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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A Service of the Children’s Bureau, a Member of the T/TA Network
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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A Service of the Children’s Bureau, a Member of the T/TA Network
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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–
–
–
–
–
–
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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
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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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