Let’s make a real difference…

1. Let’s make a real difference… Realigning training systems to support effective services to children and families. Tricia Mosher, MSW, LCSW Independent Consultant

2. Building on What We Have Learned: • Today’s discussion: • We already know how to teach people information. • We know that making changes in how we deliver services is a constant and important role for training and professional development systems. • Some things can’t be ‘trained’. • Effectively growing our agencies means growing with our agencies. • Building a strong and effective Child Welfare Workforce is going to take creative and varied approaches, all occurring simultaneously, and all aligned for results.

3. Here’s what I know • Most of you already have the elements in place to effectively grow your workforce into the work ahead. • Most of you are trying to do more, and use more effective and innovative approaches, even with diminished resources. • This group can generate a better model together than what any of us can generate alone.

4. Implementation: What works? • Aligning systems to get what you want… • Take the time to explore and build an effective approach. (Implementation Science) • Find out what you have. • Find out what you want. • Identify the strengths • Identify the gaps • Break down the gaps into adaptive and technical challenges and solutions (Adaptive Leadership) • Align your solutions so that they support each other • Try, Assess, and Try Again (Self-Directed Learning, Kolb, Reflective Practice)

5. NIRN Implementation Drivers Performance Assessment Coaching Systems Intervention Facilitative Administration Training OrganizationDrivers CompetencyDrivers Integrated & Compensatory DecisionSupport DataSystem Selection Leadership Adaptive Technical (Fixsen & Blase, 2008) Graphics by Steve Goodman, 2009 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 5

6. Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network Adaptive Leadership: Challenges (Heifetz, Grashown, & Linsky, 2009)

7. Training is good….. • Training is a part of the Competency Driver in the NIRN model ,and is linked to selection and ongoing development and growth. • Training is a good solution for a knowledge gap. • Training can provide a forum for shifting paradigms about what works: using research, fostering dialog, pulling people out of the field and into reflection. • Training can ready the ground for attitudinal change.

8. Training is not enough…. • Technical Challenges: • Solutions need to be hands-on and practical. • Training doesn’t find the ‘teachable moment’ • Training staff when the ‘Organizational Drivers’ are not in place can satisfy requirements for action but in the long run, may not make the change ‘take’. • Adaptive Challenges: • Meeting the adaptive challenge can begin in training by fostering dialog about challenges. • Making meaningful change in values, beliefs, attitudes, and paradigms requires dialog in real time, in ‘real place’.

9. Additional Solutions: Competency Drivers • Coaching • Supervision at all levels • Alignment with the Organizational Drivers • Creating a ‘Self Directed Learning’ process.

10. All change is self-change Goleman, Boyatzis, & MckKee, Primal Leadership, 2002

11. Additional Approaches we use: • Coaching: • In person • By Phone • Individual and Cohort • Peer and Expert

12. Additional Approaches we use: • Supervision at All Levels: • Performance management and development • Case, Clinical, and Workload supervision • What do you use?

13. Additional Approaches we use: • Technology: Information and support at the touch of a button. • Online Instruction and Help • Webinars • What else?

14. Deciding on the appropriate intervention • Knowledge gaps: training • Attitude gaps: reflection and alignment • Skill gaps: model, coach, observe • Practice gaps: development of the whole person.

15. Polling time • Poll the audience: When you think of your career in the field (social work, child welfare, etc.), who taught you the most important lessons about practice? • My academic program faculty • My preservice trainer • My supervisor • My field instructor • My cubicle mates • The families I worked with

16. Polling time • True or False: • Trainee reactions to training reflect more about the trainee’s motivation before training than about how much the trainee learned in the course. True • Trainee reactions are highly correlated with affective learning and change when the trainer is interactive and engaging. True • Trainee learning when a course is designed to increase knowledge is most effectively measured by whether the trainee liked the course. False -Sitzmann, Brown, Casper, Ely, and Zimmermean Nomological Network of Trainee Responses, Journal of Applied Psychology 2008, Vol. 93, No. 2, 280 –295

17. Designing the right intervention to support effective implementation • Knowledge Gaps: • Classroom Training • Books and Articles • Websites • Online Training

18. Designing the right intervention to support effective implementation • Skill Gaps • Video tape and self-assessment/feedback • Coaching • Performance Appraisal • Teaming and Partnering • Get input from families and other stakeholders about skills* added by participant S. Fitch, Ohio

19. Designing the right intervention to support effective implementation • Attitude Gaps/misalignment • Training • Lecture • Coaching • Supervision • Memo • Policy and Procedure Change • Software Change

20. Designing the right intervention to support effective implementation • Overall and Widespread gaps in practice • Examine Organizational Drivers • Look at line staff selection • Insure that training and resources support the practice you want to see. • Look at supervision and management for information and solutions. • Start with aligning the organization to the outcomes you want to see and work your way back.

