Serving Customers, Retaining Employees and Leading Centers National Consortium of State Operated Comprehensive Rehabilitation Centers (NC-SOCRC) Fourth National Training Forum September 21-23, 2004 Washington, DC Conference Proceedings Table of Contents Section Topic Page I Background Information on the NC-SOCRC 2 II Overview of Conference Planning 6 III Public Rehabilitation - A Rehabilitation Services Administration Perspective 9 IV Serving Customers 11 V Retaining Employees 18 VI Leading Centers 26 V Where Do We Go From Here? - Rehabilitation Services Administration Perspective 32 Could include appendix: 1. Roster of conference attendees. 2. Paragraph about each center 3. Picture of each center director 4. .Finalized plan 5. More info about European Platform- list of centers and copy of agreement 6. Conference evaluation summary 7. Summary of Bob Means needs assessment The National Consortium of State Operated Comprehensive Rehabilitation Centers (NC-SOCRC) first convened in 1988, with only (how many?) centers. The formation and early meetings were a collaborative effort led by Dr. Ralph N. Pacinelli, Regional Commissioner of the Rehabilitation Services Administration (RSA) and Dr. Donald W. Dew, Professor and Director, Center for Rehabilitation Counseling and Research, George Washington University. After several initial meetings, other centers were added if their programs matched the criteria of being state-operated; and comprehensive, defined as providing medical, vocational and residential rehabilitation services to individuals with disabilities. After a few energizing and collaborative meetings, the NC-SOCRC, in 1995 formalized by-laws, elected officers and established a mission statement: "To promote and assure quality rehabilitation services at America's state operated, comprehensive rehabilitation centers that result in employment and independence for individuals with disabilities" The NC-SOCRC is comprised of the nine public comprehensive rehabilitation centers in America, the Center for Rehabilitation Counseling and Research at George Washing University and the Regional Office of the RSA in Philadelphia, Pennsylvania. The nine rehabilitation centers are: * Carl D. Perkins Comprehensive Rehabilitation Center, Kentucky * Hiram G. Andrews Rehabilitation Center, Pennsylvania * Hot Springs Rehabilitation Center, Arkansas * Workforce and Technology Center, Maryland * Michigan Career and Technical Education Center, Michigan * Roosevelt Warm Springs Institute for Rehabilitation, Georgia * Tennessee Rehabilitation Center, Tennessee * West Virginia Rehabilitation Center, West Virginia * Woodrow Wilson Rehabilitation Center, Virginia The NC-SOCRC achieves its goals by collaboration through mutual support, teamwork and effective communication. The NC-SOCRC also promotes Innovation through continuous learning, research and shared practices. The collective impact of the centers' work is evidenced in the fact that, on an annual basis, over 20,000 individuals with disabilities receive rehabilitation services at these nine nationally accredited rehabilitation centers. Approximately 2600 professional and support personnel provide these services, with combined budgets exceeding $130 million annually. A comprehensive array of services are provided at these rehabilitation centers, including: * Prevocational Services * Rehabilitation Engineering * Assistive Technology * Vocational Assessment * Medical Rehabilitation * Residential Living * Recreational Services * Community Integration * Vocational Training * Counseling and Psychological Services Broad-based initiatives accomplished by the NC-SOCRC include: * Quarterly meetings at both center campuses and GWU campus locations * NC-SOCRC sponsored training, * Regular meetings with the Commissioner of RSA, * Center Staff Exchange Program, * National Training Conferences, * Improvement of rehabilitation practices, * Contact with its European counterpart, the European Platform for Vocational Rehabilitation (EPVR). The EPVR is comprised of sixteen European rehabilitation centers. The EPVR and the NC-SOCRC have formalized an alliance known as the Euro-American Platform on Rehabilitation. Recently the NC-SOCRC engaged in a formal process to establish a strategic agenda. Key goals agreed upon by the members include: 1. Develop a collaborative consortium network of staff development training by sharing expertise and resources to elevate the skills and competencies of current and future staff among the membership of the consortium 2. Create and establish a research and training center within the consortium 3. Create an environment where the consortium can assist with the establishment of state-operated comprehensive rehabilitation centers in other states. 4. Formalize/strengthen the consortium by implementing the strategic plan. Serving customers, retaining employees and leading centers....these were the three themes selected by the National Consortium of State Operated Comprehensive Rehabilitation Centers (NC-SOCRC) to reflect the priorities for its 4th National Training Conference. Attended by approximately 100 individuals from centers belonging to the consortium, this conference was described by attendees as the "best one yet". Each year the consortium surveys center staff and leaders to identify the most significant training and programmatic needs around which to develop its conference content. For this 4th national conference, planning began over a year ago, led by Dr. Donald W. Dew of the George Washington University who coordinated the planning and needs assessment process. Dr. Ralph N. Pacinelli who serves as the RSA liaison with the NC-SOCRC actively participated in the process and provided the funding for the conference. Based on the goals of the NC-SOCRC's strategic plan, planning began with development and administration of a survey instrument built around priorities identified by the directors: * Staff Recruitment and Retention * Leadership * Service Delivery Practices * Future Directions for Centers Each center director in the nine comprehensive rehabilitation centers was asked to disseminate this survey instrument to selected staff. Respondents were asked to identify the practices within their center, believed to be most effective in each of the four targeted areas. In addition, they were asked to identify possible trainers who could speak about these particular topics and to identify other training needs relative to the targeted area. Respondents were also given an opportunity to identify other topics aside from the four targeted areas. Information from this initial survey process was compiled and disseminated to the center directors. The information represented a wide variety of suggested topics within the four targeted areas, including: * Developing a positive work culture * Effective practices in staff education * Workplace diversity * Workplace safety and risk management * Disability awareness for new employees * Succession planning * Leadership development programs * Values based leadership * Leadership performance assessment * Learned optimism * Behavioral education and management * Independent living services * Transition services * Case management systems * Using technology to deliver services * Customized training programs * Self-direction and leadership in client populations * Partnerships with industry * Establishing a 501 (c) (3) public/private collaboration * Grant writing * Marketing * Innovative building design and usage * Technology in the classroom * Using Advisory Councils * Strategic planning Directors reviewed and prioritized the information and used this to guide the development of the conference content. Rather than the original four major topic areas, three themes were selected around which to build the conference - retention, service and leadership. Once the major topics were selected, conference planners selected a format consisting of a general session in each of the three theme areas (retention, service and leadership) followed by break-out tracks in which participants would have an opportunity for more focused presentations and discussions. Facilitated discussions in the breakout tracks were planned to include discussion questions