Child Welfare CommitteeBoard of Directors
May 1, 2014 | 9 am to NoonLos Angeles, CA
Welcome & Introductions Agenda & Minutes Review CDSS, CWDA & NASW Reports Work Plan Update Hiring Trends & Implications Workforce Development & Training Discussions
◦ Organizational Culture & Climate◦ Simulations in Training (DCFS University)
Statewide Issues Update (Katie A., CA CW Core Practice Model, Field Initiative, Common Core)
Items for Permanent Committees
Agenda Review
CDSS CWDANASW
Standing Reports
Four areas in Work Plan◦ Distance Learning/Technology and Learning
(via writing course, Technology Plan)
◦ Field Instruction (via Field Initiative)
◦ Integration of IV-E and In-Service Training (via Field Initiative and Common Core 3.0 work)
◦ Well-Being in a Child Welfare Context (Definition of well-being)
Work Plan: 2013 – 15 Work Plan Update
Technology PlanBuilds upon our existing website and
communication improvementsFour areas of focus:
Organize learning resources and make them accessible
Create and test eLearning and other formats for training and educational use
Better connect people with like interests to share work
Improve our ability to broadcast events in real-time on the web
Work Plan: 2013 – 15 Work Plan Update
Re-conceptualizes educational, training and curricular tools and resources as Learning Objects
Organizes and tags learning objects with the assistance of librarians and curators
Creates a simple, intuitive interface to search for learning objects, share them and add to them
Learning Object Repository (LOR)
Hiring Update and Implications
Review of County Hiring Report Review of IVE Hiring Report Discussion of implications for Workforce
Development Committee to consider
Methods Track last 3 months, next 6 months estimates,
and total authorized FTEs Response rate lower this period (31 of 58
counties) Reporting period from 1/1/14 to 8/31/14
Highlights Hiring remains very high in all regions As a proportion of the total workforce, hiring
remains steady in counties reporting
County Hiring Report
County Hiring Report
Region Previous 3
months Next 6 months Total FTEs Authorized
Social Wkrs Supes Social
Wkrs Supes Social Wkrs Supes
Northern 42 4 38 6 461 81
Bay Area 12 5 90 13 616 130
Central 23 3 32 7 633 94
Los Angeles 154 0 185 0 3,389 682
Southern 107 2 81 19 1,506 275
TOTAL 338 14 426 45 6,605 1,262
County Hiring Report
Region
Total Hires (9 months)
% of FTEs (9 months)
% of FTEs (Last 9-month period)
Social Wkrs Supes Social
Wkrs Supes Social Wkrs Supes
Northern 80 10 17.4% 12.3% 19.4% 15.8%
Bay Area 102 18 16.6% 13.8% 15.4% 13.3%
Central 55 10 8.7% 10.6% 13.8% 11.2%
Los Angeles 339 0 10.0% 0.0% 5.0% 0.0%
Southern 188 21 12.5% 7.6% 12.3% 9.5%
TOTAL 764 59 11.6% 4.7% 11.0% 7.0%
MSW Hiring Highlights◦ Overall hiring of IV-E Grads has increased this
year after a steady consistent pattern since 2009.
◦ Most regions have increases in hiring with the exception of Central and Northern.
BASW Hiring Highlights◦ Hiring of BASWs has continued to improve relative
except for Southern schools. 63% this year 58% last year vs. 29% two years ago.
IV-E Hiring Summary
Title IV-E MSW Program
Region 2013 Graduates
Hired/ Working
% Working
Northern 40 35 88%Central 59 46 78%Bay Area 64 59 92%Southern 80 71 89%Los Angeles 108 95 88%TOTAL 351 306 87%
Hiring statistics by region
MSW IV-E Hiring TrendsStatewide
MSW IV-E Hiring TrendsBay Area Region
MSW IV-E Hiring TrendsCentral Region
MSW IV-E Hiring TrendsNorthern Region
MSW IV-E Hiring TrendsLos Angeles
MSW IV-E Hiring TrendsSouthern Region
BASW IV-E Hiring Trends
Implications of County and IV-E Hiring Trends◦Title IV-E Education?◦In-Service Training?
