Transcript Document
Module II:
Leading Change
A Service of the Children’s Bureau, a Member of the T/TA Network
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Module II Training
Competencies
6. Able to establish, communicate, and implement an
organizational vision in a continuously changing
environment based on a personal vision that guides
practice and professional development.
7. Able to describe the stages and key issues in
implementing a change initiative.
8. Able to apply a systems perspective to the process and
drivers of implementing change.
9. Able to demonstrate commitment to continuous learning
as a leader and address systems change issues.
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The Implementation Challenge
It is one thing to say with the prophet
Amos, “Let justice roll down like
mighty waters,” and quite another to
work out the irrigation system.
William Sloane Coffin
Social activist and clergyman
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Implementation Gaps
Knowledge to Practice Gap
Vision to Reality Gap
Fidelity (Faithfulness) Gap
(National Implementation Resource Network, 2010)
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Key Features of the NIRN
Framework
Defining “the What”
Stages of Implementation
Implementation Drivers
Implementation Teams
Improvement Cycles
Transformation Zones
Policy to Practice Loops
System Alignment
Leadership Academy for Middle Managers • www.ncwwi.org
(National Implementation Resource Network, 2010)
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A Service of the Children’s Bureau, a Member of the T/TA Network
Defining “the What”
From what current state of practice to
what future state of practice?
To operationalize
(National Implementation Resource Network, 2010)
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Linking the What and the How
The WHAT (Intervention)
AND
The HOW (Implementation)
(National Implementation Resource Network, 2010)
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Defining Systems Change
Systems change initiatives require the
“What” to be defined at multiple levels
– Vision, mission, guiding principles
– Evidence-based and innovative
services
– Essential functions and core activities
(National Implementation Resource Network, 2010)
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Translating System Change
to Real World Practices
Systems don’t change. . . . People do.
~ Jim Wotring, Georgetown University
Changing the thinking and behavior of:
• Human service professionals
• Administrators in organizations
• System directors, policy makers, and funders
(National Implementation Resource Network, 2010)
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Translating System Change
to Real World Practices
When your systems change has been
developed and implemented as intended…
– What will look different than current practice?
How will it be different?
– What will child welfare staff, supervisors,
managers, leaders, and partner agency
personnel be saying and doing more often?
Less often?
– Which child welfare activities and processes
will be affected?
(National Implementation Resource Network, 2010)
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Practice Profiles
Operationalize program or practice features
Describe implementer behavior at each level of
the system
Link guiding principles with interventions,
services, and core activities
Critical Component
Ideal
Implementation
Critical Component 1:
Description
Description of
implementer
behavior
Acceptable
Variation
Unacceptable
Variation
Unacceptable
Variation
(Adapted from work of the Heartland Area Education Agency 11, Iowa)
(National Implementation Resource Network, 2010)
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Where to Start?
Look for what is out there!
Assess programs and program
components
Pay attention to information on:
– The nature of the problem
– Risk and protective factors and theories of “why”
– Key features/evidence of known interventions
– The systems supports required to support
those practices
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T/TA Network - Functions
Building
Evidence of
Effective
Practice
Organizing
and
Managing
Information
Providing
Consultation
and Transferring
Knowledge
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Child Welfare Implementation Centers
Established in 2008
Part of the Children’s Bureau Training and Technical Assistance Network
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NIRN Stages of
Implementation
Exploration
Installation
Initial Implementation
Full Implementation
http://www.fpg.unc.edu/~nirn/
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Exploration
Examine how well a particular model, program,
or plan meets the community and agency’s
needs
Determine whether or not it is a desirable and
feasible option, or select/build a better model,
then
Create readiness for change at many levels, and
Finalize the What and the Implementation Plan
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Name the
7 behaviors
of
Adaptive
Leadership
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Installation
Selecting and contracting with partner
agencies
Developing and revising policies
Developing training
Developing outcome measures
Considering staff positions
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Initial Implementation
Do the “What”
Learn from mistakes
Continue buy-in efforts
Manage turnover and frustration
Manage expectations and the change
process
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Full Implementation
Maintain and improve skills, activities, and
linkages throughout the system
Ensure that components are integrated and
fully functioning
Ensure that skillful practice is being
demonstrated by frontline staff, supervisors
and administrators
Changes in policy are reflected in practice
at all levels
Evaluate program outcomes
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{Innovation}
Using data and practitioner experience,
identify ways to improve the practice
Experiment judiciously by carefully
designing program changes
Make sure you can tell if the new practice
works better!
Make sure that if it works, others can
replicate with faithfulness
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{Sustainability}
Ensure funding streams are in place for
services and infrastructure
Ensure high fidelity and positive outcomes
through infrastructure improvement and
maintenance
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NIRN Implementation Drivers
Performance
Assessment
Coaching
Systems
Intervention
Training
Integrated &
Compensatory
Selection
Facilitative
Administration
Data Driven
Leadership
Adaptive
Graphics by Steve Goodman, 2009
Leadership Academy for Middle Managers • www.ncwwi.org
Technical
(Fixsen & Blase, 2008)
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Selection of Staff
Will we hire new staff?
How will we select staff?
