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Career Path for Direct Support Professionals in New Jersey

Career Path for Direct Support Professionals in New Jersey. NJ Direct Support Professional Workforce Development Coalition. Mission: To promote the recruitment and retention of a professional workforce to enhance the quality of direct supports for people with disabilities and their families.

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Career Path for Direct Support Professionals in New Jersey

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  1. Career Path for Direct Support Professionals in New Jersey

  2. NJ Direct Support Professional Workforce Development Coalition Mission: To promote the recruitment and retention of a professional workforce to enhance the quality of direct supports for people with disabilities and their families

  3. NJ Direct Support Professional Workforce Development CoalitionOrganization Representation • Alliance for the Betterment of Citizens with Disabilities • The Arc of New Jersey • Consortium for Workforce and Economic Development/Community Colleges of New Jersey • Division of Developmental Disabilities, New Jersey Department of Human Services • Division of Disability Services, New Jersey Department of Human Services • The Elizabeth M. Boggs Center on Developmental Disabilities • New Jersey Association of Community Providers • New Jersey Council on Developmental Disabilities • New Jersey Direct Support Professional Association

  4. Career Path – Guiding Principles The goal of having a career path for direct support professionals (DSP) is to improve the quality of life for people with disabilities, families, and direct support professionals. We believe that Direct Support Professionals are valued professionals and should have a career path that… Is consistent statewide Is flexible and accessible Is competency-based Is supported by creative management that respects the voice of DSPs Leads to salary increases as credentials are obtained Is applicable to DSPs working in developmental centers, agencies and providing self-directed supports Involves key stakeholders Provides portable credentialing Is Doable – little development time needed Is Affordable

  5. Use of… Workforce Investment Boards (WIB) One-Stop Centers Vocational-Technical Schools (Vo-tech) Community Colleges High Schools Rewarding Work Resources, Inc. (www.rewardingwork.org) Referral from current staff …to recruit reliable and qualified staff. CREATIVE RECRUITMENT for agencies and people self-directing their supports

  6. Mandatory Pre-Service Training (5 Modules) Mandatory training that must be completed within 120 days of employment Training courses include: • Overview of DD • Medication • Preventing Abuse & Neglect • First Aid • CPR These trainings are provided by NJ’s Trainers Network.

  7. Literacy Training Courses include: • Computers • Basic Math • English as a Second Language (ESL) • Communication Provided to DSPs through a collaboration between community colleges, the Consortium for Workforce & Economic Development, and agencies Existing curricula could be used. New curricula could also be developed in order to be applicable to the work of Direct Support Professional.

  8. Career Path Levels 1 & 2 College of Direct Support Learning Modules incorporated with on-the-job mentoring Level 1 Courses Include: • Direct Support Professionalism • Safety at Home and in the Community • Documentation • Community Inclusion • Individual Rights and Choices • Elective 1 (either Teaching People w/DD or Cultural Competence) • Elective 2 (Course not taken in Elective 1 or a disability specific course) Salary increase and title change (DSP I, DSP II) upon successful completion of each level.

  9. Career Path Levels 1 & 2 Level 2 Courses Include: • Employment Supports: Exploring Individual Preferences and Opportunities for Job Attainment • Person-Centered Planning • Supporting Healthy Lives • You’ve got a Friend: Supporting Family Connections, Friends, Love and the Pursuit of Happiness • Positive Behavior Support • Elective 1 (either Teaching People w/DD or Cultural Competence or Disability Specific) • Elective 2 (Disability Specific Course)

  10. Career Path Level 3 • Salary increase and title changes continue (DSP III) with successful completion of level 3. • Mentoring continues with a mentor with similar specialization expertise.

  11. NJ DSPA Members Mentor Training • All DSPs participating in the career path will complete on-the-job mentoring • All DSPs must successfully display competencies on-the-job • Mentors and Supervisors will be trained to successfully support and evaluate participating DSPs • Participant and Mentor Membership to the NJDSPA will be encouraged Agency Based Mentoring Supervisory Skills Training Career Path Levels 1 & 2 Career Path Level 3

  12. Role of Direct Support Professionals • Know that the good skills acquired are used to help to improve the lives of the people you support • Follow the National DSP Code of Ethics • Complete required coursework and mentoring • Collaborate with mentor to enhance learning and skills • Display competency by using learning on-the-job • Show continued professionalism by becoming a member of the NJ DSP Association

  13. Role of Mentors • Mentors will be experienced DSPs that are seen as knowledgeable leaders. • Mentors will have knowledge in the topics presented in the College of Direct Support and display this knowledge on-the-job. • Mentors will provide support to participating DSPs in order to actively use what they’ve learned through courses on-the-job. • Assist DSPs in documenting completed coursework, hours of mentoring and demonstrated on-the-job competencies • Will not formally evaluate progress in order to maintain an effective mentor/mentee relationship.

  14. Role of Supervisors • Have knowledge of the information in the courses participating DSPs are taking. • Will work together with participating DSPs and their mentors to discuss progress. • Will formally evaluate competencies displayed by participating DSPs. • Make recommendations for completion of each level.