which would result in: * A summary of the key challenges facing rehabilitation centers with regard to the track topic * An identification of the specific effective practices currently underway in the centers * A prioritization of some other effective practices which could be implemented in the centers * An action plan with actions for each center, partnerships between the centers and recommended actions for the consortium Conference objectives were also developed, including: * Increase opportunities to network and collaborate with other center staff * Serve as a forum to generate and implement new ideas * Share effective practices which can be replicated at individual centers * Create an environment in which participants are energized and affirmed regarding the importance of their rehabilitation role * Communicate information about current RSA issues, initiatives and opportunities impacting rehabilitation services * Educate participants about avenues for increased involvement in legislative and advocacy efforts at the local, regional and national level * Celebrate the critical role which centers play in the rehabilitation process More specific presentation topics and possible speakers were identified. Facilitators for the breakout tracks were identified and initial contact with speakers initiated. Center directors agreed upon key decisions about other conference details, including: * Center directors to arrange for invitations to consumers * Include a reception on the first evening to honor rehabilitation staff, state directors, consumers and legislators who might attend * Update the consortium's web site, along with each individual center's web site, and have ready for viewing at the conference * Establish a resource room for centers to share information during the conference related to the three theme areas * Develop specific instruction sheets for facilitator, participant and recorder * Develop report format for use by the track facilitator/recorder * Extend an invitation to representatives from the EPVR * Communicate in writing to center directors prior to the conference to ensure selection of appropriate attendees, ensure attendee understanding of expectations and other details regarding the conference * Arrange a pre-conference teleconference to review participant expectations and to answer questions about the conference * Video tape general session presentations * Prepare all documents used for handouts in alternative formats * Funding for center staff to be supported by RSA through the George Washington University * Develop a format for the proceedings document Include a group photo of planning committee About the Speaker: Ms. Wilson serves as the Commissioner of the Rehabilitation Services Administration, under the U. S. Department of Education, Office of Special Education and Rehabilitative Services. Prior to assuming her current role, Ms. Wilson has been director of the Louisiana Center for the Blind, since 1985. She founded this program as the state's first adult orientation and adjustment training center and independent living center for the blind. She has also served as a consultant to the Connecticut Board of Education and Services for the Blind, the New Jersey Orientation and Adjustment Center for the Blind and the New York Commission for the Blind. Ms. Wilson has a master's degree in guidance/counseling and administration from Iowa State University. She was an elementary school teacher in Ames, Iowa, where she taught both blind and sighted children, and a continuing education instructor at Louisiana Tech University. President Bush nominated Ms. Wilson as Commissioner of the Rehabilitation Services Administration (RSA) on June 21, 2001 and the Senate confirmed her on July 19 of that same year. During the ceremony in which she was formally sworn in, August, 2001, U. S. Secretary of Education Rod Paige noted, "Joanne Wilson has a record of achievement that matches her boundless determination and dedication, and as someone who has actually used grants from RSA, she understands how its program can help individuals to participate more fully in work and in their communities". Ms. Wilson is the tenth Commissioner of RSA. Her initiatives include empowerment, mentoring and high-quality employment. Presentation Highlights: As the keynote speaker, Ms. Wilson emphasized the value of the public rehabilitation program in changing the lives of persons with disabilities. After articulating some of the major purposes of the Rehabilitation Act, including employment; empowerment; adjustment to disability and changing people's attitudes about disability, she noted the major role centers play in the rehabilitation process for persons with disabilities. She used her own personal experience as a consumer of the rehabilitation process to emphasize the role centers have in preparing persons with disabilities for the full range of community independence. Underscoring the opportunity to have greater influence than counselors in the field, she urged center staff to look for ways to "stretch" the persons they serve in order to better prepare them for the real world. She stated that consumers should be pushed beyond their comfort zone, given real life experiences and provided opportunities to take charge of their own lives. Centers should look at policies, procedures, philosophy and programs to ensure all center systems are congruent with idea of stretching people. Ms. Wilson further emphasized the responsibility that centers have in an advocacy and education role. She challenged the audience's thinking by talking directly about the struggle the rehabilitation program is having in retaining its identity, noting it being at risk of being identified as simply a generic job placement program. She related to the tug centers feel in the pressure to do less work in the area of community independence and adjustment and more of just "putting people to work". Because the rehabilitation program is at risk of losing its identity as a specialized program, she urged center staff to recognize their responsibility to develop a strong advocacy and public education role. She further stressed the importance of all rehabilitation staff working to undo the myths and notions surrounding disability and the limitations imposed on people with disabilities. She also urged centers to use consumers to provide testimonials, to write letters to counselors and to educate them about the importance of learning advocacy skills. Consumers should be introduced to other people with disabilities through formal organizations and advocacy groups and have opportunities to show the public what rehabilitation does for people with disabilities. Include picture of Commissioner Wilson Let Dr. Pacinelli review section before finalizing document About the speakers: Ms. Holland is the Interim director of the West Virginia Division of Rehabilitation Services. She has been employed with DRS for more than 32 years, during which time she has served in a variety of service delivery and administrative roles. She has a BA degree from Wheeling Jesuit College and a Masters degree in Rehabilitation Counseling from West Virginia University. She has furthered her education in post-graduate work from West Virginia University and Virginia Commonwealth University. Ms. Holland has served on several prime study groups with the Institute of Rehabilitation Issues (IRI). She has also served as trainer/consultant relative to the Americans with Disabilities Act and in the area of supported employment. Ms. Holland serves on several local and state governmental boards and organizations representing the diverse needs of individuals with disabilities. Robert "Bobby" Silverstein serves as the Director of the Center for the Study and Advancement of Disability Policy (CSADP). Mr. Silverstein has written guidelines for effective policy change agents as well as publications reflecting analysis of policy issues from a disability perspective. For over 13 years he served in various governmental capacities including staff director and chief counsel of the Senate Subcommittee on Disability Policy, chaired by Senator Tom Harkin. Mr. Silverstein was the "behind-the-scenes" architect of more than 20 bills enacted into law including the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act. Include photos of Ms. Holland and Mr. Silverstein Presentation Highlights: Both Ms. Holland and Mr. Silverstein brought unique perspectives to the conference attendees relative to serving rehabilitation customers. Ms. Holland focused on, and affirmed the value of, rehabilitation centers representing her self-described role as part of the "rehab family". She also talked about the value of the nine consortium centers working together as a formal network in a collaborative way to improve services for all. Ms. Holland affirmed the value of networking as an integral component of the responsibilities of rehabilitation personnel. She used stories and personal experiences to paint a picture of the landscape of rehabilitation centers and the role they play in the lives of persons with disabilities. Ms. Holland also stressed the importance of strengthening the relationship between center and field staff. These two components of the rehabilitation process both play a critical and necessary role and by strengthening those relationships, the customers that both serve are the beneficiaries. She specifically noted four keys to strengthening these relationships, including communication, passion for the work, trust and teamwork. Mr. Silverstein brought a broad, systemic and governmental point of view to the role of the public rehabilitation program. He reminded the audience that the nation and public policy had shifted away from a paradigm of looking at persons with disabilities as defective and a "thing" to be fixed, which is a traditional medical model. The new paradigm focuses on looking at attitudinal and institutional barriers that preclude people with disabilities from fully participating in their communities. He described this as a civil rights model, which emphasizes working with the person and their environment from a core notion that disability is a natural part of the human experience. Mr. Silverstein described the four goals that are inherent in this model, which can serve as "ramps of opportunities" to replace the barriers. * Equal opportunity for all - treating each person as an individual, providing meaningful choices in the most integrated setting appropriate for the needs of the individual (least restrictive environment) * Full participation of consumers - consumers are involved, empowered and given opportunities for informed choice * Independent living - providing opportunities for skill development * Economic self-sufficiency - opportunity for meaningful work He further discussed the rehabilitation program from a "methods of administration" perspective, recognizing that these methods can either facilitate or impede the administration of the program. He challenged the audience to look for ways to minimize competition between aspects of the public program and instead look for opportunities to share knowledge while being good stewards of the resources. As did Ms. Wilson (Commissioner-RSA), he stressed the importance of involving consumers in professional organizations and helping them to develop advocacy skills. He also urged staff to work with community rehabilitation programs and state agencies in a coalition model to influence public policy. Serving Customers - Breakout Session The breakout session on serving customers featured two primary areas of emphasis - behavioral education/management and transition. These areas were selected based on input from center staff via the initial survey. Both of these service areas in the nine rehabilitation centers reflect the messages and areas of emphasis from the general session comments on serving customers. The goals of these services in centers are to: * Create and nurture an environment in which center clients can develop social, interpersonal and work behaviors which are consistent with employment and community expectations * Establish and implement a philosophical orientation within the center which recognizes staff responsibilities to promote a consistently positive living and educational model, as contrasted with a punitive model of behavior education/management * Recognize the importance of a formalized, intensive and collaborative approach to community transition and community reintegration * Promote a campus environment fostering independence, self-determination and choice During the Services Breakout Session, several center staff provided education and shared information regarding their behavioral education/management and transition services. Attendees included representatives from each of the nine consortium centers. The speaker roster included: * Mona Overstreet, Tennessee Rehabilitation Center, TN-Ms. Overstreet also served as session facilitator * Michael Orem, Carl D. Perkins Comprehensive Rehabilitation Center, KY * Carlton Brooks, Roosevelt Warm Springs Institute for Rehabilitation, GA * Cindy Murdock-Elliott, Tennessee Rehabilitation Center, TN * Kristen Beach, Carl D. Perkins Comprehensive Rehabilitation Center, KY * Rick Werner, Michigan Career and Technical Institute, MI * Felicia Love, Michigan Career and Technical Institute, MI A. Behavioral Education/Management - Center Perspectives Three of the consortium centers (TN, KY and GA) presented information regarding their approach to helping consumers develop personal, interpersonal and work behaviors, consistent with community and employment expectations. Key highlights of these three presentations for attendees from the nine centers to use in developing/improving their behavioral education/management programs included: * Importance of teaching staff how to describe behavior objectively, specifically and with the use of neutral language, rather than using subjective and judgmental language * Educating clients on the relationship between, and impact of, their behavior relative to their rehabilitation goals * Providing clients with consequences based on informed choices, i.e., emphasis on client choice * Emphasis on positive reinforcement strategies, i.e., verbal, non-verbal, tangible, special privileges * Importance of role modeling, role playing and interactive education * Minimizing inappropriate behaviors by withholding reinforcement * Coaching clients on the behaviors expected, how they will be monitored and how the consequences (positive and negative) will be administered * Importance of administrative support and staff consistency * Understanding and managing escalating behavior, including non-violent crisis intervention * Establishing desired outcomes (measures) of the behavioral education/management program and conducting periodic program evaluation * Promoting a positive approach to the client-staff culture * Coaching staff to develop collaborative relationship with clients * Engaging clients as partners and leaders, e.g. student government, student volunteers as tour guides, tutors, committee involvement * Addressing behavioral component before placing clients on job sites * Importance of staff education B. Community Transition/Reintegration-Center Perspectives Representatives from Tennessee, Kentucky and Michigan presented information during the breakout session on the challenges involved in, and the importance of, community transition/reintegration. Key highlights from these presentations including the following points which centers can use in establishing and improving their community transition/reintegration programs: * Emphasis on honoring the individual client's preferences, choices and abilities (person centered planning), community participation, meaningful relationships and the least restrictive environment * Importance of team collaboration involving center staff, field staff, client and other stakeholders * Planning "with", rather than "for" the individual * Recognizing that a community transition/reintegration focus begins even before the client arrives at the center to begin services * Importance of collaborating with the client to develop a specific discharge/transition plan and that it include issues of transportation, housing, job market, rehabilitation technology and community resources, e.g., recreation, mental health providers, support groups, etc. * Necessity of preparing clients for transition back to the community, using program of strategies and methods, including counseling, classroom instruction, providing resource information, resume preparation, promoting medical independence (medication, attendant care, occupational and physical therapy, nutrition), practical experiences - managing money, accessing public transportation, meal preparation, laundry, etc. * Staff education to assist staff in understanding and implementing community transition/reintegration program * Educating clients on other government sponsored resources, e.g., Section 8 Housing, SSI, SSDI, community mental health providers, etc. C. Service Challenges Facing Centers Many challenges face rehabilitation centers today with regard to the behavioral education and management program and to community transition/reintegration. Some of these include: * Changing client populations - clients served by rehabilitation centers have become more challenging, representing increased complexity with regard to disabilities and with regard to client mental and emotional functioning levels. Although there has been a reduction in the availability of community resources, they offer people with disabilities many service opportunities, resulting in referrals to centers of those clients who represent, in many cases, the "most" disabled population and those with multiple needs * Budget and personnel issues - due to budget cuts in many states, the direct client services positions have been reduced which have impacted negatively on the services and supervision offered to client population. Many positions are left vacant for long periods of time, due to budget constraints, leaving other employees with increases in their workload * Creating center environments which consistently reflect a philosophy of client choice, empowerment and independence is often challenging given the complexity of the client population, staff turnover and challenge of staff education * Behavioral education/management programs and transition services have not been implemented in all centers * Center staff often experience "disconnect" with the client's home community, post-discharge employment and living situation D. Effective Behavioral and Transition Practices Many of the consortium centers have made great progress in these two critical client service areas. Some of the more specific effective practices cited by the workshop participants include: * Collaborative approach to behavioral education and transition, involving staff, client, field staff and community providers * Utilizing a consistent and well-defined program of behavioral education, emphasizing positive reinforcement, client choice and community independence * Involving clients as members of the team and as leaders in the rehabilitation process - as leaders, teachers, volunteers, mentors, committee members, client-directed disciplinary councils * Educating staff and holding them accountable for implementing consistency in their application of behavioral intervention strategies * Utilizing a "continuous improvement" model with regard to both these program components - clearly defined outcomes, measurement system and periodic program evaluation E. Recommendations 1. Implement a more structured and formalized program of inter-center training utilizing NTSS model (reference driver's education training that WVA conducted) 2. To develop a Behavioral Education training workshop and offer as two-hour video conferencing in-service training component to the centers. This will be a collaborative effort between the Carl D. Perkins Rehabilitation Center and the Tennessee Rehabilitation Center. Training to include: * A participant's behavioral resource manual to be mailed to participants prior to workshop and then maintained in the participants office/common work area for quick reference. (Initial discussions and specific outline completed by 1-28-05; rough draft of training curriculum and participant manual by 3-1-05; final draft 4-1-05 and training initiated with TN and KY 6-1-05- Mike Orem KY and Mona Overstreet TN) * Video-conferencing training will focus on principles of behavior education, implementation of behavioral techniques, and discussion of specific behavioral cases * A feedback survey questionnaire to be completed by participants following the training workshop providing information on the quality and value of the training session, content, and method of delivery. * Secure collaboration with university to award CEU credits. 3. To develop an Advanced Behavioral Education (Phase II of Basic Workshop) training workshop as a collaborative effort between the Carl D. Perkins Rehabilitation Center and the Tennessee Rehabilitation Center. The purpose of this workshop is as follows: * To provide a forum for designated NC-SOCRC center staff primarily responsible for implementing behavior techniques and enforcing the centers rules of conduct. This workshop will provide a review of current Behavioral Education activities, shared best practices, and discussion of current needs as to behavioral education. (Target completion date - September 2005; Mona Overstreet (TN) and Mike Orem (KY) responsible * To allow participants to continue to re-educate themselves on Behavioral Practices and collectively develop strategies to continue to revise and renew their Center's Behavioral Education Program to best meet the needs of the clients. 4. To update the NC-SOCRC at each meeting with progress reports from the workshop trainers provided to Tennessee and Kentucky directors. Report of project status will begin with NC-SOCRC spring meeting and continue thereafter. (Newill and Holmes) About the Speaker: Lou Adams is a district manager with Michigan Rehabilitation Services (MRS) and has worked with MRS as an organizational development consultant and vocational rehabilitation counselor. Mr. Adams has served on several local and statewide advisory boards and is the president of the Farwell Area School District in Farwell, Michigan. He has done extensive work in leadership development and cultural change initiatives for MRS and with the state of Michigan's Office of Performance Excellence. In 2003, he presented information about the MRS organizational cultural improvement process to the International Consultants Forum. Mr. Adams is the founding member and a member of the strategic design team of the MRS School for Leadership. He received a B.S. in Religion and a Masters Degree in Counseling from Central Michigan University. Include photo of Lou Adams Presentation Highlights: Mr. Adams' general session address was entitled: Holding On To Your Talent. The goals of his presentation were to inform the audience about the many challenges rehabilitation centers face in retaining employees. He also wanted the audience to understand the relationships between staff retention, organizational culture and staff development. Lastly, his goal was to provide the audience some strategies to address the challenge of staff retention. Mr. Adams presented some very compelling information about the impact of employee turnover, including: * Financial implications - costs associated with recruitment, interviewing, new employee orientation and initial training. The turnover rate among Fortune 100 companies is 13% per year. The cost of this turnover to organizations is estimated to be 1.2-2.0 percent of the annual salary of employees * Customer service - research has shown a correlation between high rates of turnover in organizations and lowered customer satisfaction * Lowered productivity - it is estimated that it takes approximately three months for an employee to become 100% productive. For rehabilitation counselors it is estimated to take 2-3 years due to complexity of the work environment, public policy and challenging clientele From the labor pool and employee perspective, he noted that the rate of growth in the labor pool is slowing. Population growth decreased from 1.3% in l980's to 1.1% currently. There are an estimated 2.3 million jobs remaining unfilled in 2004 and this is expected to increase to 4.6 million unfilled jobs by the year 2008. While this trend may be good for persons with disabilities, it means fewer people available and interested in working in the field of rehabilitation. He also presented other information about the demographics of American workers, noting the increasing median age of workers. The median age was 35.3 in the year 2000, with the census that year reporting the most rapid increase in the population to be in the 45-54 year olds, who grew by 49%. By contrast, the 18-34 population decreased by 4%. The population entering the work force today represents a paradigm shift relative to prior decades. Today's workers are better educated, more technologically savvy and represent greater cultural diversity. There are more women in the labor market than ever before. In addition, there has been a "values" shift with regard to work. Workers entering the labor market come from a mobile society. They don't expect to work for one employer for their lifetime and in fact, are being encouraged to recognize the probability that they not only will have multiple employers, but may also have more than one career over their lifetime. This results in workers who are: * Less loyal than ever before * Interested in an organization that values balance between work and personal lives * Less concerned with what others think of them - less concerned with consensus * Less conventional in their thinking * Interested in skill development, particularly opportunities to learn skills which can be transferred to other jobs * Less responsive to a hierarchal management structure Within the field of rehabilitation specifically and within helping professions in general, there are other challenges as well. Many studies have been conducted to evaluate the emotional toll that a role in a helping profession takes on individuals. Staffs are expected to be empathic to client populations over a long period of time. Staff face high work demands within an environment providing insufficient resources and a more challenging clientele. The situation is complicated further by increased expectations for accountability and productivity across practice settings. Although the information presented portrayed a significant challenge to rehabilitation leaders, Mr. Adams also spoke about the opportunities. In particular, he focused on the role of culture on employee retention. He defined culture as the values, beliefs and attitudes that permeate an organization. He also referenced several studies evaluating employee satisfaction. These studies indicate that money is less important in staff retention than other cultural factors including: * Flexibility in setting work schedules * Having challenging work * Peer and leadership respect * Being able to contribute - knowing your work makes a difference * Greater autonomy in decision making * Latitude in job structure * Balance between work and personal life Mr. Adams also emphasized the role of staff education in employee retention. As noted above, younger workers, in particular, are looking for opportunities to increase their skill level in transferable skills. In spite of economic constraints, several successful organizations were cited as examples of the resources allocated to staff education. Kroger, a national grocery chain, is focusing on store manager training with an emphasis on helping managers understand how to inspire associates to stay with the company. General Motors (GM), in 2002, provided more than 1.8 million hours of training to their employees. These companies have also integrated more diverse methodology into their training programs including web-based/e-learning courses. At GM, e-learning now accounts for over 30% of all training hours for salaried workers and has generated over $10 million in productivity savings in 2002. A study from the American Society for Training and Development (ASTD) entitled Recruiting and Retaining Employees: Using Training and Education in the War for Talent showed that successful companies support training from the highest administrative levels and allocate significant resources to support training. This is based on the fundamental premise that employees play a significant role in the success of the enterprise. Training and education can be leveraged to attract and retain employee talent. Organizations are also using blended learning, which is described as the mixing of a wide variety of educational methodology to help employees develop skills. Vocational rehabilitation agencies and centers are encouraged to recognize the importance of serving the internal customer. Continuing education should be a component of every center's strategic plan, since the research clearly demonstrates the positive impact training can have on job satisfaction and retention. Staff Retention - Breakout Session The breakout session on Staff Retention featured two primary areas of emphasis - culture and staff education. These areas were selected based on input from center staff via the initial survey. Both of these service areas in the nine rehabilitation centers reflect the messages and areas of emphasis from the general session comments. The goals of these initiatives within centers are to: * Recognize the linkages between retaining employees, staff education and organizational culture * Create and nurture a work environment in which employees can feel valued, have challenging work and perceive that the organization recognizes the value of work and personal life balance * Offer frequent and meaningful staff education as a leverage to attract and retain employee talent * Link staff education to performance expectations, assessment of needs, desired skill development and certification requirements * Integrate a variety of training methodology into the staff education program, e.g., e-learning, web-conferencing, self-paced CD-ROM modules, classroom instruction, job aids and customized practicums During the Retention Breakout Session, several center staff provided education and shared information regarding their staff retention and staff education initiatives. Attendees in the session represented each of the nine consortium centers. The speaker roster included: * Sonja Scholl, Facilitator, West Virginia Rehabilitation Center, WVA * Jean Jackson, Office of Program and Community Support, Maryland Division of Rehabilitation Services, MD * Carol Mackel, Hiram G. Andrews Center, PA * Lou Adams, Michigan Rehabilitation Services, MI * Jean Williams, Michigan Rehabilitation Services, MD * Carolyn Moreland, Roosevelt Warm Springs Institute for Rehabilitation, GA A. Building a Positive Work Culture - Center Perspectives Representatives from centers within three states (MD, PA and MI) presented information targeting strategies to promote and build a positive work environment. These presentations built upon and reflected the data presented during the general session by Lou Adams. Key highlights of these presentations included case examples and specific recommendations: * A recognition of the link between staff education and positive work cultures * How the ACTION group model (MD), used strategies to make "fun" at work become "fun" with work * Presentation of a model for assessing and improving organizational culture. Michigan CTI has participated in a cultural improvement initiative involving outside consultants and the implementation of an action plan, including significant organizational realignment * Emphasize the importance of organizational audits * Underscore the relation between organizational culture and customer service, employee retention and rehabilitation outcomes * Role of senior management in implementing a cultural change process * The role of employee brainstorming sessions in identifying cultural improvement practices B. Effective Practices in Staff Education-Center Perspectives Representatives from Michigan and Georgia shared information about effective practices in staff education. Some information was also shared from Kentucky. Presentations focused on conducting needs assessments, blended learning and the use of e learning. Key highlights from these presentations included: * Defined blended learning as an approach using multiple delivery media that complement each other to promote learning and applied learning behavior * Introduction of a researched model (Khan) to plan, develop, deliver, and evaluate blended learning programs * Provided examples of blended learning, including web courses, voice/video streaming, phone conferencing, chat rooms, classroom, e-learning, mentorship and applied learning on the job * Reviewed issues for center to consider when offering blended learning, e.g., recognizing strengths and weaknesses of each delivery mode, considering needs of learner and varying high and low tech * Provided rationale for conducting needs assessments - e.g., relevancy of training to employee jobs; linking training to organizational goals; validation of education program; satisfy accrediting organizations * Outlined methodology for conducting needs assessments * Discussed need for, and challenges involved in, providing CEU's for varying professions * Encouraged creative approaches to maximize staff education resources, including internships, partnering with other organizations, using vendors as resource for new product education, partnering with universities C. Staff Retention - Challenges Facing Centers The conference attendees identified some significant challenges facing state-operated rehabilitation centers. Key challenges include: * Need for more emphasis on succession planning * Insufficient resources * Instilling value for life-long learning * Relating training to job needs, organizational goals and mission * Need for more comprehensive approach to assessing training needs * Meeting certification needs * Estimated 20% reduction in work force due to retirements in the next five years * Need for programs to change in response to client population * Sustaining momentum * Resistance to change * Changing demographics D. Effective Retention Practices Several centers participating in the session identified effective retention practices currently underway. Some of the more specific practices cited by the participants include: * Designating specific clinical individual to assume responsibility for allied health professional training * Bartering with other training organizations * On site staff development * Utilizing the Health Science TV Network * Offering vendor sponsored classes * Ongoing orientation programs * E-learning * CSPD state plan * Special projects * Leadership academies * Mentoring programs * Publishing training calendars * Extensive new employee orientation * Shared leadership models * Utilization of multiple communication mediums * Employee recognition committees * Regular staff meetings * Organizational renewal initiatives * Team building initiatives * Training calendar * Employee initiated training * HRD team involving agency and center staff * Quality Rehabilitation Training E. What Else Can We Do to Retain Staff? Other possible organizational interventions mentioned during the participant discussion included: * Ensuring in-service training to increase comfort level when organizational changes take place * Multi-disciplinary training work groups * Lecture series to "bridge the gap' between new and experienced staff * Sponsorship of CEU's * Partnering with universities * Linking with other state-operated rehabilitation centers * Increase use of blended learning with emphasis on e-learning opportunities * Promote philosophical orientation toward life-long learning * Developing methodology for tracking effectiveness of training on the job * Implementing cultural assessment * Offer skill enrichment training programs (beyond those focused on primary job responsibilities) * Formalizing system to utilize student/patient testimonials and share those with staff * Provide customer service information to staff * Involve staff in establishing organizational goals and ensure feedback is provided relative to goals * Developing and communicating set of core/shared values * Learning management system F. Recommendations 1. Develop and implement a comprehensive staff retention program at the Hiram G. Andrews Center in PA to include staff education needs assessment and training and new employee orientation. Bill Cover represented PA in a videoconference on Dec. 14th to discuss this goal. He will discuss further with Carol Mackel and Don Rullman and provide feedback before the January consortium meeting. Georgia's model of needs assessment and staff education was presented at the national conference and collaboration will take place between PA and Carolyn Moreland and Jacqueline Bowling of GA to develop an action plan. 2. Improve staff retention at the Maryland Workforce and Technology Center (WTC) by developing and implementing a more comprehensive staff training needs assessment process. Representatives of Maryland's WTC discussed this during a videoconference on Dec. 14th. Further conversation will take place with Jean Jackson and feedback provided to Carolyn McKinley before the January consortium meeting. Maryland is interested in the GA staff assessment model. 3. Enhance organizational culture at the Woodrow Wilson Rehabilitation Center (WWRC) in VA. WWRC has been engaged in a process of organizational reinvention and renewal, which included organizational restructuring, leadership programs, reviewing values and evaluating programs. Representatives of WWRC want to implement an extension of this renewal process, which would focus on employee morale, teamwork, camaraderie and having "fun in the workplace". WWRC would like to consult with Michigan and Georgia about the organizational culture programs and approaches implemented in those respective states and then develop an action plan for WWRC. They also want to review Healthy Virginians initiative put in place by their Governor to determine if aspects of that initiative can be included. Barbara Orstrander has volunteered to take a lead role on this initiative. Specific strategies include: * Identify and secure commitment from individuals to serve on a work group by March 30, 2005 * Conduct research with other states and Governor's office * Develop and implement an action plan by June 30, 2005 4. Develop and implement a cultural needs assessment and improvement process at the West Virginia Rehabilitation Center (WVA). Donna Ashworth, center director will take the lead role on this in partnering/consulting with Michigan on this initiative. A more specific goal statement will be presented in January. About the Speaker: Dr. Lawson is an Associate Professor of Organizational Development at the Management Institute within the Robins School of Business at the University of Richmond. He previously taught at Virginia Commonwealth University, Randolph Macon College and Smithdeal/Massy Business College. Dr. Lawson has over 30 years experience in Virginia State government, with 16 of those years at the CEO level. His early experience included work with the Departments of Education, Rehabilitation, Corrections and Social Services. His most recent position with the state was Deputy Director of the Department of Economic Development. Prior to that he was Deputy Commissioner of the Virginia Employment Commission. Dr. Lawson received a B.A. in psychology from King College. He earned a master's degree in Counseling and a Ph.D. in Public Policy and Administration from Virginia Commonwealth University. He specializes in executive leadership and organizational renewal. His current research involves learning organizations and building healthy work cultures. Include photo of Dr. Lawson Presentation Highlights: Dr. Lawson identified and discussed four critical variables in the leadership relationship and how these variables merge to influence and guide leadership behavior. These include the characteristics of the individual leader, the characteristics of the followers, characteristics of the organization and the social, economic and political context of the organization. He described contingency leaders as being those who behave according to the situation, as contrasted to values-based leaders who behave from a position of enlightenment. Dr. Lawson urged organizational leaders to engage in personal and organizational introspection with continuing emphasis on who we are and where we are going. He urged the audience to see the criticality of the role of leaders, emphasizing that the success or failure of the organization depends on the perceived quality of