700: Foundations of Leadership · Foundations of Leadership) (title slide), which is the introductory slide for the training. Whenever possible, start the training session promptly

The Pennsylvania Child Welfare Resource Center University of Pittsburgh, School of Social Work

403 East Winding Hill Road Mechanicsburg, PA 17055

Phone (717) 795-9048 Fax (717) 795-8013 www.pacwrc.pitt.edu

700: Foundations of Leadership

Developed by:

Maryann Marchi

For: The Pennsylvania Child Welfare

Resource Center

University of Pittsburgh, School of Social Work

Final: July 2014 Revised: January 2018

http://www.pacwrc.pitt.edu/

The Pennsylvania Child Welfare Resource Center 700: Foundations of Leadership

Copyright 2018, The University of Pittsburgh

This material is copyrighted by the University of Pittsburgh. It may be used freely for training and other educational purposes by public child welfare agencies and other not-for-

profit child welfare agencies that properly attribute all material use to the University of Pittsburgh. No sale, use for training for fees or any other commercial use of this material in

whole or in part is permitted without the express written permission of the Pennsylvania Child Welfare Resource Center, formerly the Pennsylvania Child Welfare Resource Center, of the School of Social Work at the University of Pittsburgh. Please contact the Resource

Center at (717) 795-9048 for further information or permissions.

Acknowledgements The Pennsylvania Child Welfare Resource Center (Resource Center) would like to thank the following people for their assistance with the development of Foundations of Leadership. Brian Bornman Pennsylvania Children and Youth Administrators Mike Byers The Pennsylvania Child Welfare Resource Center Jennifer Caruso The Pennsylvania Child Welfare Resource Center Terry Clark The Pennsylvania Department of Public Welfare Jennifer Cragle Bradford County Children and Youth Services Jeanne Edwards The Pennsylvania Child Welfare Resource Center Christina Fatzinger The Pennsylvania Child Welfare Resource Center Stacy Gill Monroe County Children and Youth Services Adelaide Grace Monroe County Children and Youth Services Lisa Kessler The Pennsylvania Child Welfare Resource Center Crystal Natan Lancaster County Children and Youth Services Brandie Neider Berks County Children and Youth Services Tammy McCullough Pike County Children and Youth Services Natalie Perrin Office of Children, Youth, and Families Roseann Perry Office of Children, Youth, and Families Dayna Revay Beaver County Children and Youth Services Cathy Utz Office of Children, Youth, and Families Joan Wirick The Pennsylvania Child Welfare Resource Center The Resource Center would also like to express its appreciation to all the dedicated county and state child welfare professionals, too numerous to list, that helped make this curriculum a reality.


Agenda for a 12-Hour Workshop on 700: Foundations of Leadership

Day 1

Estimated Time Content Page

30 minutes

Section I Welcome and Introductions

1

1 hour, 15 minutes

Section II

The Characteristics of Effective Leadership

4

3 hours, 15 minutes

Section III: Strengths Based

Leadership

9

1 hour

Section IV:

The Leader: Role Model of Social Work Values and

Practice

16


Agenda for a 12-Hour Workshop on 700: Foundations of Leadership

Day 2

Estimated Time Content Page

45 minutes

Section V:

Applying the Organizational Effectiveness Framework:

General Guidelines for Promoting Change

21

45 minutes

Section VI:

Opportunities for Change and Improvement

25

4 hours, 10 minutes

Section VII:

Applying the Organizational Effectiveness Framework:

Using the Assessment, Tools, and Templates

35

20 minutes

Section VII:

Summary and Evaluations

47



Page 1 of 61

Section I: Welcome and Introductions Estimated Length of Time: 30 minutes Quality Services Review Indicator(s):

None Performance Objectives:

None Method of Presentation: Lecture, small and large group discussion, large group activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Name Tents Trainer-Prepared Flip Chart #1: What Would I Like to Leave with by the End

of the Day Tomorrow? (one for each table) Trainer-Prepared Flip Chart #2: BIG IDEAS (one for each table) Trainer-Prepared Flip Chart #3: Parking Lot Pre-work Handout #1: Foundations of Leadership (PowerPoint) Handout #2: Agenda Handout #3: Learning Objectives Handout #4: Idea Catcher PowerPoint Slide #1: 700: Foundations of Leadership (title slide) PowerPoint Slides #2-3: Agenda PowerPoint Slide #4: Learning Objectives



Page 2 of 61

Section I: Welcome and Introductions Trainer Note: Before participants arrive, display PowerPoint Slide #1 (700:

Foundations of Leadership) (title slide), which is the introductory slide for the training.

Whenever possible, start the training session promptly at 9:00 AM. Prior to the training, the handout packets should be prepared with the name of each participant on the top right-hand side of the folder. The training the room should be set up with circular tables. Prepare the tables in the training room in advance by placing the folders on each table as a method of pre-assigning participants to tables. The pre-assignments should ensure that counties who are coming as a team can sit at a table together. If a county administrator is coming without a team, they should be pre-assigned to a table with participants from a similar county class size. This pre-assignment will assist with the interaction of participants throughout the training. The trainers should also place name tents for each participant, five strips of precut flip chart paper, markers, and masking tape on each table. One of each of the following Trainer-Prepared Flip Charts should be placed on the wall near each table:

Trainer-Prepared Flip Chart #1: What Would I Like to Leave With by the End of the Day Tomorrow

Trainer-Prepared Flip Chart #2: BIG IDEAS Greet participants as they enter the room. Welcome them to the training and ask that they sit at the table where their folder is located. Inform participants that pre-assigned groups are to assist with training activities. Step 1: Trainer Introductions (5 minutes) The lead trainer introduces self and co-facilitator(s). The lead trainer then reviews the house rules (breaks, lunch, questions, 15-Minute Rule, etc.). Step 2: Name Tents (5 minutes) The lead trainer asks participants to complete name tents by including their name, county, position, length of time in position, and county class size. Step 3: Agenda and Learning Objectives (4 minutes) Refer participants to Handout #1 (Foundations of Leadership PowerPoint) and inform them that it contains copies of the PowerPoint slides. Refer to Handout #2



Page 3 of 61

(Agenda) and display PowerPoint Slides #2-3 (Agenda) while reviewing the agenda. Refer to Handout #3 (Learning Objectives) and display PowerPoint Slide #4 (Learning Objectives) while reviewing the learning objectives for the training. Step 4: What’s In It For Me Activity (10 minutes)

Trainer Note: The pre-work required that participants review the Organizational Effectiveness (OE) Quick Guide for Teams (American Public Human Services Association, 2009) in order to orient themselves to the content of the training and to bring to the training questions about it. It is not being provided to participants to prepare them to facilitate the OE Process in the absence of training and/or technical assistance from trained OE staff.

Inquire how many participants completed the pre-work. Instruct participants to consider the pre-work, learning objectives, and agenda and discuss at their table what they hope to learn as a result of attending the training. Each group should identify the top three things they want to learn. These objectives should be recorded on their Trainer-Prepared Flip Chart #1 (What Would I Like to Leave With by the End of the Day Tomorrow?). Step 5: Group Introductions (5 minutes) Give each group an opportunity to present their objectives and to introduce each participant individually. Acknowledge the experience represented by participants. For some, the material may be new. For others, it will be validation and reinforcement of what they already know. For all, it will be an opportunity to share their experiences and meet and network with other administrators in the child welfare system. Step 6: Idea Catchers (1 minute) Refer participants to Handout #4 (Idea Catcher). Explain that Idea Catchers provide them the opportunity to record ideas they would like to take away from each training section. Encourage participants to use it as they go through the training.



Page 4 of 61

Section II: The Characteristics of Effective Leadership Estimated Length of Time: 1 hour, 15 minutes Quality Services Review Indicator(s): Practice Performance Indicator 7: Planning for Transitions and Life Adjustments Learning/Performance Objectives:

To individually record on a handout at least five characteristics of effective leaders.

Method of Presentation: Individual activity, small group activity, large group discussion Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Trainer-Prepared Flip Chart #4: Stick Person (graphic): (one for each table) Handout #1: Foundations of Leadership PowerPoint) (revisited) Handout #5: Leadership is… Handout #6: The Difference Between Managing and Leading Handout #4: Idea Catcher (revisited) PowerPoint Slide #5 Geese graphic Leadership Dimension PowerPoint Slides #6-7 Managing and Leading



Page 5 of 61

Section II: The Characteristics of Effective Leadership Trainer Note: For this training, it is important for participants to understand the

characteristics of effective leadership. The following activity is designed to surface participants’ understanding of the characteristics that effective leaders possess. Before this activity begins, place one of the following trainer-prepared flip charts on the wall near each table: Stick Person

(graphic).

Step 1: Individual Reflection (5 minutes) Refer participants to Handout #5 (Leadership is ….). Ask participants to individually list the characteristics they feel effective leaders possess. Step 2: Build the Perfect Leader (10 minutes) Ask participants to select a group leader from their table. (Suggestion: The individual that has been in a leadership role the longest at their table). Each group leader should lead a discussion with their table that allows participants to share their lists. A comprehensive list of all identified characteristics should be developed. (Allow approximately 5 minutes for this group discussion.) Each group should “Build the Perfect Leader” by placing their characteristics on the Trainer-Prepared Flip Chart #4: Stick Person (graphic).

Trainer Note: Encourage each group to use their creativity in completing the activity by using words, pictures, etc.

Step 3: Large Group Sharing (5 minutes) Each small group will have the opportunity to share the leadership characteristics that they feel make the “Perfect Leader”. One of the co-facilitators should record characteristics on a flip chart and develop a comprehensive listing for the entire group.

Trainer Note: At a minimum, the following characteristics should be noted:

Integrity Ability to accomplish goals Perceiving Guide to Vision Ability to make decisions Mentor – teaching (groups & individual) Ability to problem solve Ability to develop Strategic Plans Trustworthy Model Collaborator Voice of Organization Team builder Sets the tone



Page 6 of 61

Inspiring Facilitator Enthusiastic Strong values

Inspires confidence in staff Ability to make good use of experience Take risks

Trainers can continue to add to this list based on additional information that surfaces during the entire training.

Step 4: Introduction to Leadership Styles (10 minutes) Ask participants if all effective administrators possess the same temperament and work style. Most likely, participants will answer “no”. Explain that what effective leaders have in common is that they are able to use the strengths from their management team members in order to carry out all the essential functions of leadership. Now in this section, participants will determine their own style and how to apply that style most effectively. In this section, participants will assess themselves and develop a list of behaviors and skills in those areas where they are strong, and where they may be weak. Ask participants to think back to when they built the “Perfect Leader” at the beginning of the workshop. Ask the question… “Can any one person have all of the aspects that are needed for leadership?”

Answer:

You just want a yes or no answer. Explain that we all have some aspects of leadership. Some we learned, others come to us naturally, and some we might not have at all. We cannot be everything to everybody. Also, situations generally do not require all of the leadership traits at one time. To clarify this point, display PowerPoint Slide #5 (Geese graphic Leadership Dimension). Introduce the example of a flock of geese. Ask the question…“What do geese in flight represent to leadership?”

Answers:

The leader does not remain the same. As a leader tires, it falls back and takes its place with other followers, while a new leader emerges to pierce the wind and continue the course.



Page 7 of 61

The graphic illustrates that a leader doesn’t perform alone. It shows that leadership is often shared by two or more people because a situation might require contributions that one person alone can’t provide.

The graphic shows how several leaders take turns supporting each other and come to each other’s aid when someone needs help.

Finally, the graphic demonstrates how a group depends on a leader to help achieve its goals

Ask the question…“What happens to a sick goose?”

Answer:

A group of geese will stay with the sick goose until it either gets better or dies. The key learning point here is that leaders and followers often exchange roles when necessary. This flexible and changeable relationship is different in several respects from the more formal relationship between managers and employees. Ask the closed question…“Do you know good managers who are not effective leaders?”

Trainer Note: If the group consists of multiple members of the same county team, instead phrase the question, “Have you known good managers who were not effective leaders?”

Answer:

You just want a yes or no answer. Ask the closed question…“Do you know effective leaders who are not good managers?”

Trainer Note: If the group consists of multiple members of the same county team, instead phrase the question, “Have you known effective leaders who were not good managers?”

Answer:

You just want a yes or no answer. Step 5: Determining the Difference Between Managing and Leading (25 minutes)

Trainer Note: The purpose of this activity is for participants to recognize the difference between managing an organization and leading an organization.

Using a flip chart, ask the group to identify the traditional roles/functions that are associated with managing. Write the answers on the flip chart as the participants identify them.



Page 8 of 61

Using another flip chart, ask the group to identify the roles/functions that we see leaders assuming. Again, write the answers on a flip chart as the participants identify them. Explain that this is not an “either/or” situation. Many managers are also adept leaders. What we are doing is highlighting the difference between the positional relationships that managers traditionally have with employees and the personal relationships that leaders and followers have with each other. Display PowerPoint Slides #6-7 (Managing and Leading) to summarize the differences between managing and leading. Managers: Leaders

Managers typically obtain influence based on status and power

Leaders obtain influence based on follower choice

Managers set goals that accomplish a practical purpose and are generally quantifiable

Leaders set goals that inspire the commitment of others

Managers rely on rules and procedures Leaders rely on people

Managers hold others accountable Leaders hold themselves accountable

Managers focus on short-term results Leaders focus on long-term results

Managers create order and stability Leaders create “learning environments”

Managers work within organizational boundaries

Leaders cross organizational boundaries

Distribute Handout #6 (The Difference Between Managing and Leading). Ask the participants to evaluate themselves privately to see if they are doing more managing type behaviors or leadership behaviors in their organization. Ask participants to check off the items on the handout they see themselves doing most often. Step 6: Where Are We Spending Most of our Time? (15 minutes) Facilitate a debriefing about their assessment. Questions to ask are:

In which activity are we spending most of our time and why?

Are you satisfied with your results? If not, what can you do to spend more time in the other area?

Step 7: Idea Catchers (5 minutes) Give participants a minute or two to record any ideas they want to remember on Handout #4 (Idea Catcher).



Page 9 of 61

Section III: Strengths Based Leadership Estimated Length of Time: 3 hours, 15 minutes Quality Services Review Indicator(s): Practice Performance Indicator 7: Planning for Transitions and Life Adjustments Learning/Performance Objectives:

Apply one’s dominant strengths to a change initiative Identify how the strengths of self and others can be used to effectively lead an

organization Method of Presentation: Lecture, large group discussion, individual activity, small and large group activity. Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Strengths Based Leadership by Rath and Conchie Personal Strengths Based Leadership Report Personal Strengths Based Leadership Guide Appendix #1: Strengths Appendix #2: Leadership Domains Poster #1: Strengths Poster #2: Leadership Domains Handout #1: Foundations of Leadership (PowerPoint) (revisited) Handout #7: Four Leadership Domains Handout #8: Strengths Handout #9: Strengths Based Leadership Handout #10: Application Handout #11: Meeting My Followers’ Needs Handout #4: Idea Catcher (revisited) PowerPoint Slide #8: Why Do People Follow the Leader? PowerPoint Slide #9: How Can I Better Meet My Followers’ Need PowerPoint Slide #10: Others’ Strengths PowerPoint Slide #11: Using My Strengths to Meet Others’ Needs



Page 10 of 61

Section III: Strengths Based Leadership

Trainer Note: This section is the reason that trainers are required to complete 9000: Leading with Strengths. To comprehend the facilitation instructions in this section, it is important for the trainer to be very familiar with all sections of the book, Strengths Based Leadership by Rath and Conchie.

Trainer Note:

Cut along the dotted lines on Appendix #1 (Strengths). Place 34 pieces of tape in easy

reach of participants.

Post to the wall the four pages of Appendix #2 (Leadership Domains) horizontally.

Trainer Note:

Participants are to bring with them their personal Strengths Based Leadership Report

and their Strengths Based Leadership Guide that was created for them when they

completed the Strengths Finders 2.0 during the prerequisite course, 9000: Leading with

Strengths.

Step 1: Overview of Strengths Based Leadership: Lecture

(10 minutes)

Refer participants to the book, Strengths Based Leadership (Rath and Conchie) that

they used in their prerequisite course, 9000: Leading with Strengths. Remind

participants that in Rath’s and Conchie’s Strengths Based Leadership, the authors

identify three keys to being a more effective leader:

1. Knowing your strengths and investing in others’ strengths

2. Getting people with the right strengths on your team

3. Understanding and meeting the four basic needs of those who look to you for

leadership

These three keys will be discussed in greater detail throughout this section.

Step 2: Our Own Strengths: Large group activity, large group discussion

(20 minutes)

Give each participant a marker. Ask participants to place a tally mark next to their top

five strengths on Poster #1 (Strengths) identified in their Strengths Based Leadership

Report they completed as part of the prerequisite course. Review briefly the range of

strengths evident in the classroom. Facilitate a discussion about ways in which a leader

can demonstrate these strengths in the workplace.



Page 11 of 61

Trainer Note:

During the prerequisite course, 9000: Leading with Strengths, participants were to circle

items in their Strengths Based Leadership Report that describe what they would like for

others to see most in them?”

Ask the group, “Out of all the talents in your Strengths Based Leadership Report, what

would you like for others to see most in you?”

Step 3: Leadership Domains: Lecture, large group activity, individual activity

(25 minutes)

Refer participants to Handout #7 (Four Leadership Domains). Explain that Tom Rath

and Barry Conchie did research on these 34 strengths and concluded that there are four

domains of leadership that are critical to the overall effective functioning of a leadership

group. Identify the four Leadership Domains:

Executing

Influencing

Relationship building

Strategic thinking

Refer participants to page 1 of the Strengths Based Leadership Guide. Give

participants a minute to read the descriptor of each Leadership Domain.

Distribute the pages of Appendix #1 (Strengths) to participants evenly around the

room. If a participant is given an appendix page that identifies their own personal

strength, ask him/her to trade pages with another participant. After all pages are

distributed, participants should have one or more pages that do not list one of their

previously identified strengths.

Ask participants to refer to Rath and Conchie’s book to find and read the description of

the strength(s) identified on their appendix page. Ask participants to categorize their

assigned strengths by posting them on the wall under the correct Leadership Domain

(Appendix #2).

Display Poster #2 (Leadership Domains) that identifies how Rath and Conchie

categorizes the strengths according to the Leadership Domain. As a large group,

compare participants’ answers and discuss any discrepancies by reviewing the

description of the strength. Discuss how the strengths and Leadership Domains can be

applied in the workplace.



Page 12 of 61

Distribute Handout #8 (Strengths). Refer participants to Handout #9 (Strengths

Based Leadership). Ask them to complete the questions individually

Step 4: Application of Leadership Domains: Individual activity, pair/small group

activity, large group discussion

(25 minutes)

Refer participants to Handout #10 (Application). Ask them to think of a time when they

were involved in a change effort that required a leadership role. Ask participants to

individually answer the questions on page 1 of Handout #10 (Application).

Divide participants into four groups according to their dominant domain. Give

participants 15 minutes to share, discuss, and summarize their responses on page 1 of

Handout #10 (Application).

Step 5: Utilizing Your Strengths, large group discussion

(25 minutes)

Facilitate a large group discussion by asking participants the following:

What new insights have you gained form exploring your strengths?

How can you best utilize the strengths you have?

What ways can a leader can use the array of strengths within an agency?

Step 6: Teaming: Large group discussion

(20 minutes)

Ask for volunteers from each group to summarize what they will do differently the next

time they are faced with a change effort. Facilitate a discussion that concludes that all

four domains are essential to any leadership team. Without a balance of leaders with

strengths in each of the four domains, it is likely that the organization is not achieving its

full potential.

Pose the question to the group: “Is it a realistic goal for a leader to have all 34

strengths?” Facilitate a discussion that will conclude that a leader cannot be all things

to all people. The leader needs to recruit those around him/her that have differing

strengths.



Page 13 of 61

Step 7: Looking at my team: Small group activity

(25 minutes)

Looking at the list of 34 strengths, write down five strengths that you do not have or do

not use on the top of page 2 of Handout #10 (Application).

Put any participants together that are part of a management team. Group the remainder

of participants in groups of 3-4. Ask groups to engage in discussion by discussing the

answers to the questions on the bottom of page 2, Handout #10 (Application).

Individuals may capture their notes on this page if they desire.

Step 8: Supporting a well-balance team

(15 minutes)

Acknowledge that even the most efficient and effective teams face challenges relating

to team dynamics from time to time. Facilitate a large group discussion by asking the

following questions:

What might be some of the challenges to having a newly formed well-balanced

team?

Are there things you can do as a leader to support and maintain a well-balanced

team?

Step 9: Meeting the Needs of Followers: Large group discussion, individual activity (20 minutes) Effective leadership requires that people will follow (Rath and Conchie, 2009). A

strengths based approach to leadership requires that we tune into those whom we wish

will follow us.

