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Module IV: Leading for Results A Service of the Children’s Bureau, a Member of the T/TA Network.

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Presentation on theme: "Module IV: Leading for Results A Service of the Children’s Bureau, a Member of the T/TA Network."— Presentation transcript:

1 Module IV: Leading for Results A Service of the Children’s Bureau, a Member of the T/TA Network

2 NCWWI Leadership Model: Leading for Results 2 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

3 Leading People Quadrant 3 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

4 Module IV and V Training Competencies 14. Able to apply concepts of a results-oriented culture and infrastructure supports in leading for sustainable systems change. Able to apply processes and resources to achieve accountability and measure results. