Emphasize that orientation is NOT training and we do a lot of skill and technical training in what we often call orientation. Refer to their descriptions of how they do orientation and point out that a lot of technical training occurs in that tie period.
Orientation practices can have a significant effect on early turnover Poor or absent orientation practices can leave employees feeling overwhelmed and underappreciated The hardest things for anyone starting a new job include: Getting to know the people they support & other staff members Learning the routines and completing duties Finding out that not everyone gets along with one another Adjusting to the schedule Learning and remembering everything
Some additional areas to consider are: Describe and assist employees in understanding and performing critical job skills and duties . Provide realistic information regarding stresses and provide methods for understanding and handling stress. Help people connect with others who are part of their jobs. (personnel, coworkers, consumers, families, executives, etc.)
The 30 day or new hire survey can be found in all three RTC resources: the Book, the RRD curriculum, and the CFSM courses We will now talk about Mentoring as an orientation strategy.
The Peer Empowerment Program (PEP): A Complete Toolkit for Planning and Implementing Mentoring Programs Within Community-Based Human Services Organizations By M. Taylor, J. Sauer, A. Hewitt, S. O'Nell, and S. Larson A planning guide and curriculum for supervisors and agency staff focusing on socialization and skill development for all employees. (2001) • Cost: $37.00 for a package which includes Program Coordinator Guide, Facilitator Guide, and Learner Guide. Learner Guides may be photocopied.
After group discussion, refer to handout of “good training”
Employee Perspective Finding training offered when they need it : In order to retain information, employees must use it as soon as possible after learning it. Training schedules that are not based on employee needs can result in employees working without important training, or losing skills that are not used shortly after training. Finding training that meets their scheduling needs : Today, employees juggle more responsibilities than ever, often with less resources. The more flexible training is, the more likely the employee will be motivated to participate in it. Finding training that adds value to their work or lives : There needs to be a strong connection between employees’ perception of their needs and the training that is offered. Otherwise, employee “cooperation” with training will not be high. Finding training in a format that works for them: Every person learns differently. Training needs to meet an employee’s needs and their learning style, not the instructor’s. Trainer/Administrator Perspective Ensuring compliance with mandates and requirements : While many industries have to deal with mandates regarding occupational safety and fair labor practices, the human services field often have additional training mandates. Coordination of training events : This includes scheduling of rooms, resources, trainers, and employees, gathering and organizing materials, and marketing the training events. Finding high quality training resources and events : Many times trainers and FLSs find it challenging to identify effective, high quality training events, trainers, or materials that are available when needed.
Identifying what outcomes you want for persons with disabilities so you have a foundation on which to base your values, mission, and policies and practices. Identifying which skills an employee needs to develop to meet the desired outcomes and to perform the direct support professional job most effectively Measuring current knowledge, skills and attitudes of DSPs so you know where the learning gaps are to target for training. Ensuring that specific skills have been mastered by the employee usually during or after orientation of training events Demonstrating that the employee has important skills and knowledge to perform their job competently Assessment of employee competence is a critical part of designing, implementing, and revising training. Competencies are skills and behaviors…. Things you can do and show: Knowledge Skills Abilities Attitudes Acquired through work experience, life experience, study or training
There are at least three current job analyses that have already been done in the area of community based human services work. These job analyses provide specific skill statements and important competencies for various positions in human services.:
Apprenticeships are typically full time b/c there is a 2000 hour work requirement that must be met in order to obtain apprenticeship. Apprenticeship programs require an escalating wage, so an increase in pay must be awarded upon completion. For employers, benefits include: Skilled workers trained to industry/employer specifications to produce quality results Reduced turnover For employees, benefits include: Portable credentials recognized nationally and often globally Opportunity for college credit and future degrees.
Three levels within the national credentialing program DSP –Registered DSP - Certified Training and work sample requirements DSP - Specialized Training and work sample requirements Four Specialized Certificates Positive Behavior Support Health Support Inclusion Supervision and Mentoring
Orientation - Presentation 3 John Sauer MSW and M Ed Institute on Community Integration, University of Minnesota USA November 2008
Practical Workforce Development
Recruitment & Retention…..getting it right
John Sauer, University of Minnesota
Practical Workforce Development
Recruitment & Retention…..getting it right
John Sauer, Project Coordinator
Research and Training Center,
University of Minnesota
November 6, 2008
Think back to when you first started at your
organization….think about your responses to
the questions…talk with a partner
• What was your orientation like? What did you
like? What didn’t you like? Why?
• What do you do for orientation in your
The Purpose of Orientation
To help new workers feel confident and
comfortable about having made the correct
choice of employment and to help them
begin to develop a positive connection to the
organization and the specific position.
Key Components of Good
• Separate out skill building activities from orientation
• Help the person feel comfortable in the environment.
(What are the “rules?” Where is the phone? etc.)
• Keep the focus on welcoming the new employee and
helping the employee fit in and feel comfortable.
• Provide information about the agency’s mission, vision,
philosophies and values.
• Use New Staff Survey (aka “30 day” or “New Hire”) to determine
How Well organization has been meeting the expectations of the
new employee and how satisfied the employee is with the new job.
• Create a set of “WELCOME” gifts and activities to help new worker
feel More Comfortable and Less Stressful, and to Socialize the
employee into Your Culture.
• Develop a Job Shadowing Program for New Employee for One or
Two weeks (or longer if needed)
• Design and Develop a Mentoring Program to help New DSP/FLS
connect better to Job Expectations, Work Site Informal and Formal
Practices and Organization Culture
Mentoring: A definition
• Mentoring is defined as a method of teaching and
learning through a deliberate pairing of a more
skilled or experienced person with a lesser-skilled or
• The goal of this partnership is to help the mentee
feel supported, welcome and to support their growth
and development in specific competencies.
Taylor, Sauer et al: PEP Curriculum (2001)
Peer Empowerment Program
• The Peer Empowerment Program
(PEP): A Complete Toolkit for
Planning and Implementing Mentoring
Programs Within Community-Based
Human Services Organizations
• A planning guide and curriculum for
supervisors and agency staff focusing on
socialization and skill development for all
• Program Coordinator Guide, Facilitator
Guide and Learner Guide
What makes training excellent?
• Think of your FAVORITE or BEST training experience. List
specific things that made it work for you.
• Think of other, LESS POSITIVE, experiences. List things that
made them negative or frustrating for you.
• Volunteers share 1 or 2 ideas
Common Problems with Training
From employee perspective:
• Finding training offered when we need it
• Finding training that meets our scheduling needs
• Finding training that adds value to our work and lives
• Finding training in a format that works for us
From trainer/administrator perspective:
• Ensuring compliance with mandates and requirements
• Effectively coordinating and scheduling training events
• Finding high quality training resources and opportunities
What are some other issues?
Competency Based Training
ID Desired Outcomes
ID Needed Skills
Measure Current Skills
Set Learning Expectations
ID Training Strategy and Provide
Transfer skills to job
• Community Support Skill Standards (CSSS) Identifies
master level practice standards for DSPs in progressive,
community-based human service work environments, with
a cross-consumer focus (i.e. not specific to one type of
disability or human service need). Find this at
• Community Residential Core Competencies (CRCC) CRCC
job analysis describes the necessary base competencies
required for DSPs working in community residential
services for people with developmental disabilities. Find it
• Minnesota Frontline Supervisor Competencies and
Performance Indicators (MNFLSCPI) The MNFLSCPI
competencies are required of frontline supervisors
providing community support services to people with
developmental disabilities in both residential and vocational
settings. Find it at: http://rtc.umn.edu/dsp
College of Direct Support
The Australia CDS web site:
114,000 DSP learners each day
1,040,000+ hours completed
Apprenticeship in Community Human Services
• Currently, there is a national DSP classification of
apprenticeship within the Department of Labor—Direct
• Some 37,000 program sponsors, representing over a
quarter million employers, industries and companies,
offer registered apprenticeship training. (www.dol.gov)
• Apprenticeships typically coexist with full time
• Apprenticeship programs require an escalating wage
• Check out (www.dol.gov) for additional information
– Launched July 2006
– Is industry driven and VOLUNTARY
– Establishes national patterns for work-based
learning and related instruction
– Is based on nationally validated competencies
(knowledge, skills, and attitudes) called the
Community Support Skill Standards, the
NADSP Code of Ethics and DSP
– Is affordable, flexible, portable, and nationally
– Verification process to confirm DSP
– 3 Levels- DSP-R, DSP-C, DSP-S
– About 130 DSP-Rs have been achieved
NADSP DSP Credentialing
• Reviews what credentialing is and why it is important
• Overview of the NADSP Credentialing Program
– Descriptions of the three tiers
– Requirements of the program and its components
– Application process and how to use the required forms
– Grievance process
– Accreditation of educational programs process overview
• Portfolio development overview
– Instructions for how to complete a portfolio
– Portfolio review process
• Using mentors
– Role of mentors
– Importance of using a mentor
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