Pose the question to the group, “Why would you follow a leader?” After gathering

answers, use PowerPoint Slide #8 (Why Do People Follow the Leader?), to explain

Rath and Conchie’s four reasons why people follow leaders. The leader provides for

four basic needs:

• Trust • Compassion • Stability • Hope

Refer participants to Handout #11 (Meeting My Followers’ Needs). Ask them to complete page 1 of the handout by circling the number on a scale from 1 to 10 that



Page 14 of 61

identifies how well they meet their followers’ needs in each of the four areas. Give participants two minutes to complete.

Reassure participants that no leader can be all things to all people. Display PowerPoint

Slide #9 (How Can I Better Meet My Followers’ Needs?). A leader can meet their

followers’ needs by deliberately using

The strengths of others; and/or

His/her own strengths to enhance skills they lack.

Refer participants to Poster #1 (Strengths) and to consider the wide array of strengths in the room. Ask participants to consider the wide array of strengths of their agency staff. Point out that a leader will most naturally draw on the strengths of those on the management team. However, as a leader, it is important not to overlook the strengths of other staff in your agency and how they can be used to help minimize the weaknesses of the leader and/or management team. Display PowerPoint Slide #10 (Others’ Strengths). Ask them to answer these questions:

Who are the individuals in your agency that exhibit strengths that you lack?

Might these individuals be untapped resources?

Can you team with them to utilize these individuals’ strengths to meet the needs

of others?

How would I do that?

Display PowerPoint Slide #11 (Using My Strengths to Meet Others’ Needs).

However, even the best leaders continually work to refine their skills. It is easier to build

on a strength to improve a skill than to create a strength that does not exist.

For example, a leader may rate herself low on hope based on observations and reports

from managers on the low morale and apathy of supervisors and line staff. Managers

believe that staff view the new initiatives as new work demands only and do not

understand how they can help the families on their caseloads. This leader is strong in

the Leadership Domain of strategic thinking and tends to have intellection and analytical

strengths. She works very hard to ensure there is a well-crafted strategic plan that is

designed to improve agency outcomes. She tends to rely on supervisors for the

relationship building tasks with caseworkers. She can increase others’ hope

communicating to staff with more regularity and clarity the vision of the agency and how

staff’s efforts are important to achieving the vision. At the same time, by reaching out

directly to staff in this way, she can enhance her lower rated skills under the Leadership

Domain of relationship building.

Refer participants to page 2 of Handout #11 (Meeting My Followers’ Needs).



Page 15 of 61

Pages 101-235 provides guidance for leaders of all 34 strengths to better meet the needs of their followers. Remind participants to consider how they can you use the individuals’ strengths represented on their management team to better meet the needs of agency staff and other followers?

Ask participants to individually identify actions they can take to better meet the needs of

their followers by following the directions on the handout. Give participants about 15

minutes to complete the task.

Ask volunteers to share any actions they plan to take to better meet the needs of their

followers.

Step 10: Using Rath and Conchie’s Resources

(5 minutes)

Refer participants to page 2 of the Strengths Based Leadership Guide. Explain that the

remainder of this report provides personalized action strategies that can be used to lead

with each participant’s unique strengths. It also provides suggestions on how to lead

others that have their unique strengths.

Refer participants to the book, Strengths Based Leadership and explain that Part 3

provides suggestions for leading people with all 34 strengths. Facilitate a discussion

about how participants might use this resource in their work. Encourage participants to

read the entire book after the training to become familiar with all 34 strengths. Explain

that the book describes how a leader can identify these strengths in others and use

them to further the organization’s goals.




Page 16 of 61

Section IV: The Leader: Role Model of Social Work Values and Practice

Estimated Length of Time: 1 hour

Quality Services Review Indicator(s): Practice Performance Indicator 1b: Role and Voice

Learning/Performance Objectives: Examine ways of modeling social work values and the Pennsylvania Child

Welfare Practice Model as examples of how front line professionals should interact with families (parallel process).

Method of Presentation: Lecture and large group discussion

Materials Needed: Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Interactional Supervision by Lawrence Shulman Building Solutions in Child Protective Services by Insoo Kim Berg & Susan Kelly Poster #3: Getting to Positive Outcomes Handout #1: Foundations of Leadership (PowerPoint) (revisited) Handout #12: Pennsylvania’s Child Welfare Practice Model Handout #13 Leadership Self-Assessment Handout #4: Idea Catcher (revisited) PowerPoint Slide #12: An Important Question PowerPoint Slide #13: The Parallel Process PowerPoint Slide #14: The Parallel Process in Child Welfare

PowerPoint Slide #15: In Closing for Today and to Prepare for Day 2



Page 17 of 61

Section IV: The Leader: Role Model of Social Work Values and Practice

Trainer Note: In this section, it is important to make the connection for new administrators between social work values, the framework for practice within the agency when working with families, and how they can model these values and framework when leading the agency. Modeling values and skills at the administrative level reinforces and validates good practice at the line level.

Step 1: Pennsylvania’s Child Welfare Practice Model (10 minutes) Make the following point: “Now that you have an understanding of the characteristics of effective leaders and your strengths and needs regarding your leadership style, it will be important for you to think about how you will model social work values and practice model in your work as an agency leader.” Display PowerPoint Slide #12 (An Important Question) and ask the group to consider the question: If your staff were here today and we asked them how you (the leaders) expected them to engage their clients, what do you think they would say? Have participants respond to the question in a large group discussion. Explain that values are the ethical ideals that drive the scope, shape, and approach to working with children, youth, and families. Refer participants to Handout #12 (Pennsylvania’s Child Welfare Practice Model). Pennsylvania’s Child Welfare Practice Model (Practice Model) defines our strategy for best practice. It is an important component of Pennsylvania’s implementation of continuous quality improvement, and our commitment to better practice and results for the children, youth, and families receiving services. The Practice Model describes outcomes of safety, permanence, and well-being. It also describes the values, principles, and the skill areas for the child welfare professional’s work. Refer to Poster #3 (Getting to Positive Outcomes) and point to the child welfare values and principles. Point out that there is a CORE set of values and principles that have been identified for all child welfare professionals here in Pennsylvania. Without embracing these values and principles, it is a challenge to support the agency’s mission. Explain that our values and principles are to be consistently modeled at every level and across partnerships. We believe in:

Children, Youth, and Families

Community

Honesty

Cultural awareness and responsiveness



Page 18 of 61

Respect

Teaming

Organizational excellence Values and principles inform the work of every child welfare professional. The understanding of and commitment to a set of values by the agency is a primary driver of successful practice and cooperation and agreement among staff members. Remind participants that the elements in the practice model are to be applied throughout the organization and at every level. The Practice Model also describes six broad skill areas, describing what we need to be able to do in order to achieve our desired outcomes. Let’s review them in a little more detail. Refer to Poster #3 (Getting to Positive Outcomes). Read the following descriptors one-by-one. After each one is read, ask for participants’ consensus that the skill is important to their staff and to identify how the parallel process applies to each one, specifically for them as a leader. Ensure that participants’ examples identify that leaders are to use the same skills with their staff as staff are to use with the families they serve.

Engaging means establishing and maintaining relationships.

Teaming means collaborating with others, including the family, in a unified effort.

Assessing and Understanding refers to gathering and sharing information to fully

inform the team, and using that information to make sure that the team’s

understanding is current and comprehensive.

Planning means developing strategies and supports to achieve goals.

Implementing refers to actively performing our roles to produce sustainable

results.

Monitoring and Adjusting is the skill of continuously evaluating effectiveness, and

modifying plans and supports so as to ensure goal achievement.

Step 2: The Parallel Process (5 minutes) Display PowerPoint Slide #13 (The Parallel Process) and read Lawrence Shulman’s definition of parallel process:

“…there are parallels between the dynamics of supervision and any other helping relationship. Therefore, the skills that are important in direct practices with clients or patients are also important to the supervisory relationship.” (2010, p. 14).

Point out also in leadership research:

“It is …very clear that client issues cannot be resolved by helping systems that repeat the same problems” (Mehr, 1995).

Our systems frequently recapitulate the very experiences that have proven to be so toxic for the people we are supposed to treat. (Bloom, 2006).



Page 19 of 61

Display PowerPoint Slide #14 (The Parallel Process in Child Welfare). Explain that the parallel process occurs when supervisors in an organization model their interactions with their staff in the manner in which the staff should ideally interact with clients. The supervisor’s supervisor also interacts with staff in a similar way and up the organizational ladder. Stress that as administrators, the ultimate responsibility for staff demonstrating child welfare values and principles with clients come from them. Point out the following books on display: Interactional Supervision by Lawrence Shulman and Building Solutions in Child Protective Services by Insoo Kim Berg & Susan Kelly. Explain that in this section, the Interactional Helping Skills Model and Strength-Based, Solution-Focused approach will be briefly introduced. This is the framework for practice taught to new workers and supervisors. However, the skills of both of these models are used by effective leaders. By demonstrating these skills during interactions with staff, effective leaders show agency staff how child welfare values are operationalized. Also, these leaders role model what appropriate interactions with clients and each other should resemble. Step 3: Connections to a Trauma-Informed System (5 minutes) To positively support a family’s change efforts as well as to increase retention of child welfare professionals, child welfare agencies are making deliberate efforts to become part of a trauma informed child and family service system. Such a system is one in which “all parties involved recognize and respond to the impact of traumatic stress on those who have contact with the system including children, caregivers, and service providers”. (The National Child Traumatic Stress Network, 2012). The recognition of the Parallel Process is a foundational requirement for any efforts to become a trauma-informed system. Explain that trauma informed care is a topic that participants might want to explore further. Instruct those who are interested in the topic to write the web address to The National Center for Trauma-Informed Care: http://www.samhsa.gov/nctic/. Write the address on a flip chart for those who are interested. Step 4: Self-Assessment (15 minutes) Refer participants to Handout #13 (Leadership Self-Assessment). Explain that the approaches on this handout are foundational to practice at all levels in child welfare. Instruct participants to rate themselves on their level of knowledge and use of the concepts on this handout. When individuals have completed their assessments, request that they partner with someone at their table to discuss their results and ways they can obtain more information, training, practice, etc. Draw participants’ attention to the related courses offered by the PA Child Welfare Resource Center, which are listed at the end of the handout.

http://www.samhsa.gov/nctic/



Page 20 of 61

Step 5: Preparation for Day 2 (15 minutes) Ensure participants are sitting with colleagues from their own agency. Display PowerPoint Slide #15 (In Closing for Today and to Prepare for Day 2). Ask participants to consider the following question: What is one problem you would like to solve in your agency that is a barrier to success? Ask each small group to discuss areas needing improvement in their agency that is impacting the achievement of the agency’s mission. Each small group is to agree on one area/problem that they would want to solve for their agency. It is acceptable for a management team would like to work on the problem uncovered throughout the day, such as an area needing improvement relating to Strengths Based Leadership. Engage participants in large group activity in which groups will present one area/problem that each agency would want to solve. Record these responses on flip chart paper.

