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Sustaining Employment Specialists Skills Beyond Training: The Role of Mentoring

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Sustaining Employment Specialists Skills Beyond Training: The Role of Mentoring

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    1. Sustaining Employment Specialists Skills Beyond Training: The Role of Mentoring Teresa A. Grossi, Ph.D. Indiana Institute on Disability and Community Indianas Center for Excellence Indiana University 2853 East Tenth Street Bloomington, Indiana 47408 Voice: (812) 855-6508 E-Mail: tgrossi@indiana.edu www.iidc.indiana.edu

    2. Why is it Important? Good training opportunities existed in the state but Not all agencies utilize (or have comparable programs) ESs sometimes wait long periods before they can attend trainings No follow-up to trainings Debbie No follow-up to ensure that techniques and methods are being used in the field. Agency administration may not support the content of the training and staff may not or may not be able to implement the philosopy, skills and procedures taught in the class.Debbie No follow-up to ensure that techniques and methods are being used in the field. Agency administration may not support the content of the training and staff may not or may not be able to implement the philosopy, skills and procedures taught in the class.

    3. Why is it Important? Overall cost and quality of SE remains an issue. High turnover plagues the ES field Limited training and support for Program Managers Debbie Program Managers often do not attend EST training and may become an even larger issue if the program manager has no first-hand experience with SE Continual concern over cost of SE and outcomes, this is increased by turnover of ES Looking at providing recommendations as to what works best in training for Employment staff to address these issues.Debbie Program Managers often do not attend EST training and may become an even larger issue if the program manager has no first-hand experience with SE Continual concern over cost of SE and outcomes, this is increased by turnover of ES Looking at providing recommendations as to what works best in training for Employment staff to address these issues.

    4. Overview of Project January 2000 through December 2001 Involved 72 Employment Specialists from 14 agencies across Indiana (CRPs, MHCs, school transition projects) 13 mentors Not meant to replace existing training Did not result in any type of actual endorsement Debbie Good classroom training in Indiana for ES, but not everyone goes to this. Did not want to duplicate or replace, but supplement and provide follow-up to external and internal trainings. Began in January with development of products/tools and outlining mentoring process. Collaboration effort between training entities and VRS, identified sites to work with and began mentoring in July 2000 and ended in Oct/Nov 2001. Spent an average of 15 hours per mentee. Varied with follow-through and experience. Spent an average of 7 hours per program managerDebbie Good classroom training in Indiana for ES, but not everyone goes to this. Did not want to duplicate or replace, but supplement and provide follow-up to external and internal trainings. Began in January with development of products/tools and outlining mentoring process. Collaboration effort between training entities and VRS, identified sites to work with and began mentoring in July 2000 and ended in Oct/Nov 2001. Spent an average of 15 hours per mentee. Varied with follow-through and experience. Spent an average of 7 hours per program manager

    5. Mentee Completion Rate Debbie 72 mentees originally enrolled in project, 57 completed the original written assessment, 27 dropped out during the project and 30 successfully completed the project, by completing the post-written skills assessment.Debbie 72 mentees originally enrolled in project, 57 completed the original written assessment, 27 dropped out during the project and 30 successfully completed the project, by completing the post-written skills assessment.

    6. Project Tools Best Practice Assessment: Quick overview of agency Utilization of best practices Pre- and post-assessment Debbie Complete with every agency at the start of the project and at completion. At the start More then 50% either did not use person-centered planning process or the process needed major improvement Over 7% did not address safety nets as part of the individual planning Approx. 50% did not track job development or the process needed major improvement and als needed major improvements to their training and fading plans Over 60% did not support long-term career planning %0% needed major improvement in the way they collected and used outcome data.Debbie Complete with every agency at the start of the project and at completion. At the start More then 50% either did not use person-centered planning process or the process needed major improvement Over 7% did not address safety nets as part of the individual planning Approx. 50% did not track job development or the process needed major improvement and als needed major improvements to their training and fading plans Over 60% did not support long-term career planning %0% needed major improvement in the way they collected and used outcome data.

