ASFA Training - Muskie School of Public Service USM

Module 1: Welcome and Introductions

Time
Approximately 45 minutes

Rationale
In order to derive maximum benefit from the workshop, each participant should be introduced to the instructors and other participants and be familiar with the workshop’s goals, agenda and handouts.

Learning Objectives
When this module is complete, the participant should be able to:

Understand the workshop goals, agenda and the organization of the handouts
Understand his/her role in the training
List the major themes of the training
Identify his/her expectations for the training

Activities

Welcome, introductions, sharing of recent practice changes and presentation of training themes (35 minutes)
Walkthrough the training workbook, focusing on the agenda and goals of the training, determine what each of the participants expects to get out of the workshop and clarify any misconceptions (WIIFM – “what’s in it for me?”) (10 minutes)

Sample Materials

Pre-training Skills and Knowledge Evaluation form (Section II.1.1)
Training Agenda (Section II.1.2)
Training Goals (Section II.1.3)
ASFA Related Core Managerial and Supervisory Competencies Highlighted in the Curriculum (Section II.1.4)

Advance Preparation

Determine the group's familiarity with ASFA, the desired outcomes for the workshop and suggested ways to achieve those outcomes.

Gather state/county specific outcomes, reports, measures, and the CFSR report or Performance Improvement Plan (PIP) that should be incorporated into the training.

Determine local terminology/definitions for key words, such as titles, goals, outcomes, etc.

If you are using the Pre-training Skills and Knowledge Evaluation form, modify it to match the curriculum.

Prepare a training workbook for each participant that contains the handouts and exercise material as well as ASFA reference documents.

Make sure flip chart, markers, newsprint pad, overheads and overhead projector are in the room.

Prepare a flipchart listing the five themes of the training.

Glossary of Terms

Bibliography and Suggested Reading
Bernotavicz, F.D., and Bartley, D., A Competency Model for Child Welfare Supervisors. Portland, ME: University of Southern Maine, Edmund S. Muskie School of Public Service, 1996.

"Managing Effectively in DSS", developed by the New York State Department of Social Services and the State University College at Buffalo in 1984.

Trainer's Instructions

1. Begin the session by welcoming the group and introducing yourself and other presenters. Mention that this training is designed to help child welfare supervisors and managers implement the requirements of ASFA by ensuring that clients needs are assessed quickly, that individualized services are available and delivered promptly, that the impact of the services on the children and families is monitored and, if need be, that services are modified and that the agency systems support effective child welfare practice.

2. Ask each participant to introduce himself/herself, including name, region/unit and position within the agency and mention one practice activity that members of his/her team are doing now that they weren’t doing two years ago (for example, closer coordination with the courts, earlier and more intensive involvement with families, family case conferencing). Record the responses on a flip chart. When the introductions are complete process the practice changes listed on the flipchart with the group. Add to or draw from the mentioned practice changes the major themes of this training which are:

increasing reliance on data and reports to inform decision making
assuring that agency systems support effective child welfare practice
supporting practice that strengthens families, assures child and youth safety, permanency and well being, matches individualized needs with services and promotes self-sufficiency
communicating the importance of child welfare outcomes to staff, courts, tribes and community partners and
collaborating with key internal and external stakeholders to ensure a focus on the goals of achieving safety, permanency and well being for children, youth and families.

Post the flip chart listing the practice changes and themes and refer to it through out the remainder of the training.

3. Move into discussing WIIFM. Review the training workbook, agenda and goals of the training and ask the group if there is anything beyond what is listed that they would like to get out of the training. Record the expectations on a flipchart. Discuss the feasibility of meeting each expectation during the training.

4. Ask for and address questions. Mention that questions and comments are welcome anytime during the workshop.

5. Introduce the next module, Understanding The Impact of ASFA on the Child Welfare Agency.

<< Section 1

Module 2 >>

If you are using the Pre-training Skills and Knowledge Evaluation form, ask participants to complete it as they arrive.

The numbers following the name of a handout or overhead refer to the number of the handout or overhead not to a page number. The handout/overhead number is found on the top right hand corner of each document; the page number is on the right lower corner. For example, the Training Agenda (Section II.1.2), the first sample handout and overhead in module one, is found on page 1.8

The Core Competency Document (Section II.1.4 and the Competency Matrix (See Introduction) are provided for the benefit of the trainer and are not directly incorporated into the trainer's notes as instructional material.

In preparation for upcoming exercises, the trainer may find it useful to divide the large group into smaller groups of 5-7 people at this point.

Section II.1.1

Pre-training Skills and Knowledge Evaluation Form

What is your current position?_______________________________________________
How many years have you been in that position? ________________________________
How many years have you been employed in the agency? _________________________

Please rate your level of agreement with the following statements.

