recruitment and retention of speech- language pathologists: an integrative approach to the shortage...

Recruitment and Retention of Speech-Language Pathologists:

An Integrative Approach to the Shortage

Susan Graham, Douglas ESDJohn Tracy, Salem Hospital

Purpose of Presentation

The purpose of this presentation is twofold: first to describe the progress in the state for improving statewide access to training; and second, to describe successful strategies for recruiting and retaining speech-language pathologists.

The Nature of the ShortageSurvey Results

National Data: OSERS (1990-2001 school years) – listed “speech impaired” as a

shortage in Oregon each year ASHA 2004 Schools Survey (4000 surveyed with 2, 692

respondents) 62% said job openings more numerous than seekers 80% on West Coast said job openings more numerous than

seekers

Statewide Data: Oregon 2005 survey: approximately 60 positions open at mid-

year

Factors Underlying the Shortage:

Inadequate Number of Graduates:

Portland State takes 25 each year with majority remaining in Metro. Area

University of Oregon takes 25 each year with 50% leaving the state and 50% staying in or near Lane County

Two training programs entertaining a combined distance graduate program


Access to Training:

National certification and training program assures basic levels of competency but limits innovative approaches to delivery

Program cost with limited funding for remaining state programs

Focus on on-campus offerings and full-time enrollment only


Past Focus Has Been on Short Term Recruitment:

Recruit to meet immediate or short term needs

National recruitment minimally fruitful

Strategies utilized often ineffective

Short Term Recruitment StrategiesResearch-Based Recruitment:

Teaching Research Institute 2002 Survey:

265 respondents; 33 SLPs all new to employment setting


TRI 2002 Survey Results:

Top issues of importance 1. salary (exclusively SLPs) 2. support for continuing education 3. caseload size


TRI 2002 Survey Results:

Top effective advertising strategies 1. word of mouth 2. internet-agency web site 3. quality of life (out of state)


Rehabilitation Journal of Healthcare Management Survey:

500 PTs, OTs and SLPs surveyed with 325 respondents

Top 5 issues of importance specific to SLPs, useful for recruitment and retention.

Accomplishing career objectives Balance between work and home life Flexible schedule Adequate support staff Realistic work load


Recommendations for Advertising: Involve SLP in process: Ad content, contacting candidates

OSHA Shortage Survey indicated most effective advertising media: Agency web site ASHA “Leader”

Job aspects to showcase in advertising: Technology Quality of life Reasonable case load Use of ASHA workload analysis Continuing education benefits

Recommend use of one clearing house – Teaching Research Institute Special Education Recruitment and Retention Project

Post resumes List positions Link to EdZap National advertising for Oregon Free


Follow-up with Potential Candidates: Continuous follow-up

Flexibility with tours, talks and timelines

Cultivate with care-treat minority as majority

Showcase the culture and introduce to best representatives

Short Term Recruitment Strategies

Career Fairs at University Training Programs: Began in 2006 Organized by the OSHA Ad hoc committee on shortages Rated by all participants as “highly successful” Plan to continue yearly, organized by National Student

Speech-Language Hearing Association Focus on filling positions and developing long term contacts

for near future second year students - jobs first year students - practicum and student teaching

opportunities seniors and post bacs - what the various employment

settings offer

Short Term Recruitment Strategies

Career Fairs at University Training Programs Portland State University April 7, 2006

Long Term Grassroots RecruitmentA Long Term Recruitment Strategy

Grassroots recruitment kit:

Grow Your Own Speech-Language

Pathologist

Based on Project from OMNIE: Ohio Master’s Network Initiatives in Education

Long Term Grassroots Recruitment:A Long Term Recruitment Strategy

Grow Your Own Speech-Language Pathologist

Kit contents: Contents can be downloaded from the Teaching

Research or Oregon Speech-Language and Hearing Association web site.

The DVD can be obtained from the Ohio Speech-Language and Hearing Association OMNIE Project.

Also available is the “Reward Yourself” kit with pamphlets available from the American Speech-Language-Hearing Association.

(See resources on the last slides.)