the people at the top. These qualities reflect the expectations that people have of their leaders, i.e., to have a vision of where the organization is going, to bring passion to their work; to display honesty and integrity; to inspire trust and to be daring and curious. Dr. Lawson also provided some additional critical success factors for leaders including the importance of creating a compelling vision for the organization. He urged the audience to work toward creating an organizational culture that embraces errors as an avenue for learning, promotes risk taking and encourages reflective feedback. Further success factors included the importance of having faith in the future, maintaining alignment with the environment, creating stakeholder symmetry and building strategic alliances and partnerships. He urged the audience to be every mindful of the "trap" for rehabilitation centers of being "big, old and successful". A. Leadership Breakout Session The breakout session on leadership featured two primary areas of emphasis - case studies on leadership development programs and succession planning. These areas were selected based on input from center staff via the initial survey. Survey respondents were interested in hearing from the different centers about their leadership development programs, in terms of content, length, participant selection, resources, training format and impact. They further expressed interest in understanding more about the concept of succession planning and its relationship to leadership development. The goals of these programs within centers are to: * Prepare for the predicted retirement of approximately 20% of the center's leaders within the next 3-5 years * Create a mechanism for employees to develop leadership skills and competencies * Retain highly skilled staff * Prepare leaders to serve the organization * Increase the organization's capacity to achieve * Familiarize staff with career opportunities within the organization * Increase staff competencies by utilizing mentorship programs During the Leadership Breakout Session several center staff provided education and shared information regarding their leadership programs. In addition, Dr. Jerry Lawson provided an overview of succession planning. Attendees in the session represented each of the nine consortium centers. The speaker roster included: * Dennis Hart, Facilitator, Michigan Career and Technical Institute, MI * Danney Yates, Roosevelt Warm Springs Institute for Rehabilitation, GA * LouAnn Petts, West Virginia Rehabilitation Center, WVA * Melissa Pemberton, Department of Rehabilitation Services, MD * Rick Sizemore, Woodrow Wilson Rehabilitation Center, VA * Jerry Lawson, University of Richmond, VA * Ron Richardson, Woodrow Wilson Rehabilitation Center, VA * Aaron Childs, Woodrow Wilson Rehabilitation Center, VA * Trina Gray, Woodrow Wilson Rehabilitation Center, VA B. Leadership Development Programs - Case Studies Staff from three states (GA, WVA, MD) described the leadership development programs within their center/state. Each of the presentations centered around an agreed upon outline which included: * Program mission * Objectives * Criteria for participation and how participants are selected * Program length and frequency * Resources (training material, speakers, other training resources) * Outcomes Commonalities in the three programs presented include: * Formal application and selection process * Availability of program to staff at all levels * Group projects * Utilization of university affiliations to provide some training * Assessments of leadership styles Differences in the programs include: * Most programs were developed and resourced at the agency level, with Georgia being an exception. Georgia created its own program for center staff * Maryland's program includes a formal mentorship component * Georgia's program is built around eight leadership attributes * West Virginia's program has partnered with the Charleston Chamber of Commerce. As such, participants are also asked to participate in community activities In addition to these three specific leadership development programs, the Woodrow Wilson Rehabilitation Center (VA) presented information about its organizational renewal initiative. This initiative reflected a leadership commitment to examine the emerging principles of WWRC and to invest the time and embrace the risk of a renewal initiative to remove obstacles, energize the work environment and reward employees. Personal testimonies from three staff members of the Woodrow Wilson center provided inspiring remarks about the value of the organizational renewal process within the center. Videotaped personal comments from VA staff were also presented. C. Succession Planning Dr. Jerry Lawson provided guidelines regarding succession planning. He emphasized the need for continuity within organizations and the importance of preparing for the "gates of life" transitions for people as they near retirement age. For critical positions, succession planning should being approximately five years prior to time for retirement. Dr. Lawson advocated for a succession planning approach with using action learning as a critical component. He urged centers to identify competencies needed for key positions, to be creative in accelerating the development of potential replacements and to create partnerships and mentorship type arrangements between individual and potential replacement. During the breakout discussion, information was also shared from a recent article in the Harvard Business Review. This article advocated that organizations merge their succession planning and leadership development programs. The article's authors, Jay A. Conger and Robert M. Fulmer note "by marrying succession planning and leadership development, you get the best of both: attention to the skills required for senior management positions along with an educational system that can help managers develop those skills". The article also stressed the importance of identifying "linchpin" positions, i.e., those positions that are essential to the long-term health of the organization and of measuring progress regularly. Succession planning in state operated rehabilitation centers is particularly challenging because of the requirements and constraints of the personnel selection system. D. Leadership-Challenges Facing Rehabilitation Centers Participants in the leadership breakout session identified some critical leadership challenges facing rehabilitation centers. These include: * Aging of rehabilitation staff - particularly in leadership/management positions * Providing sufficient opportunities for younger staff to develop skills due to resource and other constraints * Retaining younger staff due to the impact of generational issues, e.g., increased mobility, focus on work/personal life balance, disinterest in "career" tracks * Programmatic complacency within centers (as defined by Dr. Lawson - "big, old and successful") E. Leadership Effective Practices As reflected in some of the case study presentations, a significant number of the state-operated rehabilitation centers have leadership development programs in place. Most of these programs have been established by, and are managed by, the rehabilitation agency. As such they include a mixture of center staff, field staff and state office staff. On the positive side of the equation, these programs offer centers access to leadership development without relying solely on the resources of the individual center. It also affords participants an opportunity to acquire a broader working knowledge of the agency as a whole and an opportunity to establish closer partnerships and networks between field and center colleagues. On the negative side of the equation, these programs may not be as specific to the needs of the individual center as those that are center-based. F. Leadership - What Else Can We Do? Other possible organizational interventions mentioned during the participant discussion included the following ideas: * Each center to consider implementation of an "organizational renewal" process similar to the one Woodrow Wilson has initiated with Dr. Jerry Lawson * Develop SOCRC video to use with legislators, state departments and other stakeholders for educational purposes * Individual center directors should ensure the commitment of staff beyond those at the center level for leadership and succession planning programs * Consider use of video-conferencing for Jerry Lawson "Who Moved My Cheese" presentation * Develop a "cadre" of contact people from each center who could serve as a support network for problem solving, etc. * Increase the use of video-conferencing (NTSS) for staff training, sharing progress, discussing issues, etc. * Develop a recruitment video which would specifically target younger potential employees, and could be shared by all centers G. Recommendations 1. Tennessee will work with their state agency to develop a Leadership Development Program. Collaboration will take place with other centers and university partners as needed 2. Share the WWRC "renewal" video with SOCRC conference attendees. This may include a possible collaboration with NTSS. What is our goal? 3. Develop a Leadership Development Institute sponsored by SOCRC, GWU and RSA, designed for new directors, assistant directors and new administrators 4. Identify skills/ competencies needed to administer centers. Can this be combined with 3 and 5? 