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