Long Term Grassroots Recruitment:A Long-Term Recruitment Strategy


Potential Candidates: High school students who are looking for a rewarding

career Community college students who want to continue school

while working. Local students who are in university programs Teachers in your district who are looking for a career

change Speech-language pathology assistants currently working

in your area People in your community who may have background in

communication disorders

Long Term Grassroots Recruitment:A Long-Term Recruitment Strategy


Stipend:The Oregon Speech-Language and Hearing

Association received a grant from the American Speech-Language-Hearing Association that covered the costs of publishing the kits and provided (20) $150.00 stipends for SLPs to make presentations to local groups on the profession.

OMNIE DVD

Video clips of SLPs in a variety of activities and settings

Kathy Heslep, SLP

VTS_05_1.VOB

Don’t Miss the Bus…Communication Happens in the Schools!

Allison Smith, SLP

VTS_03_1.VOB

JoAnn Coffin, SLP

VTS_07_1.VOB

Matt DeMooy, SLP

VTS_15_1.VOB

Approaches to Retention

Teaching Research Institute Top 3:

Developed from survey data

The 3: Time to regularly meet with supervisors; SLP’s salary Regular or frequent meetings with SLPs Observation of other staff


Journal of Healthcare Management Big 3:

Specific to speech-language pathologists

The 3: Flexible schedule Accomplishing career objectives Proper training


Ad Hoc Committee on Shortages Speech-Language Top 3:

Taken from CEC 1998 for special educators based on literature review

The 3 (6/9 respondents):1. Provision of collaboration opportunities with special and

general educators

2. Administrators have realistic expectations regarding scope and accountability

3. Principals acknowledge importance of SLPs in educational process


The Effects of Caseload Size:

High caseload size predictive of low job satisfaction

High caseload a major factor in causing SLPs to leave the profession

Spending excessive time beyond the regular work day predictor of SLP attrition

Oregon Speech-Language and Hearing AssociationAd Hoc Committee on Shortages of SLPsINITIATIVES AND ACHIEVEMENTS

Initiative: Increase number of students in SLP graduate programs

1. Proposed distance or summer graduate program to Oregon training program directors. (Sept. 2005)

2. Completed survey of distance education programs. (Aug. 2006)

3. Distance graduate program identified Nova Southeastern University & recognized by OSHA board. (Oct. 2006)

4. Developed Oregon cohort in cooperation with Nova Southeastern University. (Sept. 2006)

Access to Training


Initiative: Increase number of students in SLP graduate programs

5. ODE funded scholarship for members of the Nova Oregon cohort of $5,000.00 to $10,000.00. Also, each member received a tuition discount of $5,400.00.

6. Participated with Oregon School Personnel Administrators Assoc. in development of legislation to increase number of scholarships to 21 for Chemeketa SLPA program and 10 for a new Nova cohort in Fall 2008.

7. Developed cohort support system in cooperation with Teaching Research Institute. (Mar. 2007)

8. Nova program began. (Aug. 2007)

Access to Training


Initiative: Increase availability of practicum, student teaching and externship sites and efficiency of student placement.

1. Introduced students at both training programs to availability of sites through career fairs.

2. Finalize model of partnership between regional ESDs and two state university training programs in practicum, student teaching and externship identification, contracting and student placement. (In Process)

3. Add listing to Spec. Ed. Recruitment and Retention Project at Teaching Research Institute web site of available ASHA certified supervisors in all K-12 districts and ESDs. (In Process)

Access to Training


Initiative: Develop yearly career fairs at both university training programs.

1. Facilitated first career fairs held at PSU and U of O. Employers invited were K-12 school districts and ESDs in the state. (PSU Apr 2006; U of O May 2006)

2. Expanded number of employer types invited; increased the size of the venues and change date for U of O career fair. (U of O Dec. 2006; PSU Apr. 2007)

3. Program departments and National Student Speech-Language Hearing Associations on both campuses take over and sustain career fair organization and operation. (Apr. 2007)

Recruitment


Initiative: Develop a local recruitment strategy.

1. Began development of “Grow Your Own” plan. (Apr. 2006)

2. Obtained grant request to the American Speech-Language Hearing Assoc. for stipends and other funds for project. (Grant awarded Apr. 2006)

3. Produced and distributed “Grow Your Own” kits. (Oct. 2006)

4. Presented committee strategy and the “Grow Your Own” kit at COSA and OSHA conferences and distribute kits. (Oct. 2006)

Recruitment


Initiative: Develop a local recruitment strategy.