21. Group Vote: Choose Our Example • Engagement • Assessment • Diversion from High End Intervention • Trauma Informed Child Welfare Systems • Team approaches • Fatherhood and Extended Family Network Involvement • Systems of Care/Wraparound

22. Alignment begins at home • Identifying the appropriate developmental approach involves assessment of the agency in context, and understanding what we want people to do. • The training department needs to have a strong link with the other key players in the system to make the optimal strategic difference including: • Leadership/Management/Field • Policy/Procedure • IT • HR

23. Let’s start with what we want people to do… what would success look like? • Based on our example, what would families and communities say the effective worker did to implement this practice change? • Be respectful/the family will say they were listened to . • Cultural Awareness: They would feel like the worker respected their norms and values, i.e. taking shoes off at the door. • Family is driver of change.

24. Now that we know what we want, what is it going to take to get there?

25. What will the toughest change be? • Don’t know versus Won’t go…. • Both are likely to be issues we have to plan for. • Isolating the two issues and making appropriate plans for each gives you the best outcomes. • Do people need to learn something new to do the work this way, or do they need to change their attitude about roles and effectiveness to implement this change? • Identify strategies for each and have ways to differentiate and individualize learning and change plans.

26. Break it down: based on our example. (some examples…)

27. Addressing the Technical Needs • Technical Needs: • Knowledge • Technology • Policy/Procedure • Adding/changing resources • HR processes (job descriptions, etc.)

28. Addressing the Adaptive Needs • Adaptive Needs: • Attitudes • Beliefs • Effectiveness Paradigm • Values and vision • Role paradigm (how we are in the role, what is and isn’t our job).

29. Designing effective Coaching • Coaches Need: • Competence in the area to be coached to foster confidence. • Relationship building skills to foster trust. • Communication skills for feedback to the person and to the agency. • Agency supports to facilitate time , access, and feedback loop.

30. Turning the training team into a multi-functioning team: • Be Picky: Identify Coaching competencies for the specific initiative. • Identify People who ‘get it’ Understanding of organizational context • Be Relevant: Understanding of the Job as it was and as you want it to be. • Be Thoughtful: Development of the person: Reflective Practice • Be Present: Modeling the practice in practice, in real time.

31. Trainer Competencies • Typical Child Welfare Training Competencies: • Presentation Skills • Research and integration of EB Practices. • Facilitation Skills: Training Group • Instructional Skills: • Contextual Skills: Understanding of CW and organizational values, mission, goals. • Engagement skills (Training Group)

32. Supervisory Competencies • Work Management Skills • Analytical Knowledge and skills • Interpersonal Knowledge and Skills: One:one and Team Building • Self-Management • Contextual Skills: System and Field specific. • Technical/HR Skills

33. What are the competencies our coaches need? • Examples for Engagement: (just a few) • Interpersonal Skills: To engage families and to engage coach-ees. • Strategic thinking: the ability to link the family narrative to the current and future issues, then the ability to link family experience and strengths to a planning process. • Feedback Skills: the ability to identify, narrate, and give meaningful feedback that mirrors a strengths/needs perspective. • Valuing Family Voice: the attitude that families are worth listening to.

34. Implementing Coaching

35. Aligning the System for Mutual Support Performance Assessment Coaching Systems Intervention Facilitative Administration Training OrganizationDrivers CompetencyDrivers Integrated & Compensatory DecisionSupport DataSystem Selection Leadership Adaptive Technical (Fixsen & Blase, 2008) Graphics by Steve Goodman, 2009 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 35

36. Advocacy for Alignment • The effective organization uses a feedback loop based on self-directed learning to track and adjust, and to self-correct. Goleman, Boyatzis, & MckKee, Primal Leadership, 2002

37. Further Information/Conversation • Trish Mosher, MSW, LCSW • Tricia Mosher Consulting, Inc. • www.tmosher.com • trishmosher42@aol.com • Phone: 321-278-6359