Trainer Note: This effort will be formulated into The Desired Future State which is to be stated using observable and measurable language.

Explain that over the course of the next day, participants will have the opportunity to apply the steps in the Continuous Quality Improvement process to the problem. Step 6: Idea Catchers (5 minutes) Give participants a minute or two to record any ideas they want to remember on Handout #4 (Idea Catcher).

Trainer Note: This should be the end of Day 1.



Page 21 of 61

Section V: Applying the Organizational Effectiveness Framework: General Guidelines for Promoting Change Estimated Length of Time: 45 minutes Quality Services Review Indicator(s): Practice Performance Indicator 5. Long-Term View Learning/Performance Objectives:

Identify four out of five missing change components of the Managing Complex Change Model by assessing the agency climate in a large group activity.

Method of Presentation: Lecture, large group discussion, large group activity. Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Trainer-Prepared Flip Chart #2: BIG IDEAS (revisited) Trainer-Prepared Flipchart #5: Components of Change Handout #1: Foundations of Leadership (PowerPoint) (revisited) Handout #4: Idea Catcher (revisited) Handout #14: A Simple Model for Managing Change PowerPoint Slide #16: Welcome to Day 2! PowerPoint Slides #17-18: Agenda PowerPoint Slide #19: Assessing Agency Climate PowerPoint Slide #20: If the Agency Climate is One of Confusion PowerPoint Slide #21: Assessing Agency Climate PowerPoint Slide #22: If the Agency Climate is One of Anxiety PowerPoint Slide #23: Assessing Agency Climate PowerPoint Slide #24: If the Agency Climate is One of Slow/Gradual

Change PowerPoint Slide #25: Assessing Agency Climate PowerPoint Slide #26: If The Agency Climate Is One of Frustration PowerPoint Slide #27: Assessing Agency Climate PowerPoint Slide #28: If the Agency Experiences False Starts PowerPoint Slide #29: Managing Complex Change



Page 22 of 61

Section V: Applying the Organizational Effectiveness Framework: General Guidelines for Promoting Change Step 1: Review of Day 1 (10 Minutes) Display PowerPoint Slide #16 (Welcome to Day 2!). Welcome participants to the second day of training. Facilitate a large group discussion by asking participants to identify something they either learned yesterday that stuck with them or something they intend to do when they get back to their offices as a result of yesterday’s learning. Go around the room giving every participant an opportunity to participate. Record responses on the Trainer Prepared Flipchart labeled “BIG Ideas.” Explain that much of the day will focus on the application of concepts discussed on Day 1. Display PowerPoint Slides #17-18 (Agenda). Review the sections of the training that occurred yesterday and those that will be covered today. Briefly review the problem statements identified at the end of the previous day. Explain that the group will have the opportunity to work with these problem statements a little later. Step 2: Managing Change (20 minutes) Explain participants that ongoing internal and external feedback is critical to successful continuous quality improvement. Feedback allows for adjustments to be made to the plan to better leverage resources and improve the likelihood of success. Feedback can be verbal or written and should be actively solicited from staff. Another source of feedback to which leaders must pay attention is unsolicited feedback that can be in the behavioral form. Introduce the idea that when implementing a change initiative, it is important for a leader to monitor changes in staff behavior and in organizational climate. These changes can provide a leader with feedback on how well implementation is progressing. It can indicate to a leader that one of the essential change components is missing or inadequate and can inform his/her next steps in the change effort. Refer to Trainer-Prepared Flipchart #5 (Components of Change). Explain that during the change process, there are five components that are often overlooked by leaders. They are vision, skill, incentives, resources, and action planning. Without staff having access to these five components, a change plan is likely to fail in the implementation.



Page 23 of 61

Display PowerPoint Slide #19 (Assessing Agency Climate). Pose the question to the

group: What might be happening within the organization if you assess confusion

among your staff, key stakeholders, and community?

After responses have been provided, display PowerPoint Slide #20 (If the Agency

Climate is One of Confusion), and explain that the change plan might be lacking a

clear vision. If the vision is not clearly articulated, leadership will typically see

confusion among the staff.

Display PowerPoint Slide #21 (Assessing Agency Climate). Pose the question to the group: What might be happening within the organization if you assess anxiety among your staff, key stakeholders, and community? After responses have been provided, display PowerPoint Slide #22 (If the Agency Climate is One of Anxiety), and explain that the change plan might be lacking clarity on how new knowledge and skills will be developed in staff. When staff does not have the skills and there is no plan to support skill development, they will become anxious. Display PowerPoint Slide #23 (Assessing Agency Climate). Pose the question to the group: What might be happening within the organization if you assess slow or gradual change among staff, key stakeholders, and community? After responses have been provided, display PowerPoint Slide #24 (If the Agency Climate is One of Slow/Gradual Change), and explain that the change plan might be lacking incentives for staff, key stakeholders, and community. If the incentives are unclear, the improvement will be gradual.

Display PowerPoint Slide #25 (Assessing Agency Climate). Pose the question to the

group: What might be happening within the organization if you assess frustration

among your staff, key stakeholders, and community?

After responses have been provided, display PowerPoint Slide #26 (If the Agency

Climate is One of Frustration), and explain that the change plan might be lacking

clarity on how resources will be obtained. If needed resources are not identified and

provided, leadership will typically see frustration among the staff.

Display PowerPoint Slide #27 (Assessing Agency Climate). Pose the question to the group: What might be happening within the organization if you assess false starts among staff, key stakeholders, and community? After responses have been provided, display PowerPoint Slide #28 (If the Agency Climate is One of False Starts), and explain that the change plan might be



Page 24 of 61

lacking a clear action plan. Supervisors will observe frustration in staff if resources have not been obtained to support the improvement. When action plans are not put into place and shared with staff, the change effort will experience “false starts”. Explain that when staff exhibit confusion, anxiety, frustration, and/or are slow to implement an improvement, it can often be viewed by leadership as resistance. Reactions of staff signal to leadership areas of the improvement planning process that might need to be revisited and planned for in order to support staff appropriately. Distribute Handout #14 (A Simple Model for Managing Change). Explain that this handout summarizes the model and can be used as a reference in a leader’s work. Display PowerPoint Slide #29 (Managing Complex Change). Explain that leaders should not view such reactions from staff as being resistant, but rather leaders should reflect on their own role in planning and managing the improvement by asking themselves the following questions:

What was the vision for the improvement?

Who was impacted by the improvement?

What skills were needed by staff to implement the improvement?

What were the benefits to staff, clients, and the community for supporting and implementing the improvement?

What resources were needed to implement the improvement?

Who was involved in developing the action plan to implement the improvement? Based on the answers to these questions, leaders can readjust plans to ensure all five elements have been planned for and managed appropriately (APHSA, 2011 and American Productivity and Quality Center, 1993).

Step 3: Lessons Learned (13 minutes) Ask participants to think about a time in your agency when you had to institute a big change that was successful? Brainstorm at your table the things you did that made the change successful. Are there lessons learned to be shared with the group? Step 4: Idea Catchers (2 minutes) Give participants a minute or two to record any ideas they want to remember on Handout #4 (Idea Catcher).



Page 25 of 61

Section VI: Opportunities for Change and Improvement Estimated Length of Time: 45 minutes Quality Services Review Indicator(s): Practice Performance Indicator 5. Long-Term View Learning/Performance Objectives:

None Method of Presentation: Lecture and large group discussion Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Table Resource #1: Pennsylvania QSR Protocol – Version 4.0 (revisited) Trainer Resource #1: CQI Information Memorandum: ACYF-CB-IM-12-07 Trainer Resource #2: Child and Family Services Reviews Onsite Review

Instrument and Instructions Poster #4: DAPIM™ Pre-work Handout #1: Foundations of Leadership (PowerPoint) (revisited) Handout #4: Idea Catcher (revisited) Handout #12: Pennsylvania’s Child Welfare Practice Model (revisited) Handout #15: At-a-Glance Summary of QSR Indicators Handout #16: DAPIM™ Handout #17: Typical DAPIM™ Continuous Improvement Process PowerPoint Slide #30: The Goals of this Section PowerPoint Slide #31: An Opportunity for Improvement PowerPoint Slide #32: The CFSR Process PowerPoint Slide #33: The CFSR Measures PowerPoint Slide #34: PA’s Approach to Improvement PowerPoint Slide #35: Continuous Quality Improvement: A Framework for

Leading and Sustaining Change PowerPoint Slide #36: Continuous Quality Improvement (CQI) PowerPoint Slide #37: The Purpose of CQI is to: PowerPoint Slide #38: Quality Service Review (QSR): One Piece of the

Puzzle PowerPoint Slide #39: Organizational Effectiveness (OE): The Vehicle to

CQI



Page 26 of 61

PowerPoint Slide #40: Systematic and Systemic Approaches PowerPoint Slide #41: What Does DAPIM™ Mean? PowerPoint Slide #42: Define PowerPoint Slide #43: Assess PowerPoint Slide #44: Building the Bridges to Planning PowerPoint Slide #45: 3 Types of Improvement PowerPoint Slide #46: Planning PowerPoint Slide #47: Typical DAPIM™ Continuous Quality Improvement

Process PowerPoint Slide #48: Implementation PowerPoint Slide #49: Based on Monitoring…



Page 27 of 61

Section VI: Opportunities for Change and Improvement Step 1: Introduction to CQI thinking (2 minutes) Remind participants that in the previous sections, they learned that in order for an organization to achieve its mission, the organization’s parts needs to be aligned. In this section, the process for aligning the parts of the organization through staff empowerment will be explored. These parts that need to be aligned are interconnected moving parts. These parts require continual movement in order for the organization to maintain its effectiveness.

Display PowerPoint Slide #30 (The Goals of this Section) and explain the goals of this section of the training:

To expose leaders and managers to the tools used by the Administration of Children, Youth and Families to measure progress in child welfare.

To expose leaders and managers to Pennsylvania’s proposed model for continuous quality improvement.

To help you think about how to gather information and use it to inform planning within your organization.

Remind participants about the Organizational Effectiveness Quick Guide for Teams which they reviewed as pre-work. Explain that their review of the document may have sparked questions. This section will provide answers to many general questions about Organizational Effectiveness. Explain that the model advocates a learning-by-doing approach and that they will have the opportunity to learn while applying the model in the next section. Step 2: Empowerment (5 minutes) Ask participants why they think staff empowerment is important. Facilitate a large group discussion around staff empowerment highlighting the following ideas: we need to understand empowerment, we don’t empower others, we create conditions that release their human potential, and these conditions enable them to exercise their unique gifts and endowments to accomplish worthy purposes. Explain the parallel process between staff empowerment and the Quality Service Review Practice Indicator: Role and Voice. Add that we then set up guidelines which give parameters that are consistent with principles to accomplish desired results. End by noting that we then set up structures and systems, which reinforce an empowering culture. This facilitates people being empowered and helps people instead of “straight jacketing” them.