5. Create a new center administrators' orientation program. Can this be combined with 3 and 4? 6. Michigan Career and Technical Institute will share information about its leadership initiative with other centers. Their program includes three separate by complementary tracks including a School for Leadership, leadership modules as a component of their e-learning program and an Emerging Managers program (succession planning) specifically targeting those interested in a promotional track. As a first step, Michigan will grant 30-day guest access to their e-learning program, a collaborative effort between the center and Michigan State University. This will either be reviewed by the directors at the consortium meeting via Internet access or CD ROM. Dennis Hart will guide the directors through the program review. More specific actions will be identified following this review. About the Speakers: Dr. Ralph N. Pacinelli is the Regional Commissioner for the Rehabilitation Services Administration (RSA), United States Department of Education in Philadelphia, PA and Atlanta, GA. These two federal regions assigned to him consist of 14 states and 20 state rehabilitation agencies that receive one billion of the two billion dollars distributed nationally by the Rehabilitation Services Administration. Dr. Pacinelli has worked at every level in the Public Vocational Rehabilitation Program. He began as a rehabilitation counselor and has served as a supervisor and administrator in Pennsylvania. He was a program specialist and research officer for the Federal Rehabilitation Agency. He has been a Federal regional commissioner since 1974. He served as an executive-on-loan to the President's Committee on the Employment of People with Disabilities in 1991. He was the Director of Education and Research for the International Association of Rehabilitation Centers for four years. He has 48 years experience in the State-Federal Program of Vocational Rehabilitation. Dr. Pacinelli earned his undergraduate degree from Villanova University. His master's and doctoral degrees were earned at the Pennsylvania State University in rehabilitation counseling. In 1994, he was designated an Alumni Fellow, the highest award given to a Penn State graduate. He is a Certified Rehabilitation Counselor (CRC) and a Licensed Professional Counselor (LPC). Dr. Pacinelli has authored, co-authored and edited more than 35 journal articles, book chapters, monographs, research reports, training manuals and published commentaries. He has been a Consulting Editor for the Journal of Rehabilitation Administration for 15 years. His major areas of special interest and work are in work evaluation, leadership behavior, job satisfaction, research dissemination and utilization, staff development, the consumer advisory process and case record documentation. Dr. Pacinelli is the recipient of numerous awards for his contributions to the development of public rehabilitation policy, the advancement of rehabilitation administration and management and the promotion of human resource development strategies and techniques. Include Photo of Dr. Pacinelli Presentation Highlights: Dr. Pacinelli gave an eloquent and inspiring overview of the role that rehabilitation centers play in the public rehabilitation program. Beginning with a description of the history of the NC-SOCRC, he affirmed the importance of the leadership the NC-SOCRC is providing in guiding the direction and service scope of the nine rehabilitation center members. As a representative of the RSA, Dr. Pacinelli commented on the support RSA has provided to the NC-SOCRC. He also reviewed the major pieces of legislation which serve as the legal and policy foundation for the public rehabilitation program, including the Vocational Rehabilitation Act, WIA, Ticket-to-Work, Americans with Disabilities Act, etc. Rehabilitation related legislation provides the law and structure for the public rehabilitation program to provide services and training, to engage in research, to ensure due process and public meetings and to monitor and evaluate programs and services. He noted that government can play a dual role in terms of being responsible and goal oriented, while also being considerate and compassionate. Dr. Pacinelli commented on the value of the NC-SOCRC's strategic plan that is regularly updated and provides a road map for the future. That plan states the mission, values, goals and objectives of the NC-SOCRC agenda and has served as a backdrop for the format and content of this national conference. The document is congruent with the NC-SOCRC's characteristics of quality, excellence and values. Dr. Pacinelli further commented on the role of the public rehabilitation program and in particular the role of rehabilitation centers in influencing the lives of persons with disabilities. He noted that the rehabilitation profession recognizes the value of the individual approach in working with people with disabilities, that its focus was on comprehensive and employment focused services with an emphasis on consumer participation. He urged rehabilitation staff to be creative in finding ways to increase the involvement of consumers and to support their assumption of greater authority through such organizations as rehabilitation advisory councils and independent living councils. Dr. Pacinelli further urged rehabilitation staff to take an active interest and participation in the reauthorization of the Rehabilitation Act, since staff can speak first hand of the value of rehabilitation process for people with disabilities. One of the areas of emphasis in the reauthorization process is in public/private collaboration with employers. Summary data was provided on a longitudinal study of 85 individuals from 35 different locations who had completed the rehabilitation process and entered the labor pool. The results of this study revealed the difference rehabilitation makes with quantifiable data. The study revealed a reduction in SSDI benefits, welfare and SSI. Dr. Pacinelli has been a long time supporter, mentor and friend to the NC-SOCRC. At the close of the conference he was awarded a Distinguished Service Award for his many contributions. Conference Adjourn Mr. David Holmes provided closing comments about the conference, noting it to have been an opportunity to: * Celebrate the successes in the rehabilitation centers * Generate and discuss new ideas * Reinforce the value of collaboration and teamwork * Share effective practices * Energize attendees in shared vision of what is possible He urged attendees to return to their respective centers and seek opportunities to further change the environment for the benefit of clients and staff. He further urged attendees to use the information, energy, new ideas and networking gained through this conference to continually improve the programs and services at their respective centers. Include biographical information about David and a picture of him Perhaps include pictures all center directors - group shot 1