Building lattices for direct care jobs what the evidence tells us
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Building Lattices for Direct Care Jobs: What the Evidence Tells Us. Bob Konrad and Jennifer Craft Morgan University of North Carolina at Chapel Hill UNC Institute on Aging/ Sheps Center Presented at: Building Ladders and Raising the Floor:

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Building Lattices for Direct Care Jobs: What the Evidence Tells Us

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Building lattices for direct care jobs what the evidence tells us

Building Lattices for Direct Care Jobs:What the Evidence Tells Us

Bob Konrad and Jennifer Craft Morgan

University of North Carolina at Chapel Hill

UNC Institute on Aging/ Sheps Center

Presented at:

Building Ladders and Raising the Floor:

The Direct Care Workforce in the Eldercare & Disabilities Services Sector

May 26, 2011


Preview

Preview

  • Partnerships with educational institutions are key

  • Systems change has to be made to support training efforts

  • A great deal of effort has to be made to reduce barriers to support employee learners


The jobs to careers model

The Jobs to Careers Model

  • A national initiative to promote skill and career development in incumbent frontline health care workers

  • $15.8m investment over 4 years, supporting program implementation and research grants

  • 17 sites nationwide; partnership model with at least one employer and one educational institution

  • Funded by Robert Wood Johnson and Hitachi Foundations, and U.S. Department of Labor


1 relationships with educational partners are key

1. Relationships with Educational Partners are Key

  • Mutual beneficial relationships are possible (e.g., increase capacity, meet workforce needs/skills gaps)

  • Employer-driven needs can be addressed

  • Transferrable credentials make building career lattices more transparent


2 systems change

2. Systems Change

  • Defining systems change : Formally or informally institutionalized changes within organizations or partnerships aimed at supporting work-based learning and FLW career advancement


Systems change employer

Systems Change: Employer

  • Changes in HR Policies

  • Changes in organizational culture

  • Changes in the organization and process of work


Systems change educational i nstitution

Systems Change: EducationalInstitution

  • Changes in academic policies

  • Shifts in Organizational/Faculty Culture

  • Processes of Curriculum Development, Delivery, and Assessment


3 remove barriers to advancement

3. Remove Barriers to Advancement

  • Provide incremental steps

  • Provide supportive supervision

  • Remove perceived and real barriers


Provide incremental career opportunities

Provide Incremental Career Opportunities

  • Identify manageable yet meaningful steps

  • Clarify pathways

  • Align with competencies

  • Align with incremental rewards

  • Early success breeds later persistence


Supervisor as coach facilitator

Allow their staff to participate in the program

Approve time/expense in support of program

Participate in the development of individual development plan (IDP)

Participate in completion of competency checklists and WBL

Encourage participants to complete program and suppert progress towards career goals

Supervisor as Coach/Facilitator


Meet employee learners where they are

Meet employee learners where they are

  • Address financial limitations

  • Address time limitations/access

  • Address foundational skills gaps

  • Create supportive supervisors/organizational learning culture


Jobs to careers participant outcomes

Jobs to Careers Participant outcomes

Source: Jobs to Careers Annual Report


Careers and training

Careers and Training

Source: Jobs to Careers Annual Report


Future career plans

Future career plans

Source: Jobs to Careers Annual Report


Implications for building the lattice

Implications for building the lattice

  • Focus on management practices should center on increasing DCW skills relating to participation in care related decision making

  • Most of the work has been done in residential care settings

  • Systems must change to sustain career progress

  • External validation (licensing, nursing, CMS) important.


Sources

Sources

Chuang E, Jason K & Morgan JC. Implementing Complex Innovations: Factors Influencing Middle Manager Support. Forthcoming in Healthcare Management Review, 2010.

Farrar, Brandy. Jennifer Craft Morgan, Emmeline Chuang, and Thomas R. Konrad. (forthcoming) “Growing your own: Community health workers and Jobs to Careers.” Journal of Ambulatory Care Management.

Morgan JC, Haviland SB, Woodside MA & Konrad TR. Fostering Supportive Learning Environments in Long-Term Care: The Case of WIN A STEP UP. Special Issue of Gerontology and Geriatrics Education 28 (2): 55-77, 2007.

Morgan JC & Konrad TR. A Mixed-Method Evaluation of a Workforce Development Intervention for Nursing Assistants in Nursing Homes: The Case of WIN A STEP UP. The Gerontologist 48(Special Issue I): 71-79, 2008.

Documentation of efforts, evaluation briefs and resources:

www.jobs2careers .orgJobs for the Future


More about work based learning

Backup slides

More about Work- based learning


Work based learning

Work-based Learning

  • Views learning as acquired in the conduct of work

  • Uses job responsibilities to achieve learning objectives

  • Measures achievement of specific competencies

  • Engages supervisors and peers in the learning process

  • Engages employer and a partner educational institution in shared development of curriculum

  • Rewards mastery with academic or industry-recognized credential


Converting traditional training to work based learning

Converting Traditional Training to Work-based Learning


Converting traditional training to work based learning1

Converting Traditional Training to Work-based Learning


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