Page 28 of 61

Ask participants to offer ways they have tried or can think of to empower staff on a day to day basis. An agency will only be able to achieve its mission when all components of the organization are aligned. Step 3: Introduction to CQI (15 minutes) Display PowerPoint Slide #31 (An Opportunity for Improvement). Explain that the Child and Family Services Review (CFSR) process was authorized through amendments to Social Security Act in 1994. These reviews were further shaped by Adoptions and Safe Families Act of 1997. The Children’s Bureau identifies three goals of the CFSR:

Ensure conformity with federal child welfare requirements

Determine what is actually happening to children and families as they are

engaged in child welfare services

Assist states in helping children and families achieve positive outcomes

Trainer Note: At the time of the revision to this curriculum, Pennsylvania and the Children’s Bureau are actively working on CFSR Round 3. Round 3 will focus on supporting the state’s CQI process. For more information, trainer can refer to Trainer Resource #1 (CQI Information Memorandum: ACYF-CB-IM-12-07) and Trainer Resource #2 (Child and Family Services Reviews Onsite Review Instrument and Instructions).

Display PowerPoint Slide #32 (CFSR Process). Briefly explain the steps in the CFSR Process.

Statewide Self Assessment

Onsite Review (focus groups and onsite case reviews)

Program Improvement Plan

Implementation and Monitoring

Improved Outcomes Display PowerPoint Slide #33 (The CFSR Measures). Explain that the CFSR measures outcomes related to safety, permanency, and well-being as well as systemic factors that impact a state’s ability to achieve the identified outcomes. Display PowerPoint Slide 347 (PA’s Approach to Improvement) and Power Point Slide #35 (Continuous Quality Improvement: A Framework…). The development of Pennsylvania’s CQI process was one of the foundational strategies or building blocks of the 2010 Program Improvement Plan (PIP). It is believed that this process aids in the continuing shift from compliance-based efforts to more quality-focused work. It is



Page 29 of 61

believed that in order for quality practice to be internalized and exhibited at the practice level (with families), organizations need to create an environment in which quality practice is supported. Therefore, a system is being created in which all organizational components of the state, county children and youth agencies, and private provider and technical assistance communities are committed and able to effectively improve outcomes for children, youth and families. The Commonwealth is also making efforts to work closer with community partners outside of the child welfare system to develop the comprehensive level of support children, youth, and families need to achieve safety, permanency, and well-being. Pennsylvania acknowledges that structural shifts are needed in order for local agencies to be better supported in their quality improvement efforts. To this end, key statewide stakeholders, including representatives from county children and youth agencies, Pennsylvania’s Department of Public Welfare, Office of Children, Youth and Families (OCYF), the private provider community, and the technical assistance community, are committed to reshaping their systems to best support this statewide continuous quality improvement effort. Explain that OCYF firmly believes that a well-developed CQI process is a vehicle to support an agency’s achievement of its mission. CQI is not a time-limited project or initiative. Display PowerPoint Slide #36 (Continuous Quality Improvement (CQI)). Explain that the National Resource Center for Organizational Improvement and Casey Family Programs define continuous quality improvement as “the ongoing process by which an agency makes decisions and evaluates its progress”. Pennsylvania’s CQI approach is therefore, not “another new initiative,” and is not even an initiative but rather an effort to reshape the system at the local and state levels to support the achievement of positive outcomes for our children, youth, and families. Display PowerPoint Slide #37 (The Purpose of CQI is to:). Explain that the purpose of CQI is to consistently gather information from a variety of sources that can help to:

Evaluate the quality of services delivered;

Inform decision making related to program and agency improvements; and

Assist in the development of a plan for improvement. The Commonwealth guides this work by aligning existing quality and technical assistance efforts to meet county’s needs in a more coordinated, connected, and collaborative way.

Display PowerPoint Slide #38 (Quality Service Review (QSR): One Piece of the

Puzzle). As part of the CQI approach, Pennsylvania developed a state specific review

tool, called the Quality Service Review (QSR), developed by those working in child

welfare to reflect core values of Pennsylvania Child Welfare. It serves the following

purposes:

Establishes benchmarks;

Serves as practice standards;

Defines quality;

Provides feedback on current state; and



Page 30 of 61

Provides a vehicle for ongoing monitoring.

At the State level, the QSR Protocol provides a basis for identifying standards and measuring, promoting, and strengthening best practice. QSR findings are used for providing safe, positive feedback to frontline staff, supervisors, and program managers. To be effective, QSR is not a tool used for compliance enforcement. Rather, QSR feedback is used to stimulate and support practice development and capacity-building efforts leading to better practice and results for the children, youth, and families receiving services. The QSR serves as a measure of Pennsylvania’s Practice Model and standards for child welfare practice. Therefore, it can serve as an excellent supervision tool that can be used between a supervisor and supervisee or a manager and a supervisor to discuss the effectiveness of casework to achieve outcomes. Refer participants back to Handout #12 (Pennsylvania’s Child Welfare Practice Model) and review the outcomes. The QSR Protocol provides a set of qualitative indicators for measuring the quality and consistency of core practice functions used in a case. Refer participants to Table Resource #1 (Pennsylvania QSR Protocol, Version 4.0) Inform participants that they can access an on-line copy of the QSR Protocol on the Resource Center’s website at: http://www.pacwrc.pitt.edu/Resources/PA%20QSR%20Protocol%20Version%203.0.pdf Write the web address on a flip chart. Refer participants to Handout #15 (At-a-Glance Summary of QSR Indicators). The QSR Protocol provides reviewers with a specific set of indicators derived from our practice principles to use when examining the status of the child/youth and parent/caregiver and analyzing the responsiveness and effectiveness of the core practice functions. Indicators are divided into two distinct domains: child, youth and family status and practice performance. The QSR Protocol uses a 6-point rating scale as a yardstick for measuring the situation observed for each indicator. Step 4: Organizational Effectiveness (21 minutes) Display PowerPoint Slide #39 (Organizational Effectiveness (OE): The Vehicle to CQI). Provide the definition of Organizational Effectiveness (OE): OE is a systemic and systematic approach to continuously improving an organization’s performance, performance capacity, and client outcomes. (APHSA, 2011). Display PowerPoint Slide #40 (Systematic and Systemic Approaches). Explain the characteristics of a systematic approach and systemic approach. A systemic approach

http://www.pacwrc.pitt.edu/Resources/PA%20QSR%20Protocol%20Version%203.0.pdf



Page 31 of 61

takes into account the entire organization. A systematic approach is a step-by-step approach. Therefore, OE does both.

The framework for CQI used in the OE approach is DAPIM™. The state supported DAPIM™ process is intended to lead to agency-wide organizational change. Refer participants to Handout #16 (DAPIM™) to Poster #4 (DAPIM™). Display PowerPoint Slide #41 (What Does DAPIM™ Mean?) Pennsylvania’s CQI process is using the American Public Human Service’s Association’s (APHSA) DAPIM™ Model DAPIM™ is a step by step model of quality improvement. APHSA’s DAPIM™ model outlines five main steps to facilitate and sustain change. They are: define, assess, plan, implement and monitor. Explain that the steps in the CQI process can be thought of as a flywheel that is continually going through the DAPIM™ process in relation to performance actions and performance capacity. Briefly explain the steps in the DAPIM™ process as follows:

Define what that thing is in operational terms… Assess its current and desired state… Plan both rapid and long-term improvements… Implement those plans in detail, and… Monitor plan progress and impact for accountability and ongoing adjustment.

In some ways, it is similar to other approaches which participants may be familiar including: Plan, Do, Study, Act. Display PowerPoint Slide #42 (Define). Defining the organizations desired state and what the organization wants to improve. Defining what a system seeks to improve in operational terms means engaging key stakeholders in discussion to strategically identify specific and meaningful issues that system partners are interested in improving The main task in the define stage is for leaders to identify what success will look like or how will you, staff, clients, and other stakeholders know you are successful? Display PowerPoint Slide #43 (Assess). After the leaders in the organization have defined their Desired Future State, the assessment stage begins. Staff engagement begins to be very important. Assessment involves group input, brainstorming and dialogue to determine findings which are strengths and gaps.

The locally driven assessment process is an inclusive process since the achievement of positive outcomes can only be realized when the full resources of a community are garnered. Display PowerPoint Slide #44 (Building the Bridges to Planning). Explain that there is a bridge between Assessment and Planning. Staff empowerment is extremely important in the bridge to planning stage. This work involves group input, brainstorming, and dialogue to determine priority needs, root causes, and general remedies. When remedies identify the need for new products or process in an agency,



Page 32 of 61

workgroups or subcommittees are identified whose members will develop new products and processes. Point out the parallel process between this phase and family engagement in assessment and service planning. Display PowerPoint Slide #45 (Three Types of Improvement). Explain that remedies typically fall into one of three categories:

Recommendations Commitments Team Activities

Display PowerPoint Slide #46 (Planning). Explain that there are three main tasks involved in the planning stage:

Capacity Planning

Communication Planning

Written CQI Plan

Capacity planning includes ensuring that the fiscal and human resources are available for the identified remedies or improvements that leverage strengths and address root causes for gaps. This process culminates in the completion of each county’s County Improvement Plan. The county uses this plan to support their effort to build capacity to support the plan. This drives the county’s Needs-Based Plan and Budget. The counties develop their own improvement plan based on mutually identified needs of the agency, community, and system partners by engaging in a discussion to organize a plan for implementing remedies for the identified gaps. The improvement plan is communicated to the rest of the agency and other stakeholders.

Refer participants to Handout #17 (Typical DAPIM™ Continuous Improvement Process). Display PowerPoint Slide #47 (Typical DAPIM™ Continuous Improvement Process). In DAPIM™, decision making is shared by the entire organization in a collaborative manner. Therefore, all staff are responsible and accountable for the progress or lack of progress the organization makes. A skilled DAPIM facilitator is one who uses the consultative approach. The key to a consultative approach is to “build trust and relationships during the process by shaping questions and follow-up probes to the language and viewpoint of the organization, not to those of the facilitator.” (APHSA, 2011). The agency creates a decision making structure for CQI efforts as follows:

The identification of a leadership “sponsor” team to support and resource the county’s continuous quality improvement efforts. In a county Children and Youth Agency, this team is typically composed of the Leadership Team.

