National Disability Advocacy Program Quality Improvement Toolkit

5. Staff recruitment, retention, training and development

The quality of your agency’s staff recruitment, retention, training and professional development is critical to achievement of positive advocacy outcomes. Much of the research in this area suggests that untrained staff and volunteers should be considered an unacceptable management practice due to the high vulnerability of clients.

In order to provide effective advocacy, staff and volunteers require skills in areas such as communication, confidentiality, appropriate conduct, positive attitudes, behavioural support and responding to individual need. There would be also a range of specialist knowledge and skills required for specific positions.

It is important to clearly identify the skills and competencies required for achieving advocacy outcomes, methods for assessing these skills and competencies, and addressing any gaps through staff training and recruitment. These processes and practices should be consistent with expected industry norms. Your agency should also have strategies to support organisation-wide learning that acknowledge the changing needs of your agency and staff and continue to develop responses to new challenges.

5.1 Getting started

Use this section of the Toolkit to help your agency assess your practices and implement quality improvement actions related to staff recruitment, retention and development.

Work through the four step process:

develop a checklist
conduct a self-assessment
plan quality improvement actions
review your progress

Your agency is not expected to adopt all policies or practices or use all resources provided in this section. You will find that some of the resources will be relevant to all agencies, while others will only apply depending on your agency’s approach to advocacy. Where you already have your own quality management practices in place, you may use the resources as a way of gauging how your own practice is going.

Remember, your agency does not have to complete all sections of the Toolkit so start with the sections that are most relevant for your agency.

5.2 Advocacy agency's approach to staff recruitment, retention, training and development

Citizen Advocacy South Australia

To attract and retain staff, Citizen Advocates and volunteers (ie Board members, Program Associates, Advocate Associates) we believe that it is important to be open and transparent; to have a clear vision and build on a shared sense of belief in the work, its importance and a commitment to seeing it done well.

A lot of our work relies on networking and building relationships in our community – with Citizen Advocates, developing personal contacts of staff, Board contacts and people who have been identified as supporters and friends of the Program. In recent years, the same has been the case when recruiting staff ie ‘head hunting’ or going to people known in the broader network who are considered to have some of the skills and qualities believed to be important to be able to fulfil the role.

Before hiring staff, we also consider what skills or knowledge we don’t currently have within the agency and seek to appoint someone who can bring a new set of skills and experiences thus broadening the skill base within the Program.

With the current staff, all have worked in one capacity or another within the field of intellectual disability. We believe that such experience gives us an insight into the universal issues confronting people with intellectual disability and a greater awareness of the challenges and limitations service systems and providers face. When combined with taking the time to understand each individual in terms of their needs, identity, strengths, aspirations, such knowledge contributes significantly to determining the most suitable person to become the Citizen Advocate.

In the main, Citizen Advocates are identified through our network which is constantly being built upon as Coordinators move throughout the community doing the work. The process of Citizen Advocate recruitment commences when we believe we have identified the most pressing need of the person with intellectual disability (Protégé). In this way, recruitment of prospective Citizen Advocates is highly personalised to the identity, needs and skills of the Protégé and the probability of a good ‘fit’ with the identity, skills and interests of a suitable citizen.

Like Protégé recruitment, determining Citizen Advocate suitability is a very strategic and carefully considered process. Potential Citizen Advocates are offered the opportunity to learn more about a person in their community and what it would take to become that person’s Citizen Advocate. Called orientation, the process typically unfolds over a period of about 4–6 weeks (longer if necessary) and is conducted in people’s homes and the CASA office. CASA does not expect people to make a commitment straight away.

Orientation is not only information sharing, it is the beginning of relationship building with the prospective Citizen Advocate. A relationship that will need to become strong so that the Citizen Advocate will openly seek the support of the Program regardless of whether things are going well or not.

The goal of orientation is to determine the suitability of this person or persons for the role identified for a specific Protégé. The process is done in such a manner as to give prospective Citizen Advocates all the information they need to make an informed decision about their capacity to undertake the role outlined by staff. Should a person be deemed unsuitable by staff, the person does not become a Citizen Advocate. Additional to this process is the 2008/09 funding agreement requirement that all people involved in the program, including Citizen Advocates undergo a national police clearance.