Which staff are needed to
successfully implement & how
should they be involved?
Frontline, support, IT???
Does this initiative change
anything for our current hiring
process?
What staff skills are needed?
Other staff issues to consider
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Training
Whom do we train on what?
Do we need training other
than “the What”? (i.e.,
coaching, data, managing
change . . . )
Pre-service training
Ongoing training
Best training methods
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Coaching
Training alone will not
accomplish the change in
practice
Trainees retain 10% of
learning from traditional
Slightly more than 10% if
strong skills-based methods
Coaching increases transfer
to almost 80%
Coaching increases worker
retention (Aarons et al, 2009)
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Staff Performance
Do we need to revise
performance evaluations to
include competencies & skills
specific to this initiative?
Assess individual skills
Use assessments to
increase skills
Staff assessment AND
organizational assessment
Celebrating accomplishments
consistently, ongoing
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Implementation Drivers
Performance
Assessment
Staff
Performance
Program
Performance
Integrated &
Compensatory
Leadership
Graphics by Steve Goodman, 2009
Leadership Academy for Middle Managers • www.ncwwi.org
(Fixsen & Blase, 2008)
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Program Performance
Data-Driven Decisions
Outcome data AND
fidelity data
Quality assurance in
place?
Measures of consumer
satisfaction?
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Facilitative Administration
Have administrators put
appropriate policies,
procedures, structures,
culture, and climate in
place to meet the needs
of those implementing the
change?
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Systems Intervention
Strategies with external
systems
Ensure availability of
financial, organizational,
and human resources
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Integrated & Compensatory
Integrated &
Compensatory
Leadership
Adaptive
Technical
Graphics by Steve Goodman, 2009
(Fixsen & Blase, 2008)
Leadership Academy for Middle Managers • www.ncwwi.org
A Service of the Children’s Bureau, a Member of the T/TA Network
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Integrated
Successful
implementation
depends on
purposeful use of all
the drivers functioning
together in one
implementation
process.
Leadership
Adaptive
Technical
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Compensatory
Using the strengths of
one driver to
overcome or assist
with identified
weaknesses in
another driver.
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Leadership Academy for Middle Managers • www.ncwwi.org
A Service of the Children’s Bureau, a Member of the T/TA Network
Key Features of the NIRN
Framework
Defining the What
Stages of Implementation
Implementation Drivers
Implementation Teams
Improvement Cycles
Transformation Zones
Policy to Practice Loops
System Alignment
http://www.fpg.unc.edu/~nirn/
Leadership Academy for Middle Managers • www.ncwwi.org
(National Implementation Resource Network, 2010)
A Service of the Children’s Bureau, a Member of the T/TA Network
36
The Power of
a Shared Vision
“When people truly share a vision they are
connected, bound together by a common
aspiration. Personal visions derive their
power from an individual’s deep caring for
the vision. Shared visions derive their power
from a common caring.”
(Senge, 1990, 192)
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Vision should be . . .
Clear
Compelling
Resonant
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A Shared Vision Statement:
Evokes universal values and principles
that guide behavior
Provides a sense of the future
Appeals to the deepest desires of
individuals
Speaks the language of optimism
and hope
Inspires self and others
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A Vision Statement is NOT
A policy manual
Loaded with jargon and buzzwords that
only child welfare professionals
understand
A stark contrast to the agency mission
So complex that it takes four elevator rides
up and down a large building to explain
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Leadership Academy for Middle Managers • www.ncwwi.org
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Examples of Vision Statements for
the Group Change Initiative
“Engaging Families Means Engaging Fathers”
“Lasting Connections With Fathers for Safe and
Stable Children and Youth”
“Supporting Families Means Supporting Fathers”
“Engaging Families – Supporting Strong
Connections”
“Promoting Safe and Healthy Children and Youth
Through Family Connections With Fathers”
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Visual Vision Statements
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National Child Welfare
Resource Center for Tribes
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NCWWI
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Western Workforce
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Learn the signs, share this information, and
be the One with Courage to make a difference.
One with Courage: Texas
Children’s Advocacy Center
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Aspects of Implementation
Characteristics of the innovation
Roles people play
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Characteristics of
the Successful
Change Initiative
Continuity
Accessibility
Ownership
Value
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Continuity
Builds on existing values
Builds on existing skills
“We already do this . . .”
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Accessibility
Clarity of key components of the practice
Chance to observe or “try it out”
Realistic expectations within current
contracts, budget, caseload, timeframes
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Ownership
People have input and feel that they have
created a piece of the practice
Clarity on what fidelity looks like
Clarity on options for individualization
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Value
What’s in it for me?
How does this impact the other aspects of
my work that I value? (e.g., impact on
families and children, safety, etc.)
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Roles People Play 1
Early adopters
Middle adopters
Later adopters
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Roles People Play 2
Resisters
Champions
Minders
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Roles People Play 3
Supervisors
Managers
Executives
Community Partners
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Key Points From
Today’s Training
We lead with vision
We quickly are “on the dance floor”
Implementation science can be of great use
to us as leaders:
– Implementation moves forward in some orderly stages
– We can use some important drivers of implementation
– There are some key characteristics of implementation
to pay attention to
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