The identification of a Continuous Quality Improvement team, consisting of primarily line staff and supervisors, to develop the plan and support the change effort. In some counties, this team is typically known as the Staff Steering



Page 33 of 61

Committee. The Continuous Quality Improvement team is the team that works together through the steps of DAPIM™.

Work teams are the subcommittees that are created to develop new products or processes identified by the Continuous Quality Improvement team that are needed to support the continuous quality improvement plan. Work teams are very important to the agency in the Continuous Quality Improvement process because they create staff buy-in. Staff at all levels have a chance to participate in creating something that would have an impact on themselves and others.

Display PowerPoint Slide #48 (Implementation). Implementation is a specific set of activities designed to put into practice an activity or program of known dimension. Successful implementation of these plans requires the county agency to engage key internal and external stakeholders who actively support the implementation of the improvement plan. Work teams begin their work and action plans are used regularly. During the monitoring phase, the agency monitors progress through ongoing evaluation, including the QSR, and follow through with CQI efforts. Display PowerPoint Slide #649 (Based on Monitoring….). DAPIM ™ does not end with Monitoring. Monitoring usually, if not always, uncovers new areas for continuous improvement. Explain that the cycle does not end, but rather beings again. Based on monitoring, the organization asks itself, is the Desired Future State still applicable or should it change?….and the cycle begins again! Full implementation of a CQI process across Pennsylvania represents a multi-year effort. Ongoing implementation of CQI is individualized for each county in collaboration with regional OCYF staff and technical assistance providers that support the county.

The level of support the county receives in implementing the CQI process parallels that of the support the county offers to families. Explain that Practice Improvement Specialists from the Pennsylvania Child Welfare Resource Center lead the process in collaboration with other technical assistants from other identified training and technical assistance organizations. Technical assistance is made available to the agency until the DAPIM™ process becomes institutionalized in the agency. Until then, the agency works to build capacity to be able to sustain CQI efforts themselves by using the DAPIM™ process. Just as a family needs less support from a child welfare agency as it begins to function more effectively, the agency needs less support from outside sources as the organization improves its functioning.

Ask participants to share any experiences they have using DAPIM™ in their agencies. Explore the considerations a leader would need to make when embarking on the DAPIM™ process. Some considerations would be to

Solicit the support of supervisors and upper management within the organization.



Page 34 of 61

Demonstrate transparency in everyday work. Transparency serves to increase the level of trust staff have with the process.

Ensure that the staff who will be affected by the changes are represented and engaged in the decision making process. Shared decision making is crucial to the DAPIM™ process.




Page 35 of 61

Section VII: Applying the Organizational Effectiveness Framework: Using the Assessment, Tools, and Templates

Estimated Length of Time: 4 hours, 10 minutes

Quality Services Review Indicator(s): Practice Performance Indicator 4: Assessment and Understanding Practice Performance Indicator 5. Long-Term View Practice Performance Indicator 6: Child, Youth and Family Planning Process Practice Performance Indicator 9: Intervention Adequacy and Resource Availability Practice Performance Indicator 11: Tracking and Adjustment

Learning/Performance Objectives: To actively experience Organizational Effectiveness (OE) Framework by applying

DAPIM™ and OE tools and templates to a given agency problem in either a large or small group setting.

Method of Presentation: Large group discussion and either a large group activity or small group activity.

Materials Needed: Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Poster #4: DAPIM™ (revisited) Handout #4: Idea Catcher (revisited) Handout #18: Improvement Plan Goals and Action Steps At-a-Glance Handout #19: Chartering Teams Template PowerPoint Slide #50: Application of DAPIM™ PowerPoint Slide #51: Define PowerPoint Slide #52: Assess PowerPoint Slide #53: Bridge to Planning: Prioritizing PowerPoint Slide #54: Bridge to Planning: Root Cause Analysis PowerPoint Slide #55: Bridge to Planning: Remedy Identification PowerPoint Slide #56: How Long Will it Take? PowerPoint Slide #57: Planning: Documenting the CQI Plan PowerPoint Slide #58: Planning: Communication Planning PowerPoint Slide #59: Implementation PowerPoint Slide #60: Monitoring: How Can the Success of Your Plan Be

Measured? PowerPoint Slide #61: Thoughts About Next Steps? PowerPoint Slide #62: For Technical Assistance, Contact Your Practice

Improvement Specialist.



Page 36 of 61

Section VII: Applying the Organizational Effectiveness Framework: Using the Assessment, Tools, and Templates Step 1: Preparing for Application Activities (10 minutes) Display PowerPoint Slide #50 (Application of DAPIM™). Explain that within this section, participants will practice using the DAPIM™ framework to explore how to drive changes that may be needed within an agency. The purpose of the activities will be for participants to become familiar with the DAPIM™ framework and to explore how DAPIM™ could be used to define, assess, plan, implement, and monitor work activities of the agency to support the achievement of outcomes. By definition, DAPIM™ is collaborative and should only be done in collaboration with others in the organization. It is not a tool for any individual or group to make unilateral decisions for a unit, department, or organization.

Ask participants how successful a child welfare professional might be to change a family when they were not engaged in the family service planning process. Provide the parallel example of how child welfare professionals are trained in Charting the Course. They are trained on the topic of family service planning in the classroom and engage in related learning activities to help them learn the framework for family service planning. However, without having a family to engage in the plan, it is an imperfect simulation. Explain that the group will have three choices from which to choose to complete the DAPIM™ activity. The three options are:

1. Work with a team member(s) from agency on the problem identified at end of Day 1;

2. Work with participants grouped by table according to their top 3 issues

identified as problem statements at the end of Day 1; or

3. Choose one problem statement identified at the end of Day 1 and

DAPIM™ as large group.

Have the participants vote for one of the options and decide how the application activity

will proceed.

Trainer Note: The method used in the remainder of this section will depend on which choice the group decides upon in Step 1. If the group chooses Option #1 or Option #2, groups will report out at the end of each DAPIM™ step following their small group activity. Timing will need to be adjusted accordingly.

If the group chooses Option #3, the remainder of the section will be

completed using large group activity and discussion.



Page 37 of 61

Step 2: Define (30 minutes) Display PowerPoint Slide #51 (Define) and ask participants who owned the problem to consider the problem they identified as a group and to consider the following questions.

◦ If the problem were solved, what would you see in your agency?

◦ How would you define success?

Record the participants’ responses on flip chart. Encourage other participants to offer suggestions and feedback. Participants should ensure that their statement uses observable and measurable language and is written in such a way that others inside and outside the agency will be able to know it when they see it. The group(s) should evaluate whether each Desired Future State is connected to the agency mission and that it uses observable and measurable language. When the participant(s) who own the problem are satisfied with the statement written, explain that what they have just completed is their Desired Future State. Ask participants to record on flip chart, the indicators that will measure success next to the Desired Future State.

Trainer Note: If using Option #1 or Option #2, build in a 5 minute report-out and offer feedback as appropriate.

Step 3: Assessment (30 minutes) Remind participants that when doing DAPIM™ in an agency, assessment is the phase where the Continuous Quality Improvement Team becomes active. Although the Continuous Quality Improvement Team can assist the Sponsor Team in the defining stage, it is the Continuous Quality Improvement Team that is primarily responsible for leading each of the four following phases. Refer to Poster #4 (DAPIM™). Remind participants that the second step in the DAPIM™ process is assessment which includes an accurate identification of strengths and gaps. Sometimes it can be a challenge to accurately assess what the gaps are. Explain that often, the strengths and gaps of the agency or specific departments can be categorized as either a performance capacity issue or a performance action issue. Participants will have the opportunity to assess whether any of these factors are impacting the agency’s ability to achieve the desired outcomes. Without an accurate assessment, successful intervention strategies cannot be implemented.



Page 38 of 61

Sources of feedback in this step can include workers, supervisors, other agencies, and stakeholders that are impacted by the agency’s work, clients, and the County Data Packet. Display PowerPoint Slide #52 (Assessment). Pose these two questions to the group(s).

• What are the strengths in your organization that will help you reach your Desired Future State?

• What are the gaps/barriers that keep you from reaching your goal? Based on the option chosen, facilitate either a large group discussion or small group discussions around the agency’s (ies’) strengths and gaps. Give the group(s) 15 minutes to consider and to discuss the questions. Record strengths on one flip chart and gaps on another. Remind participants to think back to the 34 strengths and to consider the strengths that their staff exhibit that you can leverage to help you reach your desired future state.


Step 4: Bridge to Planning: Prioritizing (5 minutes) Remind participants that they are still in the Assessment step in the DAPIM™ process. Explain that it is very easy to jump directly to solutions at this phase of the process. Caution participants that to jump these bridge tasks can undermine the effectiveness of their efforts. Explain that the tasks involved in assessment and planning are not always distinct steps because planning naturally flows from assessment. Display PowerPoint Slide #53 (Bridge to Planning: Prioritizing). Explain that in DAPIM™, there are other tasks that serve to bridge the Assessment and Planning steps. One of them is: Prioritizing. Prioritizing gaps is an important task because when too many gaps are identified, it serves to overwhelm those involved in the planning process. One of the most important things to remember about prioritizing gaps is to obtain group input on the level of importance of each identified gap. The importance of each gap should be based on the effect the gap is having on performance. Refer participants back to the strengths and gaps identified on the flip charts. Based on the option chosen, either in a large group or small groups, ask participants to use their discretion to prioritize the top three from among them. Circle the top three strengths and the top three gaps. Track any common themes that may emerge regarding the strengths and gaps.



Page 39 of 61

Step 5: Bridge to Planning (Root Cause Analysis and Remedy Identification) (60 minutes) In order for agencies to be effective and reach positive outcomes for children and families, the root causes of gaps must be accurately identified so that a plan can be implemented to improve a unit’s performance. DAPIM™’s root cause analysis ensures that the time and energy devoted to remedies are designed to address the source of challenge, instead of simply symptoms of deeper issues (APHSA, 2011). When identifying root causes, it is important to ask the following question for each priority gap: what isn’t working and why specifically is that? The question is continually asked about each gap until a tangible remedy is identified for each finding. Sometimes it is discovered that the same root cause applies to multiple gaps. It is also not uncommon for there to be multiple root causes for the same identified gap. When identifying root causes for gaps, the bridge to planning is being successfully built. Teams can then begin to target appropriate interventions or remedies for their agency. Note that the primary gaps in the agency have prioritized needs. It is important to engage those inside and outside of the unit in the root cause analysis and remedy identification. Agencies that are using a formal DAPIM™ model would use the Continuous Quality Improvement Team to identify the remedies. Explain that the best remedies are those that build upon or use the strengths of the agency. Remedies may include strategies that have been successfully implemented in the past as well as new ideas. The easiest remedies to identify are those remedies that were discovered when the question of “why is that?” was drilled down during the root cause analysis. Note that the possibilities for remedies are endless. However, to be effective, remedies need to be identified modestly based on a clear outcome using existing meetings whenever possible. Participants now need to identify root causes for their prioritized gaps and begin to determine appropriate interventions or remedies. Based on the option chosen, either in a large group or small groups, instruct participants to consider the root causes of each gap. Display PowerPoint Slide #54 (Bridge to Planning: Root Cause Analysis). Look at the gaps you have identified. Gaps are symptoms to underlying issues….