    7. Debbie Great to look at an agency or specific program and provide recommendations. Looks at Vision and Philosophy, SE Practices, and Program Management. Hope to finalize this toll and make it available for others to use to self-access their agency/program and develop strategic plan for improvement. Completed in 1-2 days with 1-2 persons.Debbie Great to look at an agency or specific program and provide recommendations. Looks at Vision and Philosophy, SE Practices, and Program Management. Hope to finalize this toll and make it available for others to use to self-access their agency/program and develop strategic plan for improvement. Completed in 1-2 days with 1-2 persons.

    8. Project Tools Written Skills Assessment Evaluate skills of mentees Develop support plan Pre- and post-assessment Debbie Evaluated skills related to overall philosophy, person-center planning, strategic action plans, job development, training and supports, and ongoing supports. Not a test, but an assessment of skills level, utilized to assist mentor and mentee in developing plan of support. Self-evaluation component that ask them to rate comfort level and understanding of values, understanding of rights, specific disabilities, history, VRS, CARF, etc. Encouraged them to use forms and material they are using in their day to day practices, but could submit same materials that they used if completed EST/ESS certification classDebbie Evaluated skills related to overall philosophy, person-center planning, strategic action plans, job development, training and supports, and ongoing supports. Not a test, but an assessment of skills level, utilized to assist mentor and mentee in developing plan of support. Self-evaluation component that ask them to rate comfort level and understanding of values, understanding of rights, specific disabilities, history, VRS, CARF, etc. Encouraged them to use forms and material they are using in their day to day practices, but could submit same materials that they used if completed EST/ESS certification class

    10. Project Tools Debbie Used as a guide to assist mentors in assessing ES skills out in the field, looked at values and attitudes, global skills (team work, conflict management, etc.), knowledge, skills, consumer assessment, job development, job training, and overall and on-going supports. Clearly identifies suggested competency for ES and questions or possible indicators to look for to help assess if ES has met this competency or area of supports needed. Debbie Used as a guide to assist mentors in assessing ES skills out in the field, looked at values and attitudes, global skills (team work, conflict management, etc.), knowledge, skills, consumer assessment, job development, job training, and overall and on-going supports. Clearly identifies suggested competency for ES and questions or possible indicators to look for to help assess if ES has met this competency or area of supports needed.

    12. Project Tools Debbie Developed with each mentee with mentor, working document to guide support provided to mentee. Written skills assessment provided a quide for mentor and mentee in developing this plan. Identified areas of strengths, needs and then specific support plans for each competency/objective.Debbie Developed with each mentee with mentor, working document to guide support provided to mentee. Written skills assessment provided a quide for mentor and mentee in developing this plan. Identified areas of strengths, needs and then specific support plans for each competency/objective.

    14. Project Tools Debbie List suggested competencies of ES program managers and methods to access this competency Looks at values, knowledge of ES , team, empowering staff, outcome based management, organization skills, etc. Great toll to use to sassist Program manager in identifying areas for training and growth.Debbie List suggested competencies of ES program managers and methods to access this competency Looks at values, knowledge of ES , team, empowering staff, outcome based management, organization skills, etc. Great toll to use to sassist Program manager in identifying areas for training and growth.

    16. Project Tools Corresponds with list of expected competencies for ES . These are identified and listed at the beginning of each section that discuses these issues. Tool to be used by agencies in orienting new staff the first 2-4 weeks of employment, Questions to answer at end of each sub section. Well received by program managers and ES. Specific to Indiana system and can be customized to fit agency.Corresponds with list of expected competencies for ES . These are identified and listed at the beginning of each section that discuses these issues. Tool to be used by agencies in orienting new staff the first 2-4 weeks of employment, Questions to answer at end of each sub section. Well received by program managers and ES. Specific to Indiana system and can be customized to fit agency.

    18. Debbie end; Teresa discuss data 4:15- 4:40 Discusses history of rehabilitation and persons with disabilities, roots of SE. Specific to Indiana and its funding systems for SE and On-going follow along supports. Basics of person centered planning, job development, training and support, and extended services. Can be used by CRPs, MHCs and schools. Sets the ground work for more intensive training such as EST?ESS certification that is currently offerred.Debbie end; Teresa discuss data 4:15- 4:40 Discusses history of rehabilitation and persons with disabilities, roots of SE. Specific to Indiana and its funding systems for SE and On-going follow along supports. Basics of person centered planning, job development, training and support, and extended services. Can be used by CRPs, MHCs and schools. Sets the ground work for more intensive training such as EST?ESS certification that is currently offerred.

