Transcript Document
The Role of Staff Development in
Supporting Implementation of Evidence
Informed Practices
Nancy S. Dickinson, MSSW, PhD
The Use of Evidence in Child Welfare Practice and Policy: An
International Perspective on Future Directions
Jerusalem, May 27, 2010
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Presentation
Impact of child welfare worker turnover on
children, youth and families
What research tells us about retention of
child welfare staff
Evidence-informed retention practices
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Impact of Turnover on Families
and Children
Delay in timely investigations which can be
detrimental to the child at risk (US GAO, 2003)
Significantly longer stays in foster care (Flower,
McDonald, & Sumski, 2005; Ryan et al., 2006)
Higher rates of foster care re-entry (Hess, Folaran, &
Jefferson, 1992)
Relationship between turnover and recurrence
of child maltreatment (NCCD, 2006)
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Improved outcomes for children
and families
Implementation
Drivers
Performance Assessment
Systems
Intervention
Coaching
Training
Selection
Adaptive
Integrated &
Compensatory
Technical
Facilitative
Administration
Decision Support
Data System
Leadership
Graphics by Steve Goodman,2009
© Fixsen & Blase, 2008
CW Retention Research
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Organizational Conditions and
Retention
1. Supervision (Alwon & Reitz, 2000;
Bernotavicz, 1997: Dickinson & Perry, 2002; Ellett,
2000; GAO, 2003; Harrison, 1995; Landsman, 2001;
McCarthy, 2003; Rycraft, 1994; Samantrai, 1992;
Smith, 2005) Also supported in work of the R&R
grantees.
2. Organizational climate
(AECF, 2003;
Cahalane & Sites, 2004; Ellett et al., 2003; Glisson &
Hemmelgarn, 1998; Hopkins et al., 1999; Keefe,
2003; Kleinpeter et al., 2003; Lewandowski, 1998;
McCarthy, 2003; Nissly et al., 2005; Scannapieco &
Connell-Carrick, 2003) Also supported in the work of
the R&R grantees.
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Supervision as a Retention Tool
Good supervision is the most important
factor (Zlotnik et al., 2005)
Quantity of supervision influences job
satisfaction (Barth et al., 2007)
Quality of supervision counts (Dickinson & Perry, 2002)
Fostering on-the-job learning
– Peer mentoring
– Supervisory coaching
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Organizational Climate
Staff who stay
– Understand the agency’s mission and feel
valued as contributors to that mission (Keefe,
2003; Rycraft, 1994; Michigan State, 2008; University of North
Carolina, 2008)
– Feel part of a learning organization (Fordham
University, 2008
– Experience clear expectations and
measurable performance objectives (Annie E.
Casey Foundation, 2003)
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Organizational Climate
Staff who stay
– Perceive opportunities for advancement (Denver
University; University of Southern Maine, 2008)
– Perceive recognition and rewards for
performance (Child Welfare Training Institute, 1997;
University of North Carolina, 2008)
– Feel respected as individual staff members
(Landsman, 2001)
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Organizational Climate and
Retention
Mission Driven
Performance Based
Affirming
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Intervention Research and
Retention Practices
The correlates of retention and turnover
have been identified
What interventions increase retention and
impact effectiveness?
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An Experimental Study of Child
Welfare Worker Turnover in NC
Random assignment to 17 intervention
and 17 control groups
Provision of intervention:
– Supervisor and manager training in
recruitment, selection, retention practice skills
– Toolkits and TA for transfer of learning
Collection of data between 12/1/04 and
9/1/08
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Results
Significant improvements for the intervention
group on:
–
–
–
–
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Self efficacy
Organizational commitment
Agency affirmation
Shared mission
Depersonalization
Role clarity
Supervisor practice support
Supervisor team support
Intent to leave
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Impact of Intervention on Retention
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Impact of Evidence-Based Practice
on Staff Turnover (Aarons, et al., 2009)
Effect of EBP implementation on staff retention
in context of statewide, randomized trial of
intervention designed to reduce child neglect
SafeCare with & without fidelity monitoring;
Services as usual with and without monitoring.
Greater staff retention in the condition where the
EBP was implemented along with ongoing
fidelity monitoring presented to staff as
supportive consultation
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Perspectives on EBP
Implementation and Turnover
Learning new skills like SafeCare were
motivators to stay with current employers
Implementation of EBPs helps to recruit
and retain new staff
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Effects of an Organizational
Intervention on Worker Turnover
The Availability, Responsiveness, and
Continuity (ARC) Intervention (Glisson, Dukes, &
Green, 2006)
Reduced worker turnover by two-thirds
Improved work environments by reducing
– Role conflict
– Role overload
– Emotional exhaustion
– Depersonalization
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An Organizational Model to
Improve Retention
New York State Agency Design Teams
Local agency teams focus on organizational
culture and work issues
Mentoring and coaching supervisors in team
building activities improved worker retention
Retention influenced by
– Satisfaction with supervision
– Opportunity for promotion
– Agency communication
www.ncwwi.org
A Service of the Children’s Bureau, a Member of the T/TA Network
Improved outcomes for children
and families
Implementation
Drivers
Performance Assessment
Systems
Intervention
Coaching
Training
Selection
Adaptive
Integrated &
Compensatory
Technical
Facilitative
Administration
Decision Support
Data System
Leadership
Graphics by Steve Goodman,2009
© Fixsen & Blase, 2008
Successful Implementation of
Evidence Informed Practice
Core Implementation Components
Staff selection
Staff training
Staff coaching
Performance
Assessment
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Staff
Development
Activities
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Pre-Service and In-Service
Training
Training Best Practices:
Based on adult learning principles
Skill-based
– Behavior Rehearsals
– Knowledgeable feedback providers
– Practice to criteria
Transfer of learning activities
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Supervision and Coaching
Purposes:
Teach effective practice
Ensure good judgment
Secure fidelity
Increase staff satisfaction through support
and skill acquisition
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Thank You
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