Genetic Counseling

Career LadderChristine G. Spaeth, MS, LGC

Licensed Genetic Counselor & Clinical Manager

January 2019

Goals and Objectives

• Discuss benefits and key elements of

successful career ladders

• Provide examples of career ladder and

promotion process at Cincinnati Children’s

• Discuss process of revising career ladder

Career Ladder

• Describes the progression from entry level

positions to higher levels of pay, skill,

responsibility or authority

• Also describes a formal process within an

organization that allows employees to

advance their careers

Benefits

• For the employee– Satisfaction

– Motivation

– Financial incentive

– Professional development

• For the employer / institution– Staff retention

– Recruitment

– Helps differentiate your program from competitors

– Engagement of GC team

• Wusik & Shannon, 2016 AEC

Elements

• Based on job descriptions and/or competencies which are clearly outlined and understandable

• Provide an opportunity to recognize an employee’s performance

• Help set goals for future performance for individuals which are in line with institutional / departmental goals

• Provide realistic opportunities for advancement

• Wusik & Shannon, 2016 AEC

Keys to success

• Need buy-in from stake-holders, HR, and managers who will make or approve the decision for promotion

• Develop clear expectations and communication about the benchmarks and process for promotion

• Create benchmarks that are attainable but make the employees stretch and are in-line with institutional / divisional goals

• Consider formal mentoring process

• Wusik & Shannon, 2016 AEC

CCHMC Career

Ladder

Cincinnati Children’s

• >30 GCs

• Clinic, Clinical Lab, Genetic Counseling

Program

• Career ladder eligible

– 25 within Division of Human Genetics

– 2 within Heart Institute

History

• 2005: Career ladder implemented

• 2009: 1st set of revisions

• 2016: 2nd set of revisions (in process)

CCHMC GC Career Ladder

• 3 tiers: GCI, GCII, GCIII

• Inclusive of all GC roles

• Consistent across Cincinnati Children’s

• Develop job descriptions

– Purpose, skills, education/work experience

GCI GCII GCIII

Required

training and

experience

• Master’s degree from ABGC

accredited program or equivalent

• Certification or board eligibility for

ABMG or ABGC

• Prepare adequately for board exam

• Board certification

• Minimum of two years full-time

experience

• Approval from Clinical manager

and/or promotion committee

within Division.

• Minimum of four years

full-time experience

Purpose of

position

• To provide clinical care, contribute

towards clinical research, and/or

support clinical laboratory services

by using basic genetic counseling

skills and competencies.

• To recognize the need for

professional growth and to take

appropriate steps toward meeting

educational needs.

• Demonstrate advanced level of

clinical practice skills in area of

expertise.

• Work independently in clinical

care, education, research or other

related area.

• Serve as role model for other

genetic counselors and healthcare

professionals that you interact with

regularly.

• Perform a leadership role

in clinical care, education,

research or other related

area.

• Contribute ongoing

academic output through

grant writing, publication,

and/or presentation on a

regional and/or national

level.

Required

skills

• Excellent verbal, written and

interpersonal communication skills.

• Organized and detail oriented.

• Thorough knowledge of theories and

principles of human genetics, as well

as broad knowledge of genetic

disease.

• Support of Cincinnati Children’s

mission statement.

• Independently provide clinical

genetic counseling or use those

skills to independently perform

research or laboratory roles

• Ability to teach/supervise

students at the University level.

• Serving as a role model for other

professionals in area of expertise.

• Perform leadership role

and capable of

representing Division on a

regional and / or national

level.

Highlights: 2009 Job Descriptions

Limitations of v.2009

• No clear benchmarks to help differentiate between GC promotion levels

• GCIII promotion requires leadership –intentionally open-ended but can be subjective

• Benchmarks for years of experience based on prior exam cycle

• Years of experience vs. accomplishments

New Challenges in 2016

• Internal– Increased number of GCs

– Ohio Licensure & Medical Staff Privileging

– Increased diversity of roles

– Desire to maximize GC retention, job satisfaction and recruitment

• External– Increased demand for GCs

– Turn-over for opportunities not available at CCHMC

GC Career Ladder Work Group

Chair: Katie Wusik

Members: Jennifer Hopper, Jodie Johnson, Hannah Mianzo,

Erin Miller, Ashley Parrott, Leandra Tolusso, Elizabeth Ulm

Overview: 2016 changes

• Recommend increasing minimum years of

experience from 4 to 6 for GCIII

• Develop benchmarks which can be used

as promotion tool

• Actively engage peer mentors

Promotion Process

• Promotion Committee consisting of GC representatives, clinical faculty and lab director

• 2 cycles/year

– Cycle 1: application due in March, committee meets in April

– Cycle 2: application due in September, committee meets in October

• Committee approves or defers promotion

• Manager communicates recommendations to business team and applicant

Promotion application

• GC career ladder promotion tool

• CV in CCHMC Department of Pediatrics

format

• Evaluation/Goals from 2 prior reviews

• Letters of recommendation

• Cover letter

• Brief application form

Benchmark Tool

• Divided into 3 areas common to all job roles– Research

– Education

– Service

• Minimum number needed for each promotion level

• Benchmarks reviewed/approved by promotion committee

• Encourage GCI/IIs to discuss benchmark with peer mentors during goal-setting

Example: Education

GCI GCII GCIII GCIV

Attendance at

divisional/CCHMC

lectures

Present

divisional/CCHMC

lectures

Present at

regional meetings

or grand rounds

Present at

national

/international

meetings

Supervise

trainees

Supervise more

trainees

Organize or

develop trainee /

staff rotation

Coordinate

national

educational series

Develop client

educational

materials

Contribute to

textbook

Editor of textbook

Ability to add other items – must

indicate activity, proposed GC level,

and justification in GC remarks

Challenges with v.2016

revisions

• Barriers to adding GCIV/Faculty status

• Revising job descriptions

– Can’t implement new criteria for year of

experience without revising job descriptions

• Grandfather clause for individuals applying

for GCIII

• Application of benchmark tool

Summary

• Career ladder can be useful to encourage

professional development and enhance

GC retention

• Career ladders are dynamic documents

which will need to be revised over time

References

• Cao & Thomas. (2013). When Developing a Career Path, What are the Key Elements to Include? Cornell University. http://digitalcommons.ilr.cornell.edu/student

• Drenkard & Swartwout. (2005). Effectiveness of a Clinical Ladder Program. JONA. 35(11): 502-506.

• Gresch. (2009). Developing a Career Ladder. Clinical Engineering Management. Nov/Dec 2009: 448-450

• Nelson et al. (2008). Career Ladder Program for Registered Nurses in Ambulatory Care. Perspectives in Ambulatory Care. 26(6): 393-398.

• Trepanier et al. (2016). Optimizing Compensation and Professional Advancement: From Negotiating Salary, Signing Bonuses and Benefits to Developing and/or Enhancing a Career Ladder. Educational Breakout Session, AEC. Seattle, WA.

• Winslow et al. (2011). Staff Nurses Revitalize a Clinical Ladder Program Through Shared Governance. Journal for Nurses in Staff Development. 27(1): 13-17.