    19. Best Practice Assessment Conducted with each program Used a rating scale of 1 to 4 1 = Not present 2 = Present, needs a major modification or improvement 3 = Present, needs minor modifications or improvements 4 = Present, contains all components TeresaTeresa

    20. Best Practice Assessment Information was gathered on: Assessment and planning Marketing and job development Employment and training supports Ongoing supports Program management issues TeresaTeresa

    21. Areas of Gain Use of Person Centered Planning-strengths and abilities Use of Person Centered Planning-job development Individuals participating in the job development process Addressing safety nets and job loss Tracking job development and use of job carving Use of systematic training and fading Utilizing workplace supports (e.g., natural) Collecting and using outcome data Managers involvement with stakeholders

    22. Areas of Little or No Change Marketing materials Wide variety of job opportunities Program managers knowledge of placement activities Program managers knowledge of funding sources Use of MIS data for strategic planning

    23. ES - Written Competency Assessment 1.Agency Mission and Values 2.Assessment 3.Action/Strategic Planning 4.Job Development 5.On and Off Site Supports 6.On Going Supports 7.Self-Evaluation

    24. Areas of Greatest Gains Action planning-leading to Job Match Job Development On and Off-site Supports On-Going Supports

    25. ES Self-Assessment

    26. INVESTMENT Total Hours by Mentors 2094 hrs Average Hrs per Mentor 123 hrs Average Hrs per Agency 114 hrs

    27. What Worked and Benefits Debbie 4:40- 5:05 Begin with asking group their Vision for the future What type of orientation and training is needed for Ess & Program managers? What do agencies need to do to make sure ESs & Program Managers get this training and use best practices? What can be done to overcome barriers for Ess and program managers to get needed training? Mentees reported the benefits of having an outside mentor as important that the info shared was confidential and that the mentor was not his/her boss, felet free to discuss barriers to implementing skills and use mentor as sounding board at times. Great to get an ousiders perspective on what they observe and support in changing or making it work within their agency. Did not see the mentor as having to know it all, but as a resource to turn to and someone who could lead them to other resources to find what they were looking for. The mentor would often just reinforce their use of best practice methods and built self-confidence. Very beneficial in modeling mentor. Mentor encouraged when ES got it and saw benefits of BP methods, when follow-through on suggestions of mentor. Important that ES had basic orientation and core training in Tools and method, prior to mentor be in the field with them. If not then mentor was provided direct training and not supporting utilization of skills already learned.Debbie 4:40- 5:05 Begin with asking group their Vision for the future What type of orientation and training is needed for Ess & Program managers? What do agencies need to do to make sure ESs & Program Managers get this training and use best practices? What can be done to overcome barriers for Ess and program managers to get needed training? Mentees reported the benefits of having an outside mentor as important that the info shared was confidential and that the mentor was not his/her boss, felet free to discuss barriers to implementing skills and use mentor as sounding board at times. Great to get an ousiders perspective on what they observe and support in changing or making it work within their agency. Did not see the mentor as having to know it all, but as a resource to turn to and someone who could lead them to other resources to find what they were looking for. The mentor would often just reinforce their use of best practice methods and built self-confidence. Very beneficial in modeling mentor. Mentor encouraged when ES got it and saw benefits of BP methods, when follow-through on suggestions of mentor. Important that ES had basic orientation and core training in Tools and method, prior to mentor be in the field with them. If not then mentor was provided direct training and not supporting utilization of skills already learned.

    28. Challenges and Frustrations Debbie Difficult scheduling time with someone when you are not in there area or work at the same agency. ES schedules change and may not be able to do what you planned. A lot of wasted time traveling to and from sites. Difficult in understanding internal policies/practices initially and supporting ES when the agency did not support the BP. Turnover of major players within the agency; program manger, team leader, ES. Had to spend time working on team builing skills and program manager/leadership skills and training first. Debbie Difficult scheduling time with someone when you are not in there area or work at the same agency. ES schedules change and may not be able to do what you planned. A lot of wasted time traveling to and from sites. Difficult in understanding internal policies/practices initially and supporting ES when the agency did not support the BP. Turnover of major players within the agency; program manger, team leader, ES. Had to spend time working on team builing skills and program manager/leadership skills and training first.

