excellent fit for a job in CW
27 ESP Step 2: State or Student IV-E ApplicationSubmits state or IV-E student application with: Demographic information Motivation and knowledge of public child welfare Best experience working with children & families & why Worst experience working with children families & why Personal characteristics and/or experiences that particularly merit selection (writing sample) Lists 3 professional references We review state or MSW student application files Bert 27
28 ESP Step 3: Decision to InterviewScreen applications Schedule interviews Collect additional information re communication skills Answer questions about child welfare work and/or IV-E Child Welfare Education Stipend Program Does applicant want to move forward with on-site interview? Bert 28
29 ESP Step 4: On-Site AssessmentApplicants arrive 30 min prior to interview to complete in-basket task to assess analytical, organizational time management skills Respond to written question (verify writing sample) Panel preparation: Review application Assess response to written question Assess in-basket assignment; follow-up questions? Trained team of 3-5 experienced DFCS professionals (& IV-E faulty) conduct semi-structured interview Include behaviorally anchored questions Consider KSAV assessment framework Bert: What will be important to learn in 1st few months on the job? Share how you handled a case you & your supervisor have discussed, instructs you to take an action you personally or professionally disagree. Professionally, what do you hope to be doing 5 yeas from now?
30 In-basket Task See handoutPrioritize the five tasks listed on the second page according to safety, permanence & well-being List the rationale for your choices 30 30
31 ESP Step 5: Employee/Stipend Selection DecisionSelection Committee Members weigh all information gathered in Steps 1 through 4 professional judgment and decision-making holistic assessment objectivity weighing evidence independent assessments Chad
32 ESP Step 5: Employee/Stipend Selection DecisionCollective assessments Juried process Fatal flaws Reaching consensus Personal (or collective) subjectivity and/or bias Employment decisions and consequences Check reference Panel consensus and decision (goal 100%) agreement, but 67% OK with rationale) Can’t work with maltreating parents
33 IV-E Grads Turnover StatsESP now used to screen and select all IV-E Child Welfare student applicants in Georgia IV-E Graduates YTD Turnover Rates: Class of yr work = 2.2% & 2 yrs work = 8.0% Class of yr work = 1.2% & 2 yrs work = 16% Turnover in year after IV-E commitment fulfilled: Class of 2005: % Class of 2006: % Compared to annual worker Turnover: 33% Bert
34 Future Directions Need to gather data to determine if the ESP is more effective than prior employee selection processes Evaluate fidelity to implementation Does ESP result in improved employee retention? Does ESP lead to improved client outcomes? Bert
35 Retention Strategies Employee OrientationClassroom & on-the-job training Quality Supervision (task, teacher, & clinical) Professional development & career path Formal and informal recognition of child welfare staff accomplishments Professional Organizational culture & supports Plan for CW supervisors and administrators to obtain the MSW degree and participate in professional development activities
36 Who Cares? Who cares about child welfare? Child welfare staff?Clients? The organization? The public? The courts? The media? Federal & state policy makers?
37 Questions & DiscussionAlberta J. Ellett Professor University of Georgia School of Social Work