**ASFA & Its Impact on Practice**
	Strongly Agree	Agree	Disagree	Strongly Disagree
I understand ASFA’s three broad goals of Safety, Permanency, and Well-being.	1	2	3	4
I understand ASFA’s impact on the agency’s case practice.	1	2	3	4
I understand ASFA’s impact on the agency’s service delivery system.	1	2	3	4
I understand the Child & Family Service Review outcomes and indicators.	1	2	3	4
I understand why child welfare agencies must focus on results and accountability.	1	2	3	4
I understand how supervisors/managers can ensure accountability in case practice.	1	2	3	4
I understand how to apply ASFA requirements to ICWA cases.	1	2	3	4

**DATA IN DECISION-MAKING**
	Strongly Agree	Agree	Disagree	Strongly Disagree
I understand the importance of using data to guide decision-making.	1	2	3	4
I am able to interpret management reports and apply them to case practice.	1	2	3	4
I am able to interpret management reports and apply them to the management of my office.	1	2	3	4
I am able to explain the use and application of management reports to others.	1	2	3	4

**ACTION PLANNING**
	Strongly Agree	Agree	Disagree	Strongly Disagree
I understand the importance of action planning.	1	2	3	4
I am able to develop an action plan at a program, team, and/or agency level.	1	2	3	4
I am able to implement an action plan in my agency.	1	2	3	4
I am able to manage an action plan through to completion.	1	2	3	4

**COLLABORATION**
	Strongly Agree	Agree	Disagree	Strongly Disagree
I understand the importance of collaboration with organizations serving children and families.	1	2	3	4
I am able to develop collaborative partnerships within my region/county.	1	2	3	4
I am able to advocate for the needs of children and families in my region/county.	1	2	3	4
I am able to develop a collaborative relationship with the courts in my region/county.	1	2	3	4

Overall

What do you think your direct supervisor would want you to learn from this training?

What do you think the staff who report directly to you would want you to learn from this training?

Section II.1.2

Bringing Together the Child Welfare Team

The Role of Program Managers and Field Supervisors

Agenda

Day 1
Welcome and Introductions

Understanding the Impact of ASFA on the Child Welfare Agency

Identifying, Assessing and Enhancing Skills Needed to Implement ASFA

Day 2

Connecting the Pieces Through Collaboration

Tips for Using Data to Measure Success

Wrap-up and Evaluation

Section II.1.3

Bringing Together the Child Welfare Team

The Role of Program Managers and Field Supervisors

Goals of the Training

The goals of this training are:

To help you identify and enhance the skills you need to implement the requirements of ASFA that are relevant to your job responsibilities, to the needs of your unit/team and to the agency.
To empower you with an understanding of how outcomes can promote the goals of safety, permanency and well being for children, youth and families, improve service delivery, promote innovation and strengthen practice.
To explore how the use of reports, data and information can support your core supervisory responsibilities, assist in providing direction to develop services, improve practice and contribute to the achievement of the outcomes.
To begin exploring how to better collaborate with the network of interrelated organizations that deliver services to children, youth and families and assure that the best practice tenets of ASFA are achieved.
To provide you with an opportunity to understand and apply a structured problem solving tool useful at the team, program, system and community levels.

Section II.1.4

Bringing Together the Child Welfare Team

Core Supervisory and Managerial Competencies Highlighted in this Curriculum

1.00 Collaboration
1.01 Demonstrates knowledge of ways to develop effective collaborating both inside and outside the agency and with diverse populations.
1.02 Identifies and understands what resources are available, and builds and maintains effective working relationships within a network of systems.
1.03 Finds creative and effective ways to advocate for clients and staff.
1.04 Understands how inter- and intra-agency work groups and activities can be used to clarify and improve system and program functioning and service delivery.

2.00 Problem-Solving/Decision Making
2.01 Defines issues and problems, obtaining relevant information, relating and comparing data from different sources, probing for accuracy and completeness of available information, identifying cause/effect relationships; making decisions that reflect factual information, are based on logical assumptions, and take organizational resources into consideration.
2.02 Analyzes state child welfare data to identify most needed services, improve caseloads and practice decisions and allocate resources.

3.00 Team Leadership
3.01 Has the ability to plan the job to be done and the expectations of how it should be completed, including vision, program design, managing people and information, modeling and mentoring and policy development and interpretation.
3.02 Engages with others in team process to solve problems.
3.03 Shows ability to communicate a clear vision, motivation and commitment to the safety and well being of children.
3.04 Understands the concepts of team development, facilitation of effective meetings, and conflict management.

4.00 Organizational Leadership
4.01 Demonstrates understanding of ASFA and other current issues that affect the organization.
4.02 Understands negotiation. Attains one's ends without the overt use of power or authority; communicating data, arguments, or positions in a manner that produces agreement with one who is in conflict or disagreement. Securing agreements and understanding when dealing with stakeholders, courts, families, etc. so that cases can be processed quickly and efficiently.

5.00 Program Administration
5.01 Demonstrates a general knowledge of the concepts and importance of planning, including an understanding of how to use strategic planning tools.
5.02 Demonstrates knowledge of the mission of the agency and its role in the child and family service system.
5.03 Understands and clarifies roles and responsibilities of participants in the child welfare system, especially since implementation of ASFA.
5.04 Has the ability to take the lead in the development of a continuum of client-centered services that maintain the integrity of the family and meet the goals of permanency, safety and well being.
5.05 Demonstrates an understanding of the principles of outcome-based management and how they apply to agency, unit and personal planning.
5.06 Has the ability to use, evaluate, recommend and advocate for changes in agency infrastructure and administrative systems that support front-line staff.

6.00 Casework Supervision
6.01 Knows and can apply relevant federal and state statutes, rules, policies, procedures and current practice related to casework.
6.02 Demonstrates ability to effectively manage case assignments, case coverage and service delivery to clients via direct caseworker supervision.
6.03 Knows, can model and teach necessary elements of assessment, decision making, case planning and case process to staff.

7.00 Information Management
7.01 Knowledge of the data, its location and organization in the current system and its potential for providing information.
7.02 Demonstrates the ability to utilize information in supervisory and managerial practice, including assessing and monitoring client outcomes, productivity and resource acquisition.
7.03.1 Demonstrates how to critically view reports and determine if they are useful as a supervisory or management tool.

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