    29. Mentee Focus Groups Strengths Knowledgeable mentors Sounding board externally One-on-one support Confirmed skills & stretched practices Information about other agencies Organization and structure Debbie Knowledgeable Mentors able to provide information and resources Good relationships with Mentors; sounding board outside of the agency Valuable one on one support (out in the field) from Mentor; excellent immediate feedback Confirmed Mentee skills and helped Mentee stretch beyond current practices Provided helpful information about what other Employment Specialists and agencies are doing Helped with adding organization and structure to mentees jobs; assisted with time management, setting goals; provided procedures and forms samples Debbie Knowledgeable Mentors able to provide information and resources Good relationships with Mentors; sounding board outside of the agency Valuable one on one support (out in the field) from Mentor; excellent immediate feedback Confirmed Mentee skills and helped Mentee stretch beyond current practices Provided helpful information about what other Employment Specialists and agencies are doing Helped with adding organization and structure to mentees jobs; assisted with time management, setting goals; provided procedures and forms samples

    30. Mentee Focus Groups Increased/improved use of PCP Improved job development skills; presenting job seeker in a more positive manner, emphasizing strengths Increase in the variety of jobs developed, and developed improved employer partnerships Increased/improved utilization of good strategic action planning Increased focus on workplace culture to improve job matching Increased/improved use of PCP Improved job development skills; presenting job seeker in a more positive manner, emphasizing strengths Increase in the variety of jobs developed, and developed improved employer partnerships Increased/improved utilization of good strategic action planning Increased focus on workplace culture to improve job matching

    31. Mentee Focus Groups Debbie Lack of time face to face with Mentor (scheduling difficulties, distance of Mentor from agency, and delays in getting started with project) Amount of paperwork required as part of the project Mentors not always being knowledgeable about the agency and programs causing confusion of expectations Conflicts on philosophy and practices between Mentor, Mentee, and state funders Project was based on holistic model (Employment Specialist doing intake, job development, coach, and follow-along) and not all Employment Specialists are hired to do all things in some programs Debbie Lack of time face to face with Mentor (scheduling difficulties, distance of Mentor from agency, and delays in getting started with project) Amount of paperwork required as part of the project Mentors not always being knowledgeable about the agency and programs causing confusion of expectations Conflicts on philosophy and practices between Mentor, Mentee, and state funders Project was based on holistic model (Employment Specialist doing intake, job development, coach, and follow-along) and not all Employment Specialists are hired to do all things in some programs

    32. Mentee Focus Groups Time: Time to complete multiple tasks, paperwork and pressures of billable time or 26s, attending meetings, etc. Unclear and vague expectations from agency and state; no statewide standards of documentation requirements and what is billable Internal struggles; agency not supportive of best practices; focus on money and productivity Time: Time to complete multiple tasks, paperwork and pressures of billable time or 26s, attending meetings, etc. Unclear and vague expectations from agency and state; no statewide standards of documentation requirements and what is billable Internal struggles; agency not supportive of best practices; focus on money and productivity

    33. Program Manager Focus Groups Debbie Best Practice Assessment gave excellent framework for strategic plan for program quality improvement Orientation Handbook very helpful Information provided in friendly non-threatening manner; staff had someone outside of the agency to talk to confidentially Mentor dependability and follow-through Very experienced Mentors who brought outside knowledge and experience to share Staff training was personalized; staff got some great individual feedback Staff gained confidence and were able to grow professionally Group trainings (team building, strategic planning, etc) were very he Debbie Best Practice Assessment gave excellent framework for strategic plan for program quality improvement Orientation Handbook very helpful Information provided in friendly non-threatening manner; staff had someone outside of the agency to talk to confidentially Mentor dependability and follow-through Very experienced Mentors who brought outside knowledge and experience to share Staff training was personalized; staff got some great individual feedback Staff gained confidence and were able to grow professionally Group trainings (team building, strategic planning, etc) were very he

    34. Program Manager Focus Groups Coordinating schedules difficult; distance of Mentor from location of staff Lack of follow through by agency staff; encouraging staff to utilize the Mentor Communication with management staff: not always knowing what they were working on; sometimes felt out of control hearing things from both sides (Mentee & Mentor) Time consuming; staff struggled with additional paperwork Program Manager did not have the authority to make needed and/or recommended changes Mentor did not always understand internal politics or procedures Turnover of staff participating in project Coordinating schedules difficult; distance of Mentor from location of staff Lack of follow through by agency staff; encouraging staff to utilize the Mentor Communication with management staff: not always knowing what they were working on; sometimes felt out of control hearing things from both sides (Mentee & Mentor) Time consuming; staff struggled with additional paperwork Program Manager did not have the authority to make needed and/or recommended changes Mentor did not always understand internal politics or procedures Turnover of staff participating in project