Hiring Trends
Workforce Development &
Training DiscussionsOrganizational Culture and Climate
Simulations and Training (LA DCFS University)
Organization Culture and Climate
May 2014
Importance of Organizational Factors: improving quality of service and retention of staff
24
“The quality of services provided in child welfare is assumed to be only as good as the competence of the professional child welfare employees that provide those services.” (Ewalt, 1991)
The annual turnover rate of child welfare employees is estimated to be between 20% and 40% (Cyphers, 2001; Reagh, 1994; Rycraft, 1994; U.S. General Accounting Office, 2003; American Public Human Services Association of America, 2005). Stability of workforce is a key factor is providing high quality service.
Multifaceted reasons for leaving, worker and organizational factors.
Culture particularly important as child welfare services are “soft skills” based. Factors that strengthen professional organizational culture enhance the retention of child welfare employees (Ellett, 2009; Ellett & Ellett, 1997; Hopkins, Mudrick, & Rudolph, 1999).
Defining terms: Organizational Culture
25
Simply conceptualized as the way we do business around here. (James & McIntyre, 1996; Hemmelgarn, Glisson & James, 2006)
Commonly defined as a set of shared, latent assumptions, beliefs, values and norms that influence the espoused values, attitudes, and behaviors of organizational members (Ellet, 2008; Denison, 1996; Rousseau, 1990; Reichers & Schneider, 1990; Schein, 1992; Trice & Beyer, 1993). Property of the organization vs. the individual Layered construct (Schneider, 2000) Can have subcultures within groups, units,
locations (Trice & Beyer, 1993)
Defining terms: Organizational Climate
26
Simply conceptualized as How it feels around here. Considered to be a property of the individual
Psychological vs. Organizational Psychological Climate is workers
perception of impact of work on well-being (e.g., emotional exhaustion, role conflict; James, James & Ashe, 1990).
Employees agreement of this perception creates Organizational Climate.
Culture and Climate
27
Disagreement on conceptualizations – are culture and climate distinct or related? If related, how? Content analysis identified 32 definitions of
climate and 54 different definitions of culture (Verbeke, Volgering & Hessels, 1998)
No real empirical evidence about their relationship (Payne, 2000; Schneider, Gunnarson, & Niles-Jolly, 1994; Tesluk, Farr, & Klein, 1997; Virtanen, 2000)
More work needed to understand how they are different, practically speaking (Glisson, 2000).
ATTRACTIVE CONCEPTUALIZATION BUT…
Some research on the impact of culture and climate
29
Culture and climate associated with more positive work attitudes, better outcomes for children & higher service quality (more continuity): More positive team climates (less depersonalization,
emotional exhaustion, role climate) associated with more positive work attitudes (Glisson & James, 2002).
Children served by mental health teams with more constructive culture were more likely to receive needed services when compared with less constructive cultures (Glisson, Dukes & James, 2006)
More engaged organizational climate significantly improves outcomes in child welfare organizations (Glisson & Green, 2011)
Some research on the impact of culture and climate
30
Retention More favorable perceptions of culture linked to
greater intention to stay (Westbrook et al. 2006) Links between human caring, self-efficacy beliefs,
work morale, job satisfaction, and elements of professional organizational culture and employees’ intentions to remain employed in child welfare (Ellett, 2000; Ellett et al., 2003; Ellett & Millar, 2005; Ellis et al., 2007).
Organizational Change: Studies in business link culture to affecting
meaningful organizational change (Cavanagh, 1997; Fullan, 1993; Reichers & Schneider,1990).
