Transcript Implementing System Change In Child Welfare

IMPLEMENTING
SYSTEM CHANGE
IN
CHILD WELFARE
Leadership Lessons from the Field
Implementation is Complex
THERE IS SCIENCE TO GUIDE US
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There is a body of research around effective implementation
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Most has been focused on research or evidenced based practices
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Child welfare systems have been slow to explore the science
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Well defined and developed child welfare models are
foundational to sound implementation
Application of implementation science may improve child
welfare outcomes
Implementation is both an art and a science.
The Child Welfare Environment
It Comes with the Territory
Leadership Changes
Political Agendas
Scarce and Declining Resources
Lawsuits
High Profile Media Attention
Churning Workforce
CFSR/PIP
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Leading in the Context
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Recognize the system’s baseline
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Establish the baseline as the context for the work
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Identify the organization’s priorities as the focus
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Lead stakeholders to focus on the priorities
Stages of Implementation
Getting from here to there…
Stages of Implementation
Sustainability
Innovation
Full Operation
Initial Implementation
Installation
Exploration
National Implementation Research Network:
Implementation Drivers
Performance Assessment
(Fidelity)
Systems Intervention
Coaching
Facilitative Administration
Training
Selection
Integrated
&
Compensatory
Decision Support
Data System
LEADERSHIP
© Fixsen & Blase, 2008
Practitioner Selection
Staff recruitment, selection, allocation
 Job
descriptions reflect specific requirements mode
 Recruitment announcements highlight practice principles
 Competency exams test implementation skills & abilities
 Staff are assessed prior to beginning the work
 Interview questions align with the model
 Model experts involved in hiring/placement decisions
Training
Information, instruction, skill development to obtain
new knowledge, skills, abilities
 Staff
at all levels have specific preparation for new
intervention model
 Training is provided by experts
 Staff are tested before and after training
 Feedback on performance during training is provided
to supervisors and data collection unit
 Supervisors and managers receive specific training
around coaching the new model
Supervision/Coaching
Observation, instruction, feedback, support
 Every
practitioner has an assigned supervisor/coach
 Supervisors/coaches are experts in the model
 Content of supervision is matched to content of training
 Practitioners receive supervision weekly
 Data from supervision is reported as part of quality
assurance
Performance Assessment
Performance is evaluated for fidelity to model and
includes:
 Direct observation of the practitioners
 Feedback from children and families served
 Feedback from stakeholders (e.g. foster parents, state
attorney office, court system
Systems Intervention
Internal and external collaboration/coordination
 State/region
has partnered with key external systems
to support implementation
 External partners trained on the model
 Perspectives of external stakeholders included during
implementation
 Perspectives from all levels of the organization (internal
stakeholders) included during implementation
 All stakeholders understand role in the implementation
Facilitative Administration
Organization’s structure, policies, procedures
 Organizational
structure aligned to support new model
 New practices and procedures in place to facilitate the
intervention model
 Administrative policies support the specific needs of the
intervention model
 Administrative staff are trained in role in implementation
 Administrators use data when making decisions
Data Decision Systems
Data collection and reporting system
 Organization
has an automated data system
 Practice documentation requirements are integrated
 Model Fidelity data is collected
 Fidelity data reports are distributed to defined paths
 All levels of staff are trained in interpreting and
applying data for continuous improvement
 Managers use data to guide implementation and align
resources to support needed improvements
Leadership
 Engage
and promote the change process
 Align intervention model with mission, vision, and
values
 Provide clear and frequent communication
 Seek feedback from practitioners and
stakeholders
 Provide rational for changes
Leading Change
Project vs. Change Management
Project
Change
Management Management
A structured approach to
managing tasks, resources
and budget to achieve a
desired outcome
A set of processes and tools
to manage the people
engaged in the project to
achieve the desired outcome
* Implementation requires managing the project and managing the change
Implementation Means Change
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Leaders guide the organization through change
Perception of change based on position in the
organization
Individuals change at different rates
All change is individual- It’s all about me!
ADKAR
ADKAR
Awareness of the need to change
Desire to participate and support the change
Knowledge of how to change (and what the change looks like)
Ability to implement the change on a day-to-day basis
Reinforcement to keep the change in place
Engaging in Change
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Establish readiness for change
Build trusting relationships
Develop champions
Balance flexibility vs. staying the course
Allocate time and resources
Take regular organization temperature
Communicate , before , during and after
Clarify the impact of the change at the individual level
Lead the Work and Lead the People
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Scan the environment
Align the proposed change with mission/vision
Make the case for the change (communicate)
Assess drivers and address gap
Garner stakeholder support, resources and plan
Prepare to implement and manage the change
Keep the focus, stay engaged and reinforce change
Leadership Take Away
1. Understand and normalize the environment
2. Define and communicate the needed change
3. Engage stakeholders
4. Focus on fidelity and outcomes
5. Lead the work-the people through the change
THOUGHTS?
CATHY FISHER
PROJECT DIRECTOR
[email protected]
WWW.ACCWIC.ORG