    35. Program Mangers Focus Groups Increased/improved use of strategic plans Redesigned forms; developed system to be better organized; new tools to help with tracking of billing; developed a more efficient and cost effective method of scheduling staff Implemented our own Internal Mentoring system Increased teamwork and problem solving; developed shared leadership within team; redesigned staff meetings to work better Convinced VRS to buy into best practices (PCP, strategic plans) when Mentor was around Improved marketing techniques and brochures Restructuring of program implemented Team Leader position Increased/improved use of strategic plans Redesigned forms; developed system to be better organized; new tools to help with tracking of billing; developed a more efficient and cost effective method of scheduling staff Implemented our own Internal Mentoring system Increased teamwork and problem solving; developed shared leadership within team; redesigned staff meetings to work better Convinced VRS to buy into best practices (PCP, strategic plans) when Mentor was around Improved marketing techniques and brochures Restructuring of program implemented Team Leader position

    36. Program Manager Focus Groups Time: Project was too short to see long-term gains; need more time to organize and plan for changes VR has no standard that they follow in terms of best practice; does not consistently buy into best practice from counselor to counselor; does not buy into Person Centered Planning; variation of acceptable practices from one VRC to another We have tried that mind set Agency not able to give Employment Specialists incentive for participation and improvement Staff apprehension with Mentor; not knowing how to handle feedback process as constructive Time: Project was too short to see long-term gains; need more time to organize and plan for changes VR has no standard that they follow in terms of best practice; does not consistently buy into best practice from counselor to counselor; does not buy into Person Centered Planning; variation of acceptable practices from one VRC to another We have tried that mind set Agency not able to give Employment Specialists incentive for participation and improvement Staff apprehension with Mentor; not knowing how to handle feedback process as constructive

    37. Mentor/Project Staff Focus Groups Debbie Many Mentees eager to learn; wanted and needed the support; built self-confidence of Mentees Learned a great deal about day-to-day struggles of employment staff; and the frequent lack of orientation and support for Employment Specialists There were some successes and improvements in practices from Mentees Initial buy-in for project from VRS/involvement of Mike Hedden and Doug McKnight in meetings was encouraging and helpful Various TA/Training entities worked jointly on project; recognized the need for further collaboration, coordination; and for consistency in training Debbie Many Mentees eager to learn; wanted and needed the support; built self-confidence of Mentees Learned a great deal about day-to-day struggles of employment staff; and the frequent lack of orientation and support for Employment Specialists There were some successes and improvements in practices from Mentees Initial buy-in for project from VRS/involvement of Mike Hedden and Doug McKnight in meetings was encouraging and helpful Various TA/Training entities worked jointly on project; recognized the need for further collaboration, coordination; and for consistency in training

    38. Mentor/Project Staff Focus Groups Scheduling conflicts; lots of wasted and lost time; lack of follow through from Mentees Hard to get many Mentees to go out-in-the-field (not comfortable, or just not organized enough to plan it) Lack of support from Program Managers to implement best practices Inconsistency from VRS and other funders about expectations (i.e., not funding person-centered plans) Staff turnover; high numbers leaving agencies or positions, and not finishing project General lack of enthusiasm for SE in the state Did not work well when Employment Specialists had little or no orientation prior to project participation, which was often the case Scheduling conflicts; lots of wasted and lost time; lack of follow through from Mentees Hard to get many Mentees to go out-in-the-field (not comfortable, or just not organized enough to plan it) Lack of support from Program Managers to implement best practices Inconsistency from VRS and other funders about expectations (i.e., not funding person-centered plans) Staff turnover; high numbers leaving agencies or positions, and not finishing project General lack of enthusiasm for SE in the state Did not work well when Employment Specialists had little or no orientation prior to project participation, which was often the case

