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A Service of the Children’s Bureau, a Member of the T/TA Network
Leadership Learning On-Line
Child Welfare Peer Training Network
Freda Bernotavicz, Sue Ebersten & MB Lippold
Muskie School of Public Service
Tuesday, November 30, 2010
NCWWI Partners
University at Albany
University of
Maryland
University of Denver
University of Southern
Maine
National Indian Child
Welfare Association
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Fordham University
Michigan State
University
University of Iowa
University of Michigan
Portland State
University
Children’s Bureau/
ACF/DHHS
A Service of the Children’s Bureau, a Member of the T/TA Network
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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A Service of the Children’s Bureau, a Member of the T/TA Network
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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A Service of the Children’s Bureau, a Member of the T/TA Network
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
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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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LAS Implementation
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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A Service of the Children’s Bureau, a Member of the T/TA Network
Leadership Academy for Supervisors
Content and Design
Sue Ebersten
Muskie School of Public Service
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A Service of the Children’s Bureau, a Member of the T/TA Network
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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A Service of the Children’s Bureau, a Member of the T/TA Network
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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A Service of the Children’s Bureau, a Member of the T/TA Network
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A Service of the Children’s Bureau, a Member of the T/TA Network
Distance Education
Methods
Asynchronous
Synchronous
Anytime, anyplace
Course is held at
scheduled time
Learners and
Instructors not
connected in real time
No learner to peer or
learner to instructor
interaction
Instructor-led in real
time
Learner interacts with
peers and Instructor
BLENDED
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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.
2.
3.
4.
5.
My Ideal Self
My Real Self
My Learning Agenda
Experimenting
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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A Service of the Children’s Bureau, a Member of the T/TA Network
I. Foundations of
Leadership
•Pre-work
•Course
•LASLN
Introductory
Module
II. Leading in
Context
•Pre-work
•Course
•LASLN
III. Leading
People
•Pre-work
•Course
•LASLN
Peer
Networking
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IV. Leading for
Results
•Pre-work
•Course
•LASLN
V. Leading
Change
•Pre-work
•Course
•LASLN
LAS Design
Cultural
Humility
Recruitment
& Selection
Topic 3
TBA
Topic 4
TBA
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Success Factors In
Distance 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
Dunst,Trivette 2009
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LAS Asynchronous
Design Elements
Multi-media interactivity
“Layered “ Instructional Content
Learning Self-Assessment
Case Study Approach
Reflection
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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 statecoordinated 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:
[email protected]
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Thank You
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