Module II: Leading Change
A Service of the Children’s Bureau, a Member of the T/TA Network
2Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Module II Training Competencies
6. Able to establish, communicate, and implement an organizational vision in a continuously changing environment based on a personal vision that guides practice and professional development.
7. Able to describe the stages and key issues in implementing a change initiative.
8. Able to apply a systems perspective to the process and drivers of implementing change.
9. Able to demonstrate commitment to continuous learning as a leader and address systems change issues. 3
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
The Implementation Challenge
It is one thing to say with the prophet Amos, “Let justice roll down like mighty waters,” and quite another to work out the irrigation system.
William Sloane CoffinSocial activist and clergyman
4Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Implementation Gaps
Knowledge to Practice Gap
Vision to Reality Gap
Fidelity (Faithfulness) Gap
(National Implementation Resource Network, 2010)
5Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Key Features of the NIRN Framework
Defining “the What” Stages of Implementation Implementation Drivers Implementation Teams Improvement Cycles Transformation Zones Policy to Practice Loops System Alignment (National Implementation Resource Network,
2010) 6Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Defining “the What”
From what current state of practice to what future state of
practice?
To operationalize
(National Implementation Resource Network, 2010) 77
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Linking the What and the How
The WHAT (Intervention)
AND
The HOW (Implementation)
(National Implementation Resource Network, 2010)
88Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Defining Systems Change
Systems change initiatives require the “What” to be defined at
multiple levels– Vision, mission, guiding principles– Evidence-based and innovative
services– Essential functions and core
activities (National Implementation Resource Network,
2010)99
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Translating System Change to Real World
Practices
(National Implementation Resource Network, 2010)
10
Systems don’t change. . . . People do.~ Jim Wotring, Georgetown University
Changing the thinking and behavior of:• Human service professionals• Administrators in organizations• System directors, policy makers, and funders
10Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Translating System Change to Real World
PracticesWhen your systems change has been
developed and implemented as intended…
– What will look different than current practice? How will it be different?
– What will child welfare staff, supervisors, managers, leaders, and partner agency personnel be saying and doing more often?
Less often?– Which child welfare activities and
processes will be affected?
(National Implementation Resource Network, 2010) 1111
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Practice Profiles Operationalize program or practice
features Describe implementer behavior at each
level of the system Link guiding principles with interventions,
services, and core activities Critical Component Ideal Implementation
Acceptable Variation
Unacceptable Variation
Unacceptable Variation
Critical Component 1: Description
Description of implementer
behavior
(Adapted from work of the Heartland Area Education Agency 11, Iowa)(National Implementation Resource Network, 2010)
12Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Where to Start? Look for what is out there! Assess programs and program
components Pay attention to information on:
– The nature of the problem– Risk and protective factors and theories of
“why”– Key features/evidence of known
interventions– The systems supports required to support
those practices13
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
T/TA Network - Functions
Building Evidence of Effective Practice
Organizing and
Managing Information
Providing Consultation
and Transferring Knowledge
14Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Child Welfare Implementation Centers
Established in 2008Part of the Children’s Bureau Training and Technical Assistance
Network
15Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
NIRN Stages of Implementation
Exploration Installation Initial Implementation Full Implementation
16http://www.fpg.unc.edu/~nirn/ 16Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Exploration
Examine how well a particular model, program, or plan meets the community and agency’s needs
Determine whether or not it is a desirable and feasible option, or select/build a better model, then
Create readiness for change at many levels, and
Finalize the What and the Implementation Plan 1717
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Name the7 behaviors
ofAdaptive
Leadership
18Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Installation
Selecting and contracting with partner agencies
Developing and revising policies Developing training Developing outcome measures Considering staff positions
1919Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Initial Implementation
Do the “What” Learn from mistakes Continue buy-in efforts Manage turnover and frustration Manage expectations and the change
process
2020Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Full Implementation Maintain and improve skills, activities, and
linkages throughout the system Ensure that components are integrated
and fully functioning
Ensure that skillful practice is being demonstrated by frontline staff, supervisors and administrators
Changes in policy are reflected in practice at all levels
Evaluate program outcomes2121
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
{Innovation}
Using data and practitioner experience, identify ways to improve the practice
Experiment judiciously by carefully designing program changes
Make sure you can tell if the new practice works better!
Make sure that if it works, others can replicate with faithfulness
2222Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
{Sustainability}
Ensure funding streams are in place for services and infrastructure
Ensure high fidelity and positive outcomes through infrastructure improvement and maintenance
2323Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
(Fixsen & Blase, 2008)
Performance Assessment
Coaching
Training
Selection
Systems
InterventionFacilitative
Administration
Data Driven
Adaptive Technical
Integrated & CompensatoryCo
mpe
tenc
y
Driv
ersOrganization
Drivers
Leadership
NIRN Implementation Drivers
Graphics by Steve Goodman, 200924
24Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Com
pete
ncy
Driv
ers
Selection of Staff Will we hire new staff? How will we select staff? Which staff are needed to
successfully implement & how should they be involved? Frontline, support, IT???