    39. Mentor/Project Staff Focus Groups Increased/improved use of strategic plans to guide job development and keep track of individual plans & keep process moving Increased focus on job advancement & career planning Used SSWI info to encourage people to choose to work Gained a more thorough understanding of VRS eligibility & process Began thinking in terms of rapid placement & the need to focus on consumers needs & wants Program Managers & Employment Specialists worked through some difficult internal team issues so they could be more productive & efficient Internal staff orientation process was reviewed and revised Increased/improved use of strategic plans to guide job development and keep track of individual plans & keep process moving Increased focus on job advancement & career planning Used SSWI info to encourage people to choose to work Gained a more thorough understanding of VRS eligibility & process Began thinking in terms of rapid placement & the need to focus on consumers needs & wants Program Managers & Employment Specialists worked through some difficult internal team issues so they could be more productive & efficient Internal staff orientation process was reviewed and revised

    40. Mentor/Project Staff Focus Groups Lack of urgency and enthusiasm for supported employment in field Lack of basic orientation and/or poor training of Employment Specialists Resistance to change; acceptance of status quo Lack of knowledge, support and/or follow through from some Program Managers Too much cutting corners of best practices (person-centered planning, strategic plans, job analysis) No standardized processes or documentation requirements from funders; VRS did not support some of the Best Practice utilization Lack of urgency and enthusiasm for supported employment in field Lack of basic orientation and/or poor training of Employment Specialists Resistance to change; acceptance of status quo Lack of knowledge, support and/or follow through from some Program Managers Too much cutting corners of best practices (person-centered planning, strategic plans, job analysis) No standardized processes or documentation requirements from funders; VRS did not support some of the Best Practice utilization