5. Remaining “Grow Your Own” kits mailed to K-12 districts and ESDs, to assure every school district and ESD to have one model kit for use in local recruiting. (Dec. 2006)

6. Contents of “Grow Your Own” kits available on the Teaching Research Institute and OSHA web sites for downloading. (Feb. 2007)

7. Presentation on local recruitment using the “Grow Your Own” kit at the OAESD conference. (May 2007)

Recruitment


Initiative: Identify and disseminate research on retention of SLPs.

1. Research summaries provided as part of the two presentations previously described. (Oct. 2006)

2. Include research summaries on retention as part of final report of committee actions. (Oct. 2007)

3. Disseminate report at the OSHA fall conference. (Oct. 2007)

4. Send copies of report to all SPED directors in the state. (Oct. 2007)

Retention

Recruitment and Retention Integrated Studies

Harrington, Beam and Laurel, 1992 ERIC document identified five factors specific to recruitment and retention of 1,800 PTs, OTs and SLPs practicing statewide in New Mexico.

The Five Factors for SLPs (no order of importance)1. Professional relationships, program philosophy and environment (relationships with co-workers in the discipline, administrative support, relationships with co-workers in other disciplines, program philosophy, supervisors and working environment)2. Job location and benefits3. Types of clients and caseload4. Opportunities for advancement (access to university courses, tuition assistance, relevancy of courses provided by employer, release time and opportunities for advancement and other challenges)5. Flexibility in work schedule including ability to work part-time

Recruitment and Retention Integrated Studies

Edgar and Rosa-Lugo, 2007 Language, Speech and Hearing Services in Schools surveyed over 500 SLPs working the public schools of Central Florida on critical factors of the job environment affecting recruitment and retention.

1. Overwhelming workload (amount of time spent on paperwork, attending meetings, collaborating with teachers, providing direct services and other assigned duties)2. Misunderstanding of SLP role by administrators3. Salary4. High caseloads

Three Major Concerns1. Lack of training in supervision and mentoring2. Size of caseload3. Misunderstanding of role of SLP by administrators and other educational professionals

Bibliography

American Speech-Language-Hearing Association (2002) a. A workload analysis approach for establishing speech-language caseload standards in the schools (Technical report) Rockville, MD.

American Speech-Language-Hearing Association (2002) b. Omnibus survey caseload report: SLP, Rockville, MD.

Blood, G.W., Ridenour, T.S., Thomas, E. A., Qualls, C.D. & Hammer, C.S. (2002). Predicting job satisfaction among speech-language pathologists in public schools. Language, Speech and Hearing Services in the Schools, (33), 282-290.

Jacoby, G.P., Lee, L., Kummer, A.W., Levin, L.A., & Creaghead, N.A. (2002). The number of individual treatment units necessary to facilitate functional communication improvement in the speech and language of young children. American Journal of Speech-Language Pathology, (4), 370-386.

Mullins, F, Morris, S., & Reinoehl, K. Retention and Recruitment of Special Educators and Related Services Personnel: State Plan and Strategic Plan Provisions, ERIC Document EC 306559, 1997.

Randolph, D. S. (2005). Predicting the effect of extrinsic and intrinsic job satisfaction factors on recruitment and retention of rehabilitation professionals. Journal of Healthcare Management, (50), 49-60.

Teaching Research Institute (2002). Initial descriptive results from a survey of recently hired special education professionals in Oregon: Monmouth, Oregon.

Additional Resources

Oregon Speech-Language Hearing Association: contact for the Ad-Hoc Committee on SLP Shortage http:// www.oregonspeechandhearing.org/

Oregon Special Education Recruitment and Retention Project: job postings, mentoring, scholarship possibilities http://www.tr.wou.edu/rrp/index.htm

American Speech and Hearing Association: lists of Bachelors and Master’s programs nationwide http://www.asha.org

Oregon Board of Examiners in Speech and Audiology: Licensing information, laws governing for SLPs and SLPAs http://www.oregon.gov/BSPA/index.shtml

Teacher Standards and Practices Commission: Licensing Informationhttp://www.tspc.state.or.us/

University of Oregon, Communication Disorders and Scienceshttp://education.uoregon.edu/field.htm?id=45

Portland State University,Communication Disorders Programhttp://www.sphr.pdx.edu/academics/

Chemeketah Community College Speech-Language Pathology Assistant Program

http://www.chemeketa.edu/exploring/areas/programs/speechpath.html

Thank you

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