CASA orientation typically involves four 1.5–2 hour sessions. We present material in a logical sequence using overheads. All people taking part in the process receive a copy of the material in a manual to refer to. In recognition of the importance of the prospective Citizen Advocate to be supported in their future role at home, spouses and/or partners are invited to take part. In so doing, they too come to understand how important the role of Citizen Advocate is and they can be supportive of it, thus further maximising the probability of Citizen Advocate longevity. This strategy has resulted in more husbands and wives both becoming involved with the Protégé and therefore broadening the Protégés support base.

Advocate recruitment is so important because, at the end of the day, it’s about doing the very best we can on behalf of the person with intellectual disability. Citizen Advocacy staff should have the time needed to carefully think through the process and then determine the best possible person to invite to become a Citizen Advocate.

However, no matter how much planning a Citizen Advocacy program may put into the ‘matching process’, things can still go wrong. When this happens, we have processes in place to try and determine the role we played in things not working out and why. It’s important to reflect on what role we had in the relationship not working ie what could be done differently next time; was there anything we missed etc. In so doing, we can work towards minimising the chances of something similar happening again; recognising, however, that all people are different and their situations unique.

Performance management including appraisals of all staff as well as a commitment to ongoing training for Citizen Advocates and other Program volunteers is important to increase the likelihood of better outcomes for Protégés. Training and development includes visiting other Citizen Advocacy Programs, including peer training with other Coordinators; formal training sessions (eg governance and management training for the Board and staff); attending and presenting at conferences; and being a part of the national and international Citizen Advocacy network.

Citizen Advocacy Program Evaluation (CAPE) is a great training ground for staff. Being involved in your own Program’s CAPE is an excellent learning and teaching process. Our involvement in internal and external review mechanisms of other Citizen Advocacy Programs has positively influenced and even changed the way we think about your own practice.

Ongoing training is important so to minimise the possibility of complacency creeping in to the practice. For example, staff attend Social Role Valorisation (SRV) training periodically which reminds us of the universal issues facing people from devalued groups in our society which in turn challenges our thinking; to become more aware and more in tune with the things in the community that devalue people with disability; and to think of ways we can counter this. Citizen Advocates and Program volunteers are also offered this training opportunity.

5.3 Step 1: Develop a checklist

How to do it!

Read the list of things to consider for ensuring quality in staff recruitment, retention, training and development
Consider your agency’s current practices, policies and procedures for this theme
Using this information, draw up your own checklist of the considerations for quality that will be important for you to address in the quality improvement process – you may select some from the list provided and there might be others that your agency has identified

Things to consider – staff recruitment, retention, training and development
1.	Our agency has detailed job descriptions for all roles, including responsibilities.
2.	Job descriptions are maintained and updated as necessary
3.	We have an induction process for all new staff/ volunteers and Board members
4.	We have processes in place to ensure staff/ volunteers understand the skill/ competency requirements of their job
5.	We encourage appropriately skilled and qualified people with disability (along with people from other disadvantaged groups) to apply for positions
6.	We have clear policies and procedures regarding the roles, responsibilities and treatment of volunteers. Volunteers are made aware of and understand these
7.	We ensure recruitment based on qualifications and skill, and the competency requirements of the role
8.	Conditions of employment are agreed and evidenced through a signed Contract of Employment
9.	We ensure our staff have the relevant skills and competencies
10.	Staff and Board members’ performance is periodically reviewed
11.	Staff have input regarding their own development and training needs
12.	Staff are given opportunities to access appropriate training and development activities to enable them to perform their work

5.4 Step 2: Conduct a self-assessment

Section 5.4 Step 2: Conduct a self-assessment [RTF 178kB]

5.5 Examples of evidence

All agencies

current list of all people who have an employment relationship with your advocacy agency
position descriptions of all paid and unpaid staff that describe skills and competencies needed for the advocate’s role
established practices and policies for recruitment and induction that ensure paid and unpaid staff have the necessary skills and competencies for their position, including relevant qualification/s (where appropriate)
annual staff appraisals conducted
training and development plans for all staff

Agencies undertaking citizen advocacy

independent evaluations of practices for developing the capacity of citizen advocates to assist people with disability meet their advocacy objectives
orientation/ induction for staff and volunteers

5.6 Step 3: Plan quality improvement actions

Section 5.6 Step 3: Plan quality improvement actions [RTF 181kB]

5.7 Step 4: Review your progress

How to do it!