Some research on the impact of culture and climate
31
Organizational Change & Practice Change: Studies in business link culture to affecting
meaningful organizational change (Cavanagh, 1997; Fullan, 1993; Reichers & Schneider,1990).
In mental health agencies, Constructive culture was associated with more positive attitudes toward adoption of EBP; poor organizational climates associated with perceived divergence of usual practice and EBP (Aarons & Sawitzky, 2006)
Scales and Instruments. . .some examples
32
Child Welfare Organizational Culture Inventory (CWOCI) measures administrative support, supervisory support, autonomy, professionalism, professional sharing and support, beliefs, and ceremonies and rituals
Organization Culture Profile (OCP) measures innovation, attention to detail, outcome orientation, aggressiveness, supportiveness, emphasis on rewards, team orientation, and decisiveness.
Scales and Instruments. . .some examples
33
Parker Climate Scale: Role Dimensions (Ambiguity, Conflict, Overload) Job Dimensions Importance, Autonomy, Challenge) Organizational Dimensions (Innovation, Justice, Support) Supervisor Dimensions (Trust and Support, Goal Emphasis, Work Facilitation) Workgroup Dimensions (Warmth, Pride, Cooperation)
NICWWI’s Comprehensive Organizational Health Assessment Instrument Summary (subscales taken from other organization scales) Job Satisfaction, Supervision (Knowledge, Support & Skill), Professional Sharing and Support, Team Cohesion, Shared Vision, Leadership (Distributive, Adaptive, Inclusive, & Outcome-focused), Readiness for Change (Response to Change, Learning Culture, & Change Management), Learning Organization, Professional Development and Preparation for Work , Inclusivity, Physical Environment, Community Resources, Public Perception, Intent to Stay, Self-Efficacy, Coping Strategies, Historical Trauma , Secondary Trauma Scale, Psychological Climate Scale
CalSWEC initiatives related to culture & climate
34
Culture change through in-service training
35
Theory on Organizational Culture and Climate has been integrated into the emerging CA Core Practice Model, and will be supported by the Statewide Training System via the Common Core and other related advanced training. Core Practice Model will specifically reference
attending to organizational culture and climate, and supporting a competent workforce
Common Core will introduce these concepts in the Core Practice Model
As the Core Practice Model is implemented, leadership and management training will address more advanced topics and issues.
Culture change through the Field Model
36
Creating stronger partnerships between the agency and the university “The field instruction initiative . . .
has greatly improved our agency field program over the past few years through regular collaboration, support, and mentoring.” (Intern Coordinator/Analyst, Butte County Children’s Service”
Culture change through the Field Model
37
Creating stronger partnerships between the agency and the university “The last few years of participation in the Solution
Focused Supervision Training project has allowed our department to expand the already excellent intern program we have in partnership with Chico State University, Chico. The support group process has increased the level of quality supervision for our field instructors. The support group process for the interns has provided an environment where they can address issues and form connections with fellow interns that can support them in their professional lives.” (Program Manager, Butte County Children’s Service)
Culture change through the Field Model
38
Creating stronger partnerships between the agency and the university
“There has been a growing acceptance of the idea of "partnership" and openness at DHS to working together. DHS particularly appreciates the availability of faculty members to support the field supervision process.” (Title IV-E PC, CSU Bakersfield)
What we can do moving forward. . .
