Hiring New Grads and Upskilling Workers for Healthcare Roles

BY AMY MACKENROTH, M.A., ASSOCIATE DEPUTY CHANCELLOR, NATIONAL PARTNERSHIPS & INNOVATION AT DALLAS COLLEGE

The healthcare industry is one of the most dynamic and essential sectors in the global economy. With an aging population and the continuous advancement of medical technologies, the demand for skilled healthcare professionals is ever-increasing. However, hiring new graduates for healthcare roles presents unique challenges and opportunities. Emphasizing skills-based hiring and work-based learning programs can significantly enhance the recruitment and integration of new graduates and ambitious job seekers into the healthcare workforce.

Skills-based hiring focuses on the specific abilities and competencies required for a job rather than solely on educational qualifications (typically serving as a proxy for skills) or previous job titles. This approach is particularly beneficial in the healthcare sector, where practical skills and hands-on experience are vital. A key step is identifying core competencies and incorporating them into job descriptions. The aim is to transcend traditional job descriptions by using action verbs to clearly articulate these competencies, and by doing so, employers can better match candidates to the roles that suit their strengths. Additionally, skills-based hiring enables assessment of a candidate’s potential, not simply their pedigree. Skills-based hiring helps level the playing field, ensuring that all candidates are evaluated based on their actual abilities. Employees hired based on their skills are more likely to excel in their roles as they possess the necessary competencies from the outset, resulting in higher job satisfaction, better patient outcomes, and reduced turnover rates. A 2023 study by Alshammari and Alenezi found that competencies — including knowledge, skills, and abilities — directly relate to job satisfaction and better patient outcomes.¹

To effectively implement skills-based hiring, healthcare organizations can adopt several strategies. If you have a job description with listed competencies, there are a few ways to find out if a candidate meets your needs. One option is to develop in-house assessments that evaluate the candidate’s practical skills and problem-solving abilities. Other methods may be through simulations, role-playing scenarios, technical tests, and structured interviews, providing valuable insights. Identifying ways to measure skills using actionable and demonstrable lists of competencies, and in collaboration with an objective preceptor or evaluator, may help organizations identify talented workers. Certifications built to national and international standards are highly recommended as a litmus test because they are rigorous, valid, transparent, and demonstrate competence. Finally, a growing strategy is to leverage technology tools, such as SmartResume, to seamlessly identify candidates’ skills and validate experiences early in their educational journey, enabling a sustained pipeline of students into roles over an extended recruitment period.

If you are struggling to find talent with the competencies you need, consider implementing competency-based work-based learning programs (CWLPs), such as apprenticeships. CWLPs are an effective and efficient mechanism for preparing new graduates as well as job seekers and changers for healthcare roles. These programs provide hands-on experience and bridge the gap between academic learning and professional practice. According to a Biomed Central publication by Morris et al., "to maximize learning, ensure that health professionals have access to contextually relevant and ongoing professional development to improve capabilities and professional knowledge."² CWLPs are a way to integrate learning in an employment setting from the beginning of a worker’s career, providing a natural opportunity to pair workers with mentors or preceptors. Evidence suggests that strong mentorship is a critical layer of support for employees who need help breaking through barriers and embarking on career pathways.³ Mentorship through work-based learning programs provides opportunities for workers to develop and refine their skills, confidence, and competencies in a real, on-the-job experience while also benefitting from stable income and benefits. Since 2021, ASHHRA has partnered with Dallas College to develop and scale apprenticeships in clinical and non-clinical roles nationwide. The result of this innovative partnership has been tremendous, offering programs in 25 states and at nearly 200 locations nationwide. This ongoing collaboration demonstrates that training up the next generation of employees through a work-based learning model is remarkably effective, leading to stackable, portable credentials, and good jobs. Participants in these programs are well-prepared, more loyal to the organization, understand the culture, and are more engaged in their work.

In conclusion, hiring for healthcare roles requires a strategic approach that emphasizes skills-based hiring and work-based learning programs. By focusing on the specific competencies required for each role and providing hands-on training opportunities, healthcare organizations can build a workforce that is skilled, confident, and ready to meet the challenges of the industry. These strategies not only enhance the recruitment and integration of new workers but also contribute to better patient outcomes and a more resilient healthcare system. ♦

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Author bio:

Amy Mackenroth brings two decades of management experience in workforce development, higher education, and academic medicine. Her history of notable work gives her an exceptional background for understanding the unique needs and special process requirements to successfully lead teams and projects from pilot-to-scale, focusing on strategic partnerships, business development, credentialing, innovative training and talent development, mentoring, competency-based education and career pathways, credit for prior learning, and stackability of credentials. Amy is passionate about creating opportunities to develop the future workforce through validated, industry-recognized credentials and work-based learning.

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References

1. Alshammari, M. H., & Alenezi, A. (2023). Nursing workforce competencies and job satisfaction: The role of technology integration, self-efficacy, social support, and prior experience. BMC Nursing, 22, Article 308. https://doi.org/10.1186/s12912-023-01474-8
2. Morris, M. E., Brusco, N. K., McAleer, R., Billett, S., Brophy, L., Bryant, R., … & Blackberry, I. (2023). Professional care workforce: A rapid review of evidence supporting methods of recruitment, retention, safety, and education. Human Resources for Health, 21(1), Article 95. https://doi.org/10.1186/s12960-023-00879-5
3. Gross, C. J. (2023, June 6). A better approach to mentorship. Harvard Business Review. Retrieved from https://hbr.org/2023/06/a-better-approach-to-mentorship