Agree on a review date (usually after 12 months)
Go back to your quality improvement worksheet and review your progress and achievements
If the improvement action has been successful and involved a new process or policy, you might now formalise this process
If the improvement action has been unsuccessful, you will need to consider new strategies
Fill in the final column of the worksheet. Tick actions that have been completed and document any further action that is required.

5.8 Resources

5.8.1 Competency-based job description template²³

You can use the fields in this template to document the skills, knowledge and attributes required by the jobseeker/ worker to fulfil their employment role. Link this document to the training needs analysis form.

Training needs analysis form.

5.8.2 Job description questionnaire²⁴

NAME

JOB TITLE

SUPERVISOR

1. In one paragraph describe the basic purpose of your job.

2. What are the key responsibilities of your job and what percentage of time do you spend on each?

3. What are the secondary responsibilities or tasks required of your position?

4. Who do you report to?

Who assigns your work?
How often is work assigned?
How are the assignments given eg written, oral etc?
Who reviews and approves your work?
What decisions are you required to make in the course of your work?
What decisions must be referred to your supervisor/manager?

5. What records or reports are you accountable for?

6. For what purpose are the records and reports used.

7. Do you have any supervisory responsibilities?

8. If you were promoted what type of education, training, job related experience would your replacement need?

5.8.3 Recruitment and Selection Checklist²⁵

You can use this sample template as a guide for the recruitment process and as a way of evidencing your quality practice.


Process	Who is responsible	Date task due for completion	Check box
Human resource planning and analysis of skills/ competencies required
Develop job specification of skills/ competencies/ knowledge required
Develop position description that articulates duties to be undertaken
Identify the key selection criteria from the core competencies required for the position
Place advertisement, which includes the date for close of applications, and telephone contact for provision of an applicants’ information pack
Distribute applicants’ information pack to those who inquire regarding the position. The pack should include clear instructions regarding addressing the key selection criteria in applications submitted
Close application period
Establish an interview panel
Train the panel in interview techniques, EEO principles, ‘Merit’ principles, awareness of ‘familiarity bias’ (the tendency to favour candidates who are similar to the panel member), awareness of ‘primacy and recency’ effect (tendency to forget responses from candidates interviewed first when comparing candidates’ responses to questions)
Evaluate applications according to the key selection criteria, using a scoring matrix
Short-list the candidates
Develop structured interview questions from the key selection criteria, and note your expected responses
Weight key selection criteria to acknowledge the relative importance of each predictor
Notify short-listed candidates and arrange interview appointments
Notify unsuccessful candidates in writing
Conduct structured interviews with short-listed candidates using standard questions and a scoring grid
Panel members to compare their ratings/ scores, and make a decision on the successful applicant
Telephone referees, and verify qualifications
Notify successful candidate of offer of appointment, and confirm date appointment will take effect and date of commencement of induction
Notify unsuccessful candidates in writing

5.8.4 Applicant Short-listing Matrix²⁶

This sample template provides a guide for short-listing applicants, based on their responses to the key selection criteria (KSC) – you can add or delete columns based on the number of criteria. Each member of an interview panel allocates a score based on the ratings scale for each of the key selection criteria (KSC), and then the total score should then be calculated.

NAME OF APPLICANT: ............................................................................ DATE: ............................................................................................................

POSITION APPLIED FOR:....................................................................... PANEL MEMBER: ............................................................................................................


Ratings scale	KSC1	KSC2	KSC3	KSC4	KSC5	KSC6	KSC7	KSC8
Exceptional 10
High level 9 8
Above 7 requirements 6
Meets requirements 5
Meets some 4 requirements 3
Limited 2 1
Does not meet requirements 0

TOTAL SCORE:..............................................

COMMENTS: ............................................................................................................

5.8.5 Interview Scoring Grid

This is a more complex interview scoring system. Each interview panel member makes an independent decision, based on the merit of each candidate’s response to questions related to the key selection criteria (KSC). Once the panel has decided whether any selection criteria are to be weighted (to acknowledge their relative importance), they allocate a ‘raw score’ out of a possible 10 (based on the rating scale). This score is then multiplied by the weighting given to determine the total score against each KSC.