    41. Lessons Learned Debbie Most Employment Specialists need more support from their Program Managers and their agencies to become effective in their positions. They need consistent, structured orientation, more timely and thorough ongoing training, as well as career development opportunities. Funding for training needs to be addressed. Employment Specialists need training on a variety of topics, including person-centered planning, strategic action plans, job development and marketing, job analysis, work incentives, natural supports, training and fading supports, and career advancement. Just as importantly, they need information and training on values and philosophy, funder and referral agencies, time management and organization, customer service, accountability and billing procedures. Certification of Employment Specialists (participation in competency-based classes such as ESS or EST) can be very helpful, but it needs to be timely (within 3-6 months from start of employment) and there needs to be follow-up and follow-through from the agency management. Structured job shadowing, mentoring and on-site feedback is a critical component of Employment Specialists professional development. Employment Specialists often need assistance to problem-solve, organize, and manage their time; as well as to learn the techniques of person-centered planning, job analysis, etc. While an outside mentor can be very useful for this; logistically, internal mentoring programs might be more cost effective and easier to schedule. TA/training entities (the Institute, SECT, private trainers) need to continue to work together to assure consistent, timely training (and follow-up to training) is available on basic skills, best practices, and advanced career development. Training needs to be offered in a variety of locations and methods, including local and regional trainings, web-based training, distance education, videotapes, etc. Training must be economically feasible for agencies or funds must be made available for agencies to use for training. Training entities need to work together to develop an annual training calendar to allow agencies staff to plan well in advance. There needs to be consistency across the state (including across funders) about what is expected and what will be paid for in supported employment. Agreed upon practices, procedures, and documentation requirements between funders and agencies (i.e., PCP, strategic plans, benefits planning, etc.) could be extremely helpful for everyone. There needs to be improved communication and collaboration efforts between funders and agencies. It could be extremely helpful if Program Managers and VRS consistently attended ESS/EST. Having some VRS Counselors who specialize in supported employment could also be beneficial. The state and agencies need to work collaboratively to develop a system to gather data on long-term outcomes of placements and use this information in determining payment for long-term follow-along. There needs to be more opportunities for networking among providers and funders in local areas to improve understanding of roles and expectations and of implementing best practices. B. Program Managers skills, experience, and available time seem to make all the difference in program quality and outcomes. There needs to be knowledgeable, strong leadership in Employment Programs. Leadership needs to appreciate, support and value Employment Specialists and promote the value of supported employment throughout the agency/school. There needs to be consistency and agreement statewide on formats, processes, and documentation utilized in Employment Services. Agencies and VRS need consistent, usable organizational tools (such as Best Practice Assessments and Employment Specialists Competencies List) to assess programs and services. There needs to be a statewide orientation manual for new Program Managers. More needs to be offered for ongoing staff development of Program Managers, both for those who have little employment experience, and for those who have little supervisory experience. Methods for this training need to be varied, including written documents, statewide trainings, and web-based courses. There needs to be ongoing networking opportunities for Program Managers. A regularly updated Resource Directory needs to be developed identifying resources for training/technical assistance/support on Employment Specialist and Program Management topics. C. Turnover in Employment Specialist positions remains a critical concern and seems to negatively affect services. Professionalism and urgency in the field as a whole needs to increase. Agencies and schools need to view Employment Services as a valued service. Rates for supported employment need to be addressed to assure adequate money to pay and train Employment Specialists. While many staff leave because of low salaries, other factors such as lack of support and training seem to be just as critical and need addressed. Program Managers/Team Leaders need to receive training in how to support and supervise community-based staff. Debbie Most Employment Specialists need more support from their Program Managers and their agencies to become effective in their positions. They need consistent, structured orientation, more timely and thorough ongoing training, as well as career development opportunities. Funding for training needs to be addressed. Employment Specialists need training on a variety of topics, including person-centered planning, strategic action plans, job development and marketing, job analysis, work incentives, natural supports, training and fading supports, and career advancement. Just as importantly, they need information and training on values and philosophy, funder and referral agencies, time management and organization, customer service, accountability and billing procedures. Certification of Employment Specialists (participation in competency-based classes such as ESS or EST) can be very helpful, but it needs to be timely (within 3-6 months from start of employment) and there needs to be follow-up and follow-through from the agency management. Structured job shadowing, mentoring and on-site feedback is a critical component of Employment Specialists professional development. Employment Specialists often need assistance to problem-solve, organize, and manage their time; as well as to learn the techniques of person-centered planning, job analysis, etc. While an outside mentor can be very useful for this; logistically, internal mentoring programs might be more cost effective and easier to schedule. TA/training entities (the Institute, SECT, private trainers) need to continue to work together to assure consistent, timely training (and follow-up to training) is available on basic skills, best practices, and advanced career development. Training needs to be offered in a variety of locations and methods, including local and regional trainings, web-based training, distance education, videotapes, etc. Training must be economically feasible for agencies or funds must be made available for agencies to use for training. Training entities need to work together to develop an annual training calendar to allow agencies staff to plan well in advance. There needs to be consistency across the state (including across funders) about what is expected and what will be paid for in supported employment. Agreed upon practices, procedures, and documentation requirements between funders and agencies (i.e., PCP, strategic plans, benefits planning, etc.) could be extremely helpful for everyone. There needs to be improved communication and collaboration efforts between funders and agencies. It could be extremely helpful if Program Managers and VRS consistently attended ESS/EST. Having some VRS Counselors who specialize in supported employment could also be beneficial. The state and agencies need to work collaboratively to develop a system to gather data on long-term outcomes of placements and use this information in determining payment for long-term follow-along. There needs to be more opportunities for networking among providers and funders in local areas to improve understanding of roles and expectations and of implementing best practices. B. Program Managers skills, experience, and available time seem to make all the difference in program quality and outcomes. There needs to be knowledgeable, strong leadership in Employment Programs. Leadership needs to appreciate, support and value Employment Specialists and promote the value of supported employment throughout the agency/school. There needs to be consistency and agreement statewide on formats, processes, and documentation utilized in Employment Services. Agencies and VRS need consistent, usable organizational tools (such as Best Practice Assessments and Employment Specialists Competencies List) to assess programs and services. There needs to be a statewide orientation manual for new Program Managers. More needs to be offered for ongoing staff development of Program Managers, both for those who have little employment experience, and for those who have little supervisory experience. Methods for this training need to be varied, including written documents, statewide trainings, and web-based courses. There needs to be ongoing networking opportunities for Program Managers. A regularly updated Resource Directory needs to be developed identifying resources for training/technical assistance/support on Employment Specialist and Program Management topics. C. Turnover in Employment Specialist positions remains a critical concern and seems to negatively affect services. Professionalism and urgency in the field as a whole needs to increase. Agencies and schools need to view Employment Services as a valued service. Rates for supported employment need to be addressed to assure adequate money to pay and train Employment Specialists. While many staff leave because of low salaries, other factors such as lack of support and training seem to be just as critical and need addressed. Program Managers/Team Leaders need to receive training in how to support and supervise community-based staff.

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