a service of the children’s bureau, a member of the t/ta network leadership learning on-line child...
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A Service of the Children’s Bureau, a Member of the T/TA Network
Leadership Learning On-LineChild Welfare Peer Training Network
Freda Bernotavicz, Sue Ebersten & MB LippoldMuskie School of Public Service
Tuesday, November 30, 2010
www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
NCWWI Partners
University at Albany University of
Maryland University of Denver University of
Southern Maine National Indian Child
Welfare Association
Fordham University Michigan State
University University of Iowa University of
Michigan Portland State
University Children’s Bureau/
ACF/DHHS
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NCWWI Core Philosophy
Effective child welfare systems require a committed, competent and stable workforce and supportive organizational policies and practices that mirror Systems of Care principles.
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NCWWI Purpose
Build the capacity of the nation’s child welfare workforce and improve outcomes for children, youth, and families through activities that support the development of child welfare leaders
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NCWWI Vision
A committed, competent and high-performing child welfare workforce that is
strengthened by professional education sustained through leadership development supported by organizational practices that
mirror Systems of Care principles skilled at delivering effective and
promising practices that improve outcomes for children, youth, and families
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NCCWI Approach: Components
Knowledge Assessment & Management Leadership Academy – for Middle
Managers (LAMM) & Supervisors (LAS) BSW & MSW Traineeships Peer Networks Dissemination Evaluation
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NCWWI Implementation: Collaborative Approach
Cooperative Agreement with Children’s Bureau (T/TA Network, Workforce Projects, NRC’s, Implementation Centers)
Executive Management Team National Advisory Committee Child welfare agencies Agency Training Departments (& NSDTA) University social work programs
Leadership Academy for Supervisors (LAS)
Goal: Develop leadership skills for implementation of change
Audience: experienced supervisors in public, tribal and private agencies that provide CW services
Method: Online, self-directed learning with follow up sessions in real-time
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Core curriculum development: 2009-2010
Total enrollment: 716 National participation in self-directed
approach: 402 have started Indiana pilot in state-coordinated
approach: 60 supervisors
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LAS Implementation
Leadership Academy for Supervisors
Content and Design
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Sue EberstenMuskie School of Public Service
Overview of the LAS Curriculum
Demonstration of key design elements of on-line training delivery
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Competing Priorities
Change… and keep order
Make the numbers…. and nurture your staff
Open up to the community…. and manage internal operations
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LAS Core Curriculum
1. Introductory Module
2. Foundations of Leadership
3. Leading in Context: Building Collaboratives
4. Leading People: Workforce Development
5. Leading for Results: Accountability
6. Leading Change: Goal-Setting
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www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Distance Education Methods
Synchronous
Course is held at scheduled time
Instructor-led in real time
Learner interacts with peers and Instructor
Asynchronous
Anytime, anyplace
Learners and Instructors not connected in real time
No learner to peer or learner to instructor interaction
BLENDED
Advantages of Asynchronous
Consistent message
Cost effective for large, disperse
audience
Convenient for learners
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Challenges of Asynchronous
Social aspects of learning
Skill building (observation and
feedback)
Engaging learners
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Importance of Design
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Self-Directed Learning Approach
The Five Discoveries
1. My Ideal Self2. My Real Self3. My Learning Agenda4. Experimenting5. Development
- Richard Boyatzis
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Ideal Self
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Real Self
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Overlap = Strengths
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Gap = Learning Agenda
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Practice new skills
I’m really using what I learned
in the LAS.
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Develop trusting relationships
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LAS Design
IntroductoryModule
I. Foundations of Leadership•Pre-work•Course•LASLN
II. Leading in Context
•Pre-work•Course•LASLN
III. Leading People
•Pre-work•Course•LASLN
IV. Leading for Results
•Pre-work•Course•LASLN
V. Leading Change
•Pre-work•Course•LASLN
PeerNetworking
CulturalHumility
Recruitment & Selection
Topic 3TBA
Topic 4TBA
Success Factors InDistance Education
Characteristics
Practices
Introduce Pre-work/exercises; readings; instructional content
Illustrate Simulations to reinforce applicability
Practice Case studies, problem solving, feedback, application to change initiative
Evaluate Strengths and learning self-assessment, knowledge checks
Reflection Journaling, learning plan, learning portfolio
Mastery Self-assess mastery of training material
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LAS AsynchronousDesign Elements
Multi-media interactivity “Layered “ Instructional
Content Learning Self-Assessment Case Study Approach
Reflection
Free Online Training for Child Welfare Supervisors
Imagine the Possibilities
M.B. Lippold, M.A., M.B.A.Indiana Department of Child
Services
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Indiana’s Commitment Leadership training
already identified as a priority; working with Judy and John McKenzie from Michigan State University
Contacted the Institute and asked about participating in the training, but as a State entity
Very cooperative and accommodating; “Let’s Try It!!”
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Indiana’s Plan Identified 3 Supervisors
in each of Indiana’s 18 Regions; primarily experienced, well thought of supervisors, but not all
Sent information about registration; started 1st module
Scheduled 1st Leadership Academy for Supervisors Learning Networks (LASLN’s)
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What Next? Too early for formal
evaluations Started 2nd module;
informal feedback received; excellent material but very time consuming
Completed survey monkey; verified material a little overwhelming
Completed 2nd LASLN
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Success!!
Modified 3rd online training; shortened segments; broke down into smaller components
Clarified Required vs. Optional activities via video
Video prepared on navigating the website better
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Lessons Learned
Supervisors Want to learn and network On-line training beneficial in terms of time
since no travel required– Segments need to be short and clear– Expectations set forth clearly
LASLN’s productive when participants actively involved, completing activities during session worthwhile
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Required Activities For Statewide Approach
Frequent communication regarding expectations
Timely follow-up critical Dedicated staff time to
coordinate, answer questions, have additional consultations
“Pay-Off” clearly identified– How is this going to
benefit me?
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Next Steps in Indiana
Complete next 3 modules based on current format
Continue to receive feedback from participants and make additional changes if appropriate
Thoughts about remaining 200 Supervisors, possibly more selective
Overall Assessment Stop reading brochures!! (MB’s Staff’s
Request)
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Next steps nationally
Move from self-directed to state-coordinated approach
Working with states to implement in own agencies
Implementation Resource Package Memorandum of Agreement
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Questions and discussion
How can we work together to build the capacity of the child welfare workforce and implement the LAS?
What support do you need from the LAS Team?
How can we encourage supervisor participation in the training?
How can I preview a LAS module?
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Contact Information
LAS Team: [email protected]
MB Lippold:
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Thank You
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