1: Welcome and Introductions
Approximately 45 minutes
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.
When this module is complete, the participant should be
Understand the workshop goals, agenda and the organization
of the handouts
Understand his/her role in the training
the major themes of the training
Identify his/her expectations for the training
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
Pre-training Skills and Knowledge Evaluation form (Section
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)
the group's familiarity with ASFA, the desired outcomes
for the workshop and suggested ways to achieve those outcomes.
state/county specific outcomes, reports, measures, and the
CFSR report or Performance Improvement Plan (PIP) that should
be incorporated into the training.
local terminology/definitions for key words, such as titles,
goals, outcomes, etc.
are using the Pre-training Skills and Knowledge Evaluation
form, modify it to match the curriculum.
a training workbook for each participant that contains the
handouts and exercise material as well as ASFA reference
sure flip chart, markers, newsprint pad, overheads and overhead
projector are in the room.
a flipchart listing the five themes of the training.
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,
Effectively in DSS", developed by the New York State
Department of Social Services and the State University College
at Buffalo in 1984.
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.
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
assuring that agency systems support effective child welfare
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
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.
the flip chart listing the practice changes and themes and
refer to it through out the remainder of the training.
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
for and address questions. Mention that questions and comments
are welcome anytime during the workshop.
the next module, Understanding The Impact of ASFA on the
Child Welfare Agency.
you are using the Pre-training Skills and Knowledge Evaluation
form, ask participants to complete it as they arrive.
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
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.