Does this initiative change anything for our current hiring process?
What staff skills are needed?
Other staff issues to consider
25Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Com
pete
ncy
Driv
ers
Training
Whom do we train on what?
Do we need training other than “the What”? (i.e., coaching, data, managing change . . . )
Pre-service training Ongoing training Best training methods
26Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Com
pete
ncy
Driv
ers
Coaching Training alone will not
accomplish the change in practice
Trainees retain 10% of learning from traditional
Slightly more than 10% if strong skills-based methods
Coaching increases transfer to almost 80%
Coaching increases worker retention (Aarons et al, 2009) 27
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Com
pete
ncy
Driv
ers
Staff Performance Do we need to revise
performance evaluations to include competencies & skills specific to this initiative?
Assess individual skills Use assessments to
increase skills Staff assessment AND
organizational assessment Celebrating
accomplishments consistently, ongoing 28
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
29(Fixsen & Blase, 2008)
Performance Assessment
Staff Performanc
e
Integrated & CompensatoryCo
mpe
tenc
y
Driv
ers
Organization
Drivers
Leadership
Graphics by Steve Goodman, 200929
Program Performanc
e
Implementation Drivers
Program PerformanceData-Driven Decisions
Outcome data AND fidelity data
Quality assurance in place?
Measures of consumer satisfaction?
Organization
Drivers3030
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Facilitative Administration
Have administrators put appropriate policies, procedures, structures, culture, and climate in place to meet the needs of those implementing the change?
Organization
Drivers31
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Systems Intervention
Strategies with external systems
Ensure availability of financial, organizational, and human resources
Organization
Drivers32
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
(Fixsen & Blase, 2008)
Adaptive Technical
Integrated & CompensatoryCo
mpe
tenc
y
Driv
ers
Organization
Drivers
Leadership
Graphics by Steve Goodman, 2009
Integrated & Compensatory
33Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
IntegratedSuccessful
implementation depends on
purposeful use of all the drivers
functioning together in one implementation
process.Adaptive Technical
Com
pete
ncy
Driv
ers
Organization
DriversLeadership
34Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Compensatory
Using the strengths of one driver to
overcome or assist with identified weaknesses in another driver.
35Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Key Features of the NIRN Framework
Defining the What Stages of Implementation Implementation Drivers Implementation Teams Improvement Cycles Transformation Zones Policy to Practice Loops System Alignment
(National Implementation Resource Network, 2010) 36http://www.fpg.unc.edu/~nirn/ 36
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
The Power of a Shared Vision
“When people truly share a vision they are connected, bound together by a common aspiration. Personal visions derive their power from an individual’s deep caring for the vision. Shared visions derive their power from a common caring.” (Senge, 1990, 192)
37Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Vision should be . . .
Clear
Compelling
Resonant
38Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
A Shared Vision Statement:
Evokes universal values and principles that guide behavior
Provides a sense of the future Appeals to the deepest desires of
individuals Speaks the language of optimism
and hope Inspires self and others
39Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
A Vision Statement is NOT
A policy manual Loaded with jargon and buzzwords
that only child welfare professionals understand
A stark contrast to the agency mission
So complex that it takes four elevator rides up and down a large building to explain 40
Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Examples of Vision Statements for the Group
Change Initiative “Engaging Families Means Engaging Fathers” “Lasting Connections With Fathers for Safe
and Stable Children and Youth” “Supporting Families Means Supporting
Fathers” “Engaging Families – Supporting Strong
Connections” “Promoting Safe and Healthy Children and
Youth Through Family Connections With Fathers”
41Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Visual Vision Statements
42Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
National Child Welfare Resource Center for
Tribes
43Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
NCWWI
44Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Western Workforce
45Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
One with Courage: Texas Children’s
Advocacy Center
is
You can help—Learn the signs, share this information, andbe the One with Courage to make a difference.
46Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Aspects of Implementation
Characteristics of the innovation
Roles people play
47Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Characteristics of the Successful
Change Initiative Continuity Accessibility Ownership Value
48Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Continuity
Builds on existing values
Builds on existing skills
“We already do this . . .”
49Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Accessibility
Clarity of key components of the practice
Chance to observe or “try it out”
Realistic expectations within current contracts, budget, caseload, timeframes
50Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Ownership
People have input and feel that they have created a piece of the practice
Clarity on what fidelity looks like
Clarity on options for individualization
51Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Value
What’s in it for me?
How does this impact the other aspects of my work that I value? (e.g., impact on families and children, safety, etc.)
52Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Roles People Play 1
Early adopters Middle adopters Later adopters
53Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Roles People Play 2
Resisters Champions Minders
54Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Roles People Play 3
Supervisors Managers Executives Community Partners
55Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network
Key Points From Today’s Training
We lead with vision We quickly are “on the dance floor” Implementation science can be of great use
to us as leaders:– Implementation moves forward in some orderly
stages– We can use some important drivers of
implementation– There are some key characteristics of
implementation to pay attention to 56Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network