• Why do the gaps exist? • What is happening in the organization?

During the discussions, encourage the other participants to ask “why is that” and offer feedback and suggestions to each other as gap and ideas are presented. Give the group(s) roughly 10 minutes for each of the three gaps to drill down to the root cause



Page 40 of 61

and identify possible remedies. Once a remedy or remedies start to be discovered, write them on a flip chart. When the group(s) is (are) completed, have participants post their flip charts to the wall. Display PowerPoint Slide #55 (Bridge to Planning: Remedy Identification). Explain that once remedies are identified, they typically fall into one of three types:

Recommendations;

Decisions or commitments; or

Team activities.

Explain that the type of remedy chosen is based on the answer to the following question:

“Is the remedy in your control?”

If the answer is no, the remedy must be made in a recommendation to those who have the control.

If the answer is yes, then another question must be asked.

The new question is, “Does the remedy require new processes or tools?”

If the answer is no, then the implementation group makes the decision or commitment needed.

If the answer is yes, then the remedy chosen is a team activity, usually in the form of a charter workgroup who is charged with developing the new process or tool.

Post a blank sheet of flip chart next to the remedy flip chart already posted. In a large group, have the group(s) identify the following for the remedies they identified by asking:

What commitments can you make?

Are there recommendations that you identified?

Are there team activities that may be helpful in your organization? Record the type of remedy next to each remedy on the blank flip chart. Explain that it is also important to identify how long the Continuous Quality Improvement team anticipates it will take for the remedy to be completed. Display PowerPoint Slide #56 (How Long will it Take?). Explain that there are three categories into which each remedy will fit according to how long it will take to implement:

quick wins (30 days);

mid-term improvements (6 months); and

long-term improvements (6-24 months). Quick wins are those improvement efforts that can be implemented in 30 days.



Page 41 of 61

Mid-term improvements are those efforts that can be implemented in 6 months. Long-term improvements are those efforts that take place over time generally, 6 to 24 months (APHSA, 2011). Explain that the Continuous Quality Improvement process benefits from quick wins and mid-term improvements as immediate feedback is provided to all those involved. Note that this feedback reinforces the efforts and serves to keep the momentum going as mid-term and long-term improvement efforts get underway. Mid-term and long-term improvements will require more formal written plans than quick wins. Depending on which option was chosen, either in a large group or small groups, ask participants to determine what type of remedy each one is and if the remedy is a quick win, mid-range or long-term improvement. Record which type of remedy each one is on flip chart already posted.


Explain that they have successfully covered what goes into the assessment phase and how to build a bridge to the next step in the DAPIM™ process: planning. Step 6: Plan: Documenting the CQI Plan (15 minutes) Refer to Poster #4 (DAPIM™). Explain that it is now time to initiate planning: the third step in the DAPIM™ process. Planning is extremely important because it will direct the work that gets done in the effort to improve outcomes. Display PowerPoint Slide #57 (Planning: Documenting the CQI Plan). Explain that one of the most important things to do in the planning phase is to organize and document the improvement plan. Due to staff turnover, occasional delays in implementation, changes in funding, or other unforeseen obstacles, developing a written plan is the only way to assure good monitoring practices can occur and implementation can be successful. Refer participants to Handout #18 (Improvement Plan Goals and Action Steps At-a-Glance). Explain that this is a useful tool to help document the CQI Plan. Remind participants that in practice, DAPIM™ is a process that engages all staff in every phase. Therefore, this document is typically completed with the entire team. The action steps, person(s) responsible, timelines, and any resources needed for successful implementation may be filled in later after participants have the chance to collaborate with others in their agencies to further the identified improvement effort. Discuss how leaders can use this document when doing continuous quality improvement planning. Discuss how the document becomes a living document in the



Page 42 of 61

implementation phase. It can be continually updated at the start of meetings to hold individuals accountable for the completion of tasks and to monitor progress made. Explain that due to time constraints, participant will not be documenting the entire CQI plan in the classroom. However, it is important that the goal statement be correctly identified in order to ensure that the rest of the document is completed correctly. Therefore, participants will practice writing the goal statement. If the group is working with Option #3, ask participants to individually identify one goal statement for one of the identified root causes (using language stated in terms of the opposite of the root cause). After 2 minutes, facilitate discussion to allow the group to reach consensus on one goal statement. Record it on flip chart paper. If the group is working with Option #1 or #2, give small groups about 3 minutes to complete the goal statement. Rotate around the room, offering assistance as needed as participants complete the activity. Facilitate a large group report-out on each goal statement offering feedback as appropriate.

Step 7: Plan: Communication Planning (20 minutes)

Display PowerPoint Slide #58 (Planning: Communication Planning). Explain that

communication planning is an important part of the planning process. It informs

everyone inside and outside the agency about the actions that will be taken and how the

actions support the agency’s strategy.

Communication serves to;

• Demonstrate explicitly a commitment to improving client outcomes and services

over time;

• Build unit credibility with outside staff;

• Remind the work team of commitments made;

• Get everyone on the same page about improvement work to be done, how it will

be rolled out over time, how different initiatives are connected, and why they

matter; and

• Track accountability and monitor progress while reinforcing a culture of

accountability, data-driven assessment, follow-through, and ongoing adjustment.

Most importantly, communication serves to minimize rumors, fear, and resistance of the

change process that inevitably will surface.

Ask participants to name those to whom they would need to communicate their CQI

Plan. Record those roles or group on flip chart paper as they are identified.



Page 43 of 61

Ask participants to consider the different pieces of information that each group needs to

know.

Step 8: Implementation (10 minutes) Refer to Poster #4 (DAPIM™). Explain that it is now time to initiate implementation: the fourth step in the DAPIM™ process. Implementation is extremely important because it sets in motion the work that gets done in the effort to improve outcomes. Display PowerPoint Slide #59 (Implementation). Explain that the following information is all important during implementation:

• Action Plans Who? What? When? How will it be measured? Communication management

• Charters • Team Activities

Some of the same tasks initiated in the planning phase are continued and become ongoing habits in the implementation phase. Chartering work teams is one of the tasks of the implementation phase. Refer participants to Handout #19 (Chartering Teams Template). Explain that this is an example of a charter developed at an agency to guide the workgroup responsible for developing a staff training, orientation and mentoring program. The need for such a program was identified through the agency’s DAPIM™ process. Explain that Action Plans are used regularly to hold everyone involved accountable. The role of the leader during implementation is to manage ongoing internal and external communication about the change. In addition, during implementation, there will usually be situations that arise that will require topic specific DAPIMs™ or “little DAPIM™s. These situations may be inefficient processes, unexpected shifts in the environment, obstacles, or other root causes that are uncovered. Therefore, the change agent tries to be proactive and always anticipates that change will be needed. It is during this time that the Continuous Quality Improvement team takes ownership of oversight of the improvement efforts. Step 9: Monitoring (45 minutes) Refer to Poster #4 (DAPIM™). Explain that it is now time to initiate the monitoring phase: the fifth, but not final step in the DAPIM™ process. Identify partnership and



Page 44 of 61

collaboration as being important in this phase as well. Previously, participants identified indicators for each of their identified outcomes or Desired Future State. During this phase, such data is gathered to measure the indicators. There are three purposes of monitoring. The first purpose is to hold those accountable for creating the necessary change. The second purpose is to measure success. The third purpose is to gather the data needed to keep the DAPIM™ flywheel in motion. Remember that change is not a once and done episode. Continuous quality improvement is ongoing. The implementation group naturally goes back to defining and assessing phases as easily and naturally as other phases flowed into another. Display PowerPoint Slide #60 (Monitoring: How Can the Success of Your Plan Be Measured?). Identify the three different types of monitoring activities. Inform participants that they will review each of them.

1) An Implementation Review measures accomplishments and milestones. In other words, “Did we do what we said we’d do?” This is the most basic form of monitoring. This monitoring is done regularly through leadership team meetings, department meetings, and supervisory conferences.

2) Lessons Learned are critical conversations that address new and

emerging questions and can drive innovations within an agency. An example of this type of technique is an After Action Review that seeks to gather information from those individuals and groups who were involved in the implementation effort. Typically, the data is gathered in a group setting. However, it is possible to obtain this information individually. Individuals can provide their feedback in writing as well. An After Action Review typically has the following format: What went well? What should be different next time?

3) An Impact Review is a higher level technique and measures impact on

organizational capacity or client outcomes. The Pennsylvania Quality Service Review (QSR) process is utilized to drive the evaluative process. Just as the federal Child and Family Services Review is a shared process between the state and federal government, Pennsylvania’s QSR process is an equally shared process between the state and the local community. Pennsylvania is also committed to taking a more comprehensive look at practice by examining the assurance of both compliance and quality. Therefore, a crosswalk of the current compliance-based licensing process and the QSR is being completed in an effort to enhance Pennsylvania’s evaluation process.

Explain that QSR results provide a rich array of learning for affirming good practice already in place and for identifying next step actions for practice development and capacity-building efforts. QSR results include:



Page 45 of 61

Detailed stories of practice and results and recurrent themes and patterns observed across children, youth, and families reviewed.

Deep understandings of contextual factors that are affecting daily frontline practice in the agencies being reviewed.

Quantitative patterns of child/youth and family status and practice performance results based on key measures.

Noteworthy accomplishments and success stories for affirming good practice and results found during the review.

Emerging problems, issues, and challenges in current practice situations explained in local context.

Periodic reports revealing the degree to which important expectations are being met in daily frontline practice.

Critical learning and input for next-step actions and for improving program design, practice models, and working conditions for frontline practitioners.

These results help caseworkers, supervisors, managers, practice designers and trainers, policy makers, and resource developers plan ways to help the service system perform even better tomorrow than it does at the time of the review. Based on which option was chosen, either in a large group or small groups, instruct participants to discuss their improvement plan and to identify the monitoring method(s) that will best help them to gather the indicators data for their plan(s). Have participants identify specifically how and when they will monitor. If small groups are doing the work, rotate around the room and offer assistance as needed.


