module ii: leading change

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


Implementation Gaps

Knowledge to Practice Gap

Vision to Reality Gap

Fidelity (Faithfulness) Gap

(National Implementation Resource Network, 2010)


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


Linking the What and the How

The WHAT (Intervention)

AND

The HOW (Implementation)



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


Translating System Change to Real World

Practices


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


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


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)


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


T/TA Network - Functions

Building Evidence of Effective Practice

Organizing and

Managing Information

Providing Consultation

and Transferring Knowledge


Child Welfare Implementation Centers

Established in 2008Part of the Children’s Bureau Training and Technical Assistance

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

http://www.fpg.unc.edu/~nirn/

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


Name the7 behaviors

ofAdaptive

Leadership


Installation

Selecting and contracting with partner agencies

Developing and revising policies Developing training Developing outcome measures Considering staff positions


Initial Implementation

Do the “What” Learn from mistakes Continue buy-in efforts Manage turnover and frustration Manage expectations and the change

process


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


{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


{Sustainability}

Ensure funding streams are in place for services and infrastructure

Ensure high fidelity and positive outcomes through infrastructure improvement and maintenance


(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


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


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


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


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



29(Fixsen & Blase, 2008)

Performance Assessment

Staff Performanc

e


mpe

tenc

y

Driv

ers

Organization

Drivers

Leadership


Program Performanc

e

Implementation Drivers

Program PerformanceData-Driven Decisions

Outcome data AND fidelity data

Quality assurance in place?

Measures of consumer satisfaction?

Organization

Drivers3030


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


Systems Intervention

Strategies with external systems

Ensure availability of financial, organizational, and human resources

Organization

Drivers32


(Fixsen & Blase, 2008)

Adaptive Technical


mpe

tenc

y

Driv

ers

Organization

Drivers

Leadership


Integrated & Compensatory


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


Compensatory

Using the strengths of one driver to

overcome or assist with identified weaknesses in another driver.


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


http://www.fpg.unc.edu/~nirn/

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)


Vision should be . . .

Clear

Compelling

Resonant


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


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


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”


Visual Vision Statements


http://www.cby25.org/about.htm

National Child Welfare Resource Center for

Tribes


http://www.nrc4tribes.org/

NCWWI


Western Workforce


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.


Aspects of Implementation

Characteristics of the innovation

Roles people play


Characteristics of the Successful

Change Initiative Continuity Accessibility Ownership Value


Continuity

Builds on existing values

Builds on existing skills

“We already do this . . .”


Accessibility

Clarity of key components of the practice

Chance to observe or “try it out”

Realistic expectations within current contracts, budget, caseload, timeframes


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


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.)


Roles People Play 1

Early adopters Middle adopters Later adopters


Roles People Play 2

Resisters Champions Minders


Roles People Play 3

Supervisors Managers Executives Community Partners


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

module ii: leading change

Documents

childrens bureau

middle managers

tta network2module

tta networklinking

clergyman4leadership

funders10leadership

leading change

tta networkkey features