  15. RETENTION • Increased Skills • Salary Increases and title change at each Level • Portable State & National Certification • Longer relationships between DSPs and the people they support (skilled and consistent staff = better life) • Reduced spending on recruitment and training of new staff • Credits toward College Certificate &/or Degree (TBD) … lead to retention

  16. Supports and Resources • Contract with NJ Division of Developmental Disabilities supports Management Training and coordination of Workforce Development Coalition • CMS Technical Assistance Grant provides TA for Career Path, Mentoring, Funding Strategies • 2007 DD Council Grant supports pilot of Career Path for 9 agencies (1000 people served.) Two agencies buying the College on their own. • Community College Network supporting through development of Literacy Training Courses.

  17. UCE (Boggs Center) Roles • Sponsor speakers, summits, and conferences related to workforce development. • Dissemination of national materials and resources • Coordination of NJ Trainers Network which provides Pre-Service Training • Development and coordination of coalition, including research on vacancies, turnover, and associated costs. • Application for funding on behalf of the Workforce Development Coalition • Coordinate the career path pilot • Management training: centralized and on-demand • Training & TA to particular agencies, including management

  18. Management Training Efforts Trainers: Dan Baker, Ph.D. & Anthony Camuso

  19. History of creating the management training series • Prior to 2004, The Boggs Center had a small number of individual sessions on topics in management for front-line supervisors. • In 2004, The Boggs Center piloted a three-part series on management training using materials created in Oregon in which attendees were asked to give further input on training needs in management. • In FY 2006, 23 training sessions occurred with over 600 attendees.

  20. Survival Skills for Managers in Community Supports • Managers in community supports often have the toughest, most stressful jobs in our field. But it doesn’t need to be so hard! This interactive, one-day training will present a toolkit for managers to help them survive, and even thrive. We will talk about building teams, communicating with staff, teaching employees to do their jobs, coaching staff, and the number one survival skill, turning potential conflict into meaningful, instructional discussions. This training is a must-have for new managers, and a chance to seasoned managers to hone their skills and learn some new perspectives.

  21. Survival Skills Learning Objectives 1. List at least five methods of staff recruitment. 2. Identify the five types of interview questions and provide an example for each one. 3. Describe the purpose of a Realistic Job Preview. 4. Name at least five types of Protected Classes. 5. State at least five characteristics of a workplace environment that is conducive to high performing employees. 6. List and contrast the three methods of employee feedback. 7. Explain the five principles of direct instruction and demonstrate its application using a work task example. 8. Identify and describe at least three factors that should be considered when teaching employees new skills. 9. Summarize the two types of Performance Review Measures and provide an example of each one. 10. Define and provide at least two examples Evaluator Error.

  22. Leadership Skills for Managers in Community Supports • This workshop will focus on developing leadership skills for managers. This workshop will begin with a discussion of the use of skills presented in the Survival Skills workshop, and then will add content on coaching employees, acting as a mentor for high performing employees, advanced conflict resolution, and strategies to improve teamwork.

  23. Leadership Skills Learning Objectives 1. Name and describe at least three theories of leadership. 2. Identify at least five traits that differentiate a manager from a leader. 3. Summarize situational leadership style and define its four distinct leadership roles. 4. Discuss and demonstrate the four parts of active listening. 5. Define the five types of conflict resolution styles. 6. Demonstrate the ability to effectively evaluate a workplace conflict for selection of the most appropriate conflict resolution style. 7. Name at least five conflict de-escalation strategies. 8. List at least five characteristics of a productive, cohesive workplace team.

  24. Personal Skills for Managers • In this workshop, we will consider many of the personal skills that are required to be a great manager and leader. Even when one has good management and leadership skills, there can be some pretty significant challenges. Managing in stressful and there is always too much to do. We find ourselves needing to communicate difficult things to difficult people. In this session, we will look at stress management, time management, communication, intergenerational issues, and negotiation.

  25. Manager 3 Learning Objectives 1. Name the four workplace generations and provide at least three descriptive characteristics of each one. 2. State the most common generational communication pattern differences and discuss the most appropriate feedback style for each. 3. Define Workplace Cultural Competency and explain its implications. 4. Distinguish the difference between visible and hidden cultural traits. 5. Describe Principle Based Negotiation and explain its use as an effective workplace problem solving strategy. 6. Discuss at least five time management strategies. 7. Illustrate how to use a Prioritization Matrix to effectively manage work tasks and responsibilities. 8. List at least three short term and three long term signs of stress. 9. Name and describe at least five types of stress management techniques.

  26. What are we learning? 1. The need for management training is essentially insatiable. 2. Management efforts alone will not solve workforce problems, but can help to a significant degree. 3. Efforts to improve management must be matched by organization-wide efforts to improve workforce. 4. Many managers who come to our training sessions, do not have “the right stuff” to be managers, and are often quite open about it. 5. Articulating the management training into other initiatives regarding workforce development is necessary.

  27. For more information: Career Path Pilot and NJ Workforce Development Coalition: • Bill Gaventa, email: bill.gaventa@umdnj.edu • Colleen McLaughlin: colleen.mclaughlin@umdnj.edu • Carol Britton: carol.britton@umdnj.edu 732-235-9300

  28. For more information: Management Training • Dan Baker: dan.baker@umdnj.edu • Anthony Camuso: anthony.camuso@umdnj.edu • 732-235-9300

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