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

1. 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

2. University at Albany University of Maryland University of Denver University of Southern Maine National Indian Child Welfare Association Fordham University Michigan State University University of Iowa University of Michigan Portland State University Children’s Bureau/ ACF/DHHS NCWWI Partners www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

3. 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. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

4. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

5. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

6. NCCWI Approach: Components • Knowledge Assessment & Management • Leadership Academy – for Middle Managers (LAMM) & Supervisors (LAS) • BSW & MSW Traineeships • Peer Networks • Dissemination • Evaluation www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

7. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

8. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

9. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

10. Leadership Academy for SupervisorsContent and Design Sue Ebersten Muskie School of Public Service www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

11. Overview of the LAS Curriculum • Demonstration of key design elements of on-line training delivery www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

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13. Competing Priorities Change… and keep order Make the numbers…. and nurture your staff Open up to the community…. and manage internal operations www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

14. LAS Core Curriculum Introductory Module Foundations of Leadership Leading in Context: Building Collaboratives Leading People: Workforce Development Leading for Results: Accountability Leading Change: Goal-Setting www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

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17. Synchronous Course is held at scheduled time Instructor-led in real time Learner interacts with peers and Instructor BLENDED Distance Education Methods Asynchronous • Anytime, anyplace • Learners and Instructors not connected in real time • No learner to peer or learner to instructor interaction www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

18. Advantages of Asynchronous • Consistent message • Cost effective for large, disperse audience • Convenient for learners www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

19. Challenges of Asynchronous • Social aspects of learning • Skill building (observation and feedback) • Engaging learners www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

20. Importance of Design www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

21. Self-Directed Learning Approach The Five Discoveries • My Ideal Self • My Real Self • My Learning Agenda • Experimenting • Development - Richard Boyatzis www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

22. Ideal Self www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

23. Real Self www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

24. Overlap = Strengths www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

25. Gap = Learning Agenda www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

26. Practice new skills I’m really using what I learned in the LAS. www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

27. Develop trusting relationships www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

28. LAS Design I. Foundations of Leadership • Pre-work • Course • LASLN CulturalHumility II. Leading in Context • Pre-work • Course • LASLN IntroductoryModule Recruitment & Selection III. Leading People • Pre-work • Course • LASLN Topic 3TBA PeerNetworking IV. Leading for Results Topic 4TBA • Pre-work • Course • LASLN V. Leading Change • Pre-work • Course • LASLN www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

29. Success Factors InDistance Education Dunst,Trivette 2009 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

30. LAS AsynchronousDesign Elements • Multi-media interactivity • “Layered “ Instructional Content • Learning Self-Assessment • Case Study Approach • Reflection www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

31. Free Online Training for Child Welfare SupervisorsImagine the Possibilities M.B. Lippold, M.A., M.B.A. Indiana Department of Child Services www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

32. 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!!” www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

33. 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) www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

34. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

35. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

36. 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 www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

37. 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? www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

38. 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) www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

39. Next steps nationally • Move from self-directed to state-coordinated approach • Working with states to implement in own agencies • Implementation Resource Package • Memorandum of Agreement www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

40. 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? www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

41. Contact Information • LAS Team: LAS@usm.maine.edu • MB Lippold: marybeth.lippold@DSC.in.gov www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

42. Thank You www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network