Name of applicant: ............................................................................ Date of interview: ............................................................................................................

Position applied for:........................................................................... Name of panel member:............................................................................................................


Key selection criteria	Raw score	Total	Comments
KSC 1 – Weighting =
KSC 2 – Weighting =
KSC 3 – Weighting =
KSC 4 – Weighting =
KSC 5 – Weighting =
KSC 6 – Weighting =

RATING SCALE:


10	8–9	6–7	5	3–4	2–1	0
Exceptional	High level	Above requirements	Meets requirements	Meets some requirements	Limited	Does not meet requirements

SCORES:


Application:		Interview:		Referee check:		TOTAL SCORE:

5.8.6 Staff/ volunteer Induction Checklist²⁷

You can use this checklist as a reference for developing an induction process for new staff/ volunteers. Having the checklist complete and signed by the new staff member/ volunteer is a way of evidencing your good practice and ensuring all steps are complete.

Personal information

Contract of employment

Position description

Performance monitoring/ appraisal processes

Code of ethics (accepted and signed)

Confidentiality agreement (accepted and signed)

Allocation of IT access code

Terms and conditions of employment/ Award conditions

Documented essential practice guidelines

Review of agency policies and documented procedures

Quality monitoring and continuous improvement systems

The agency's mission, vision and values

Client participation in agency management

Workplace Health and Safety

Instruction in safe work practice

Duty of care

Fire safety procedures

Standard operating procedures

Time sheets

Leave requests/ Entitlements

Training records/ Entitlements

Mandatory training

Premises security

Use of vehicles

Schedule of staff meetings

Internal communication mechanisms

Advocacy delivery

Eligibility criteria for clients, and processes for assessing prioritisation of need

Principles of operation in supporting clients

Rights of clients and their nominated supports

Advocacy delivery orientation period completed under supervision (“buddy” or supervisor)

I confirm I have completed my formal induction process and have understood my responsibilities in relation to the information provided

Signed: ................................................................. Dated: .................................................................

5.8.7 Staff Performance Appraisal and Professional Development Record²⁸

This template could be used to help you develop a positive system for staff performance reviews that focuses on opportunities for further professional development. Staff members can complete this sample template themselves, identifying the skills, knowledge and abilities they need to undertake their duties proficiently, and rating themselves from not competent to highly competent in each area. Where they feel further knowledge would be of benefit, they identify professional development goals. This is then discussed with their supervisor, necessary amendments jointly negotiated, and timelines established for the goals to be achieved over the next twelve months. The targets met can be ticked off as they are completed.

Assessment codes
NC = Not competent C = Competent HC = Highly competent


Duties from position description	Skills, knowledge and competencies needed	NC	C	HC	Goals	Targets met	NC	C	HC

5.8.8 Staff Professional Development Log²⁹

Keeping a professional development log for each staff member, like the template below, is a way of evidencing your agency’s commitment to staff development, and monitoring equitable distribution of professional development resources across staff. You might want to document only external activities, such as programs/ conferences in this form, and record internal activities in an annual agency training calendar.

Each staff member is responsible for maintaining and updating his/ her own professional development log. One copy may be kept by the employee for his or her curriculum vitae, and one copy should be retained by the Executive Director in the personnel file. If the training completed has been at the cost of the staff member, note “AOE” (At Own Expense) in the “Cost” column. If the training program has been attended in the staff member’s own time, note “IOT” (In Own Time) in the “Hours” column when recording the hours involved.

NAME:

POSITION TITLE:

DATE COMMENCED:


Date	Course/ conference attended	Hours	Cost

5.9 Sample policies and procedures

You can use the following as a template or starting point for developing your agency’s policies and procedures. Or you may use them to gauge your agency’s existing policies and procedures.

5.9.1 Equal Employment Opportunity Policy

our agency will encourage appropriately skilled and qualified people with disability (along with people from other disadvantaged groups) to apply for positions
all reasonable accommodations will be made to ensure that employees with a disability are able to undertake the inherent requirements of their position
our agency will ensure the selection process is merit-based by developing selection criteria which are fair and reasonable and directly related to the skills required for the job and instructing the selection panel to select a job applicant based solely on these approved criteria.