Step 10: What Comes After Monitoring? (13 minutes) Refer to Poster #4 (DAPIM™). Remind participants that the data obtained during monitoring informs ongoing CQI efforts which requires the continuous turning of the flywheel. The indicator data gives the information needed to determine if success has been achieved. If substantial progress has been made, it may be reasonable to conclude that the interventions implemented were helpful. It is necessary to continue to turn the DAPIM™ flywheel to determine if the previous desired future state is still accurate and relevant and so on.



Page 46 of 61

If substantial progress has not been made, it is necessary to determine to which part of the continuous quality improvement plan is not aligned and make the necessary adjustments to the continuous quality improvement plan using the DAPIM™ approach. It may involve going back to reassess the desired future state. Remind participants that it is the leader’s job to never let their staff become complacent, but instead, challenge them to forever strive for improved outcomes for children and families. Display PowerPoint Slide #61 (Thoughts about Next Steps?) Ask participants if they have any thoughts about taking any of the work done here today to the next level back at their respective agencies. Display PowerPoint Slide #62 (For Technical Assistance Contact Your Practice Improvement Specialist.) Explain that technical assistance continues to be available to agencies through their assigned Practice Improvement Specialist. Step 11: Idea Catchers (2 minutes) Give participants a minute or two to record any ideas they want to remember on Handout #4 (Idea Catcher).



Page 47 of 61

Section VIII: Summary and Evaluations Estimated Length of Time: 20 minutes Quality Services Review Indicator(s): None Learning/Performance Objectives: None Method of Presentation: Lecture, small and large group discussion, individual activity Materials Needed:

Flip Chart Pads Flip Chart Stands Laptop LCD Projector/Screen Markers Masking Tape/Poster Putty Trainer-Prepared Flip Chart #1: What Would I Like to Leave With by the End

of the Day Tomorrow? Trainer-Prepared Flip Chart #3: Parking Lot Handout #4: Idea Catcher (revisited) Handout #20: Action Plan Handout #21: References



Page 48 of 61

Section VIII: Summary and Evaluations Step 1: What’s In It for Me (5 minutes) Engage participants in a discussion pertaining to their experience throughout the training. Validate and thank participants for sharing. Ask participants to think about what they learned during the training and share what they gained from it. Review the Trainer-Prepared Flip Charts #1 (What Would I Like to Leave With by the End of the Day Tomorrow?) making sure that all points were addressed. Review the Parking Lot flip chart and assist participants in identifying any possible resources that may meet their needs.

Trainer Note: It may be beneficial to compile some questions for the group to help with the discussion of the overall experience throughout the training.

Step 2: Action Plans (5 minutes) Summarize key learning points from the day and get participants’ feedback on the content of the presentation. Give participants the opportunity to ask questions. Answer questions, and address and validate comments. Refer participants to Handout #4 (Idea Cather) and ask them to review the items they recorded. Refer participants to Handout #20 (Action Plan) and ask participants to identify ways in which they plan to use the content in their work. Step 3: Evaluations (10 minutes) Distribute the course evaluations and ask participants to complete them. Refer to Handout #21 (References). Tell participants that these are the references used to write this curriculum. Participants should feel free to review them whenever time allows. Thank participants for participating in the training.

References


Page 49 of 52

Adoption and Safe Families Act of 1997, Pub. L. No. 105-89, 111 Stat. 2115. (1997). American Productivity and Quality Center (1993). A Simple Model for Managing Complex Change. Houston, Texas. American Public Human Service Association. (2011). APHSA Organizational Effectiveness Handbook. Washington, DC. American Public Human Service Association. (2009). Organizational Effectiveness Quick Guide for Teams. Washington, DC. Berg, Insoo Kim & Kelly, Susan (2000). Building Solutions in Child Protective Services.

New York: W. W. Norton & Company. ISBN 0-393-70310-X. Blanchard, K., & O’Connor, M. (1999). Managing By Values. San Francisco, CA: Berrett-Koehler Publishers Inc. Bloom, S.L. (2006). Human Service Systems and Organizational Stress: Thinking & Feeling Our Way Out of Existing Organizational Dilemmas: Community Works. Retrieved from www.sanctuaryweb.com. Bossidy, L., & Charan, R. (2002). Execution the Discipline of Getting Things Done. New York, NY: Crown Business. Collins, J., & Porras, J. (1994). Built to Last: Successful Habits of Visionary Companies. New York, NY: Harper Business Essentials, c/o HarperCollins Publishers. Commonwealth of Pennsylvania, Department of Public Welfare, Office of Children

Youth and Families. (2010). Pennsylvania program improvement plan. Harrisburg, PA.

Commonwealth of Pennsylvania, Department of Public Welfare, Office of Children

Youth and Families. (2011). Pennsylvania Quality Service Review (QSR) Protocol, Version 2.0. Harrisburg, PA.

Covey, S. R. (1991). Principle-Centered Leadership. New York, NY: Summit Books (Simon & Schuster). Covey, S. R. (1989). The Seven Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Fireside Books (Simon & Schuster).

http://www.sanctuaryweb.com/

References (continued)


Page 50 of 52

Deep, S., & Sussman, L. (1990). Smart Moves: 140 Checklists to Bring out the Best from You and Your Team (Revised Edition). New York, NY: Perseus Books, c/o HarperCollins Publishers. Epstein, B. (1985). “A Personal Stress Regimen,” The Executive Female. National Association of Female Executives. Marion, OH. March/April, 1985.Fullan, M. Fullan, Michael. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass. Harrington-Mackin, D. (1994). The Team Building Tool Kit: Tips, Tactic, and Rules for Effective Workplace Teams. New York, NY: Amacom, c/o American Management Association. Hartford, M. Z., Kloth, C., & Rycus, J. S. (Undated). Managing Within a Child Protection System: Leadership, Administration and Education. Columbus, OH: Institute for Human Services. Hartford, M. Z., Kloth, C., & Rycus, J. S. (Undated). Managing Work Through Other People: Diversity in the Workplace. Columbus, OH: Institute for Human Service. Hartford, M. Z., Kloth, C., & Rycus, J. S. (Undated). Supervising and Managing Work Group Performance: Developing Productive Work Teams. Columbus, OH: Institute for Human Services.

Harvard Business Review. (2011). HBR's 10 Must Reads. Harvard Business School

Publishing Corporation. Boston. Hersey, P. & Blanchard, K. (1988). Management of Organizational Behavior. NY: Prentice Hall. Hersey, P. Ph.D. (1984). The Situational Leader. Escondido, CA: Center for Leadership Studies. Katz, R. (1968). Skills of an Effective Manager. Harvard Business Review. Jan./Feb. 1968. Kanter, R. M. (1983). Change Masters. New York, NY: Simon & Schuster/Touchstone. Kragness, M.E. (1994) Dimensions of Leadership Profile®: An Approach to

Understanding & Developing Effective Leaders. Minneapolis, MN. Inscape Publishing.

Mehr, J. (1995). Human services: Concepts and intervention strategies (6th ed.). Boston: Allyn & Bacon.



Page 51 of 52

National Child Welfare Workforce Institute. (n.d.). Leadership Academy for Middle Managers. National Child Welfare Workforce Institute. Retrieved January 24, 2014, from http://www.ncwwi.org/docs/LAMMInformation

National Resource Center for Organizational Improvement and Casey Family Programs.

(2005). Using continuous quality improvement to improve child welfare practice. Retrieved December 13, 2006, from http://muskie.usm.maine.edu/helpkids/rcpdfs/CQIFramework.pdf.

The Pennsylvania Child Welfare Resource Center. (2010). 204: Interactional Helping

Skills Model. The University of Pittsburgh, Mechanicsburg, PA. The Pennsylvania Child Welfare Resource Center. (2004). 501: Foundations of Leadership. The University of Pittsburgh, Mechanicsburg, PA. The Pennsylvania Child Welfare Resource Center. (2011). 501: Foundations of Leadership. The University of Pittsburgh, Mechanicsburg, PA. The Pennsylvania Child Welfare Resource Center. (2012). 700: Foundations of Leadership and the Parallel Process. The University of Pittsburgh,

Mechanicsburg, PA. Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1994). Changing for good. New York: Morrow. Rath, T. & Conchie, B. (2008). Strengths based leadership. New York, NY: Gallup Press. Rath, T. (2007). Strengths finder 2.0. New York, NY: Gallup Press.

Richmond, F. (1997). “Industry Success Measures.” Positive Outcomes Harrisburg, PA. Saleebey, D. (2011). The Strengths Perspective in Social Work Practice (Sixth Edition). Boston, MA: Allyn & Bacon, A Pearson Education Company. Schwartz, W. (1961). The social worker in the group. In B. Saunders (Ed.), New

perspectives on services to groups: Theory, organization, practice (pp. 7-34). New York: National Association of Social Workers.

Senge, P. M. (1990). The Fifth Discipline: The Art & Practice of the Learning Organization. New York, NY: Currency Doubleday. Senge, P. M, et. al. (1994). The Fifth Discipline Fieldbook. New York, NY: Currency Doubleday.

Child%20Welfare%20Workforce%20Institute.%20(n.d.).%20Leadership%20Academy%20for%20Middle%20Managers. National%20Child%20Welfare%20Workforce%20Institute.%20Retrieved%20January%2024,%202014,%20from%20http:/www.ncwwi.org/docs/LAMMInformation



http://muskie.usm.maine.edu/helpkids/rcpdfs/CQIFramework.pdf



Page 52 of 52

Shulman, L. (2011). The Skills of Helping Individuals, Families, Groups, and Communities (Seventh Edition). Pacific Grove, CA. Brooks/Cole Company. Shulman, L. (2010). Interactional supervision. (3rd ed.). Washington, D.C.: National Association of Social Workers Press. Social Security Act Amendments of 1994, Pub. L. No. 103-432, 108 Stat. 4398. (1994). Ulrich, D, et. al. (1999). Results-Based Leadership. Boston MA: Harvard Business School Press. United States Department of Health and Human Services (ACF). (2012, August 27).

Information memorandum: Continuous quality improvement in title IV-B and IV-E programs. (Log No. ACYF-CB-IM-12-07). Washington, DC: Children’s Bureau.

Online references:

http://www.brainyquote.com/quotes/quotes/r/royedisne183365.html.

http://mitchellalegre.com/articles/definelead.htm http://www.nctsnet.org/ http://www.samhsa.gov/nctic/. www.sfbta.org

http://www.brainyquote.com/quotes/quotes/r/royedisne183365.html

http://mitchellalegre.com/articles/definelead.htm

http://www.nctsnet.org/

http://www.samhsa.gov/nctic/

http://www.sfbta.org/

Documents

700: Foundations of Leadership · Foundations of Leadership) (title slide), which is the introductory slide for the training. Whenever possible, start the training session promptly