Future Directions in CalSWEC’s Research & Evaluation
39
Student Variables @ Pre-service (e.g.,
resilience,
gender)
Gathering more data to investigate the impact of culture and climate among other variables
Academic Program
Experience
(e.g., satisfaction with
program, preparati
on for job)
Support (Academic, Peer, Family)
Field Work:
Experience (e.g.,
application of
practice behaviors, satisfactio
n)
Early job experiences (e.g.,
satisfaction,
competence)
Org. / Agency influences (e.g., culture, climate)
University Variables Workplace variables (in-service / RTA)40
Later job satisfaction
/ effectivene
ss (e.g., satisfaction
, competenc
e)
Support (Peer, Family, Coach Supervisor, Organizational)
Retention
Child & Family
Outcomes
New Hire
Training
(e.g., competence)
Ongoing
Training
Selection (e.g., recruitment and
interview processes, Realistic Job Previews,)
Performance Management (e.g.,
rewards, evaluation)
Climate Factors (Social-Community and Economic)
Proposed data gathering from participating counties
41
Possible areas to survey county workforce:
Questions tailored to county’s needs
Worker attitudes to their job: (current job satisfaction, relationship with supervisor, quality of supervision, support, relationship/experience with the community they serve)
Worker attitudes to agency: (commitment to agency, commitment to CW, perceptions of org. culture)
Worker proficiency: (self-ratings of proficiency)
Worker outlook: (self efficacy, secondary stress, anxiety, depression, self care strategies)
Other: (on-the-job training experiences, professional development, retrospective on education/FE)
HR data demographics, Title IV E status, hire
information, performance reviews, promotion, salary information
Administrative Data process and outcome data
Existing data
Possible interviews for
richer data
What we can do moving forward. . .
42
Discussion: What can we do to foster conversation and
dialogue on improving culture and climate in CWS?
How might we generate more interest in assessing and evaluating culture and climate?
Katie A. Settlement Learning Collaborative
California Child Welfare Core Practice Model
Common Core 3.0Field Initiative
Statewide Workforce Issues
CalSWEC is coordinating the process with multiple partners (RTAs, Chadwick Center, CDSS, DHCS etc.)
Regional learning sessions are now in process, led by the RTAs with assistance from mental health partners
Online Learning Collaborative Toolkit is online, and CalSWEC is actively collecting and posting resources:http://calswec.berkeley.edu/toolkits/child-welfare-mental-health-learning-collaborative-katie
Katie A. Learning Collaborative
• Continues to build on the great work already taking place by integrating key elements of existing initiatives and proven practices including CAPP and Katie A.
CA Child Welfare Core Practice Model
48
March 6-7 CWDA Workshop gained consensus for Theoretical Framework, Values & Principles, Practice Components and Elements
Partners also included in the discussions/activity, including Deans and Directors, consumers, mental health.
Currently planning for more extensive outreach and involvement to determine Practice Behaviors
Review of Communications Materials
CA Child Welfare Core Practice Model
Assessment Block of curricula currently under construction, led by CalSWEC
Vetting of this block will commence in November, 2014
Piloting will begin in March of 2015 Assessment Block will be implemented in
July of 2015 Challenges: Field-based training capacity;
culture shift to blended online/classroom/field-based training.
Common Core 3.0
50
Common Core 3.0
Development
November 2013 to October 2014CalSWEC develops one block of the proposed content, (100 level, 200 level, and field)
Vetting
November 2014 to February 2015Vet and revise new curriculum materialsBuild capacity for field-based and distance learning
Piloting
March 2015 to July 2015Pilot and revise new materialsBuild capacity for field-based and distance learningImplement Assessment Block.
Common Core 3.0
Development
November 2013 to June 2016CalSWEC and regions develop additional content blocks (100 level, 200 level, and field)
Vetting
July 2016 to October 2016Vet and revise curriculum materials
Piloting
November 2016 to March 2017Pilot and revise curriculum materialsImplement other blocks
Closing Year 1 Implementation◦ Continuing evaluation◦ Onboarding new sites for Year 2
IV-E Summer Field Institute◦ June 19-20, 2014◦ Hilton Garden Inn, Emeryville, CA◦ Keynote Speaker: Marion Bogo
Continuum of Learning
Field Instruction Initiative
Writing Skills Curriculum UpdateOther items?Agenda items for next meeting (Likely to
focus on Strategic Planning)
Items for/from Permanent Committees
Wrap Up and Next StepsItems for Permanent Committees/status update from Permanent Committees