5.9.2 Job Descriptions

Job descriptions for Management Committee members, volunteers and employees will be created and maintained/ updated by our agency. Job descriptions will include the main duties of the position as well as the skills/ competencies required of the staff member. The Management Committee will review these job descriptions as part of the regular staff appraisal and supervision process. This process will also ensure that staff understand the skill/ competency requirements of their jobs.

5.9.3 Employment Process

Principles

Our agency will employ staff on the basis of their skills and not on any other basis. Staff will be recruited in accordance with equal employment opportunity legislation and all our recruitment based on the following principles:

clear and accurate definition and description of the requirements of the position are provided to all applicants who request an information package
selection is based on merit
assessment of the applicant’s merit is measured against clear, pre-determined selection criteria which have been supplied to all applicants who request an information package
selection panel has relevant expertise and experience, and includes a person from outside our agency as well as a person with disability
confidentiality is maintained
affirmative action principles apply.

Advertising

Our agency will provide an information package for applicants, including selection criteria, job description and information about our agency.

Our agency will advertise all positions, internally and externally, through agency publications and appropriate newspapers. All advertising for positions vacant will indicate that our agency is an equal employment opportunity and affirmative action employer, encourages people with disability, including people from Culturally and Linguistically Diverse (CALD) backgrounds with disability, to apply.

Selection

To assess the applicants, a selection panel will be convened. The panel usually comprises three people and should include a member of the Management Committee and an independent person who is not employed by our agency. The third member is usually the manager or supervisor of the position for selection. The panel should have representation or input from a person with disability.

The selection committee:

considers all applications
decides which applicants warrant an interview
meets before the selection interviews to determine appropriate, non-discriminatory questions to ask the applicants
contacts applicants’ referees after the interviews.

All unsuccessful applicants will be notified by mail and informed that their application will remain confidential. All unsuccessful applications are destroyed after six months.

At the time of appointment, the successful applicant for a job is provided with a formal letter/ employment contract detailing:

the position they are being offered
the date of commencement
the probationary period
a job description which includes a statement of duties
the conditions of appointment, including whether it is full-time, part-time, casual, permanent (subject to recurrent funding), temporary, fixed term or by negotiated contract; and including leave entitlements and notice of termination of employment
the rate of pay, including details of the relevant industrial award and the position classification under that award.

Formal acceptance of the employment offer must be signed by the manager responsible for staff and the successful applicant.

Orientation

Our agency will provide reasonable adjustment to the work environment by supplying any aids/ equipment necessary to assist a person with disability to perform their duties and will ensure that access to training and career development opportunities is available on an equitable basis.

Our agency will provide training sessions, induction materials to ensure that all staff/ volunteers are fully introduced to their new positions. Staff will be introduced to their roles and responsibilities, as well as to any administrative requirements of their jobs.

5.9.4 Staff Appraisal

our agency will undertake a regular appraisal of staff skills/ competencies and performance (for example, annually)
these appraisals will also include opportunities for staff members to discuss their goals for training and development within our agency
these appraisals will be the responsibility of the immediate supervisor of each staff member, and the finished appraisals will be reported to the Management Committee.

5.9.5 Staff Development and Training

our agency will budget for regular and appropriate forms of staff development
training and information will also be provided to staff and volunteers to ensure that they understand their roles, the administration of our agency and their accountability for their work related activities
staff training and skills development will be identified through the appraisal process and through forums such as staff meetings.

5.9.6 Volunteers

Volunteers will be oriented to our agency, as is a paid employee or Board member, and agree to the Charter of Volunteer Rights and Responsibilities and our agency’s Charter of Rights and Responsibilities in relation to volunteer workers.

Charter of Volunteer’s Rights and Responsibilities

The volunteer has the right:

to be treated as a co-worker
to know as much as possible about our agency – its policies, its people, its programs
to a suitable assignment – with consideration for personal preference, temperament, skills, abilities, education and employment background
to a written Job Description and written Contract of Employment Conditions
to refuse to do a task requested of them
to determine the number of hours that they will volunteer and when these hours will be worked
to refuse to contribute anything (eg money, resources, etc, other than their time, experience and skills in undertaking a job)
to relevant training for the job, which is thoughtfully planned and effectively presented
to continuing education on the job, as a follow-up to initial training, which provides information about new developments and other relevant matters
to supervision by someone who is experienced, well informed and who has the time to invest in giving guidance
to a safe working environment
to promotion to greater responsibility as appropriate, and a variety of experiences
to be heard and listened to – have a part in planning, to feel free to make suggestions, to be shown respect for an honest opinion, to have these acted upon when agreed to as valid statements, and to receive information back as to the outcomes of these suggestions
to a fair and equitable Disputes Procedure if there is a problem with the standard of the work that the volunteer worker is doing
to be free of discrimination or harassment because of racial, religious, sexual, marital, age and ability status
to knowledge of existing or impending industrial disputes, presented in a balanced manner, to enable the volunteer workers to make informed choices of action
to a fair and equitable Termination Procedure (which includes reasons for dismissal and an appeals process)
to a written performance evaluation at the end of the contract.

The volunteer has a responsibility to:

support the vision, objectives and underpinning values of our agency
be clear about what they will and will not do
accept and adhere to our agency’s policies and procedures
welcome supervision and seek direction as required
respect the rights of other volunteers, paid staff and members, including participant’s rights to privacy
take part in a workplace culture, which is free from sexual, racial, disability or any other harassment or vilification.

Charter of our agency’s Rights and Responsibilities in relation to volunteers

Our agency has the right

to employ or not employ any volunteer worker based on the needs of our agency, its clients and people with disability
to expect the volunteer to meet minimum standards as defined by our agency
to expect the highest level of dedication, commitment and effort that the volunteer can give, even on a short-term basis
to expect conscientious acceptance of responsibilities as to promptness, reliability and good performance from the volunteer
to expect enthusiasm and belief from the volunteer in the work that our agency is doing
to make a decision as to where the volunteer would best fit within our agency, after negotiations with the volunteer
to express constructive criticism to the volunteer in a diplomatic way, and suggest changes
to expect loyalty to our agency and only constructive criticism from the volunteer
to expect clear and open communication from the volunteer at all times
to expect appropriate behaviour from the volunteer at all times
to expect an effective and appropriate work productivity from volunteers in leadership positions
to expect that volunteers will not discuss any client’s circumstances and details outside of our agency
to expect the worker to bring any concerns about clients and their circumstances to our agency for discussion
to tell a volunteer worker that their services are no longer required, and the reasons for this decision.

Our agency has a responsibility to:

have employment policies which also cover volunteers, for example, have:
- job descriptions
- job contracts
- insurance cover
- disputes procedure
- termination arrangements
- boundaries of levels of legal, professional liability and expertise of each job
properly meet and fulfil the Volunteer Worker Rights, and ensure that no volunteer is exploited
ensure that our agency and its paid staff address any concerns raised by volunteers, make decisions regarding those concerns, and report this back to the volunteers
ensure that no volunteer is discriminated against or harassed
ensure that volunteers work in conditions which comply with Occupational, Health and Safety standards for the job they are performing; and that volunteer workers receive ongoing Occupational, Health and Safety training so as to ensure their ongoing personal safety
ensure that volunteers are not employed in situations where an industrial dispute is in progress. Nor should volunteers be co-opted to be involved in such disputes
ensure that volunteers receive initial and ongoing training, support and supervision
ensure that volunteers receive some form of recognition/ rewards (instead of money)
ensure that volunteers are able to participate in and have access to our annual agency review
ensure that volunteers have a current National Police Clearance.

5.10 Training

The main forms of training and support opportunities identified by advocacy agencies include:

external facilitator
- experienced leader (with experience of audits, understands the QI language)
- consultant on individual agency basis, to meet agency needs.
regional quality theme based workshops
seminars - more formal training for staff and Board.

Other forms of training and support for quality that advocacy agencies identified include:

peer networks
purposive visits – visits to other advocacy programs
links to international networks
organisational learning – internal workshops
participating in external reviews
local advocacy development – request for mentoring from other more experienced advocacy agencies
mentoring for staff and Board
renewal/ time out – for agency to reflect on policies, procedures and practice.

Disability Services Queensland, http://www.disability.qld.gov.au/key-projects/quality/publications-tools-resources/tools/implementation-plan-template.html.
Disability Employment Agencies Quality Strategy Toolkit.
DES Continuous improvement Handbook.
Disability Services Queensland.
Disability Services Queensland.
Disability Services Queensland.
Disability Services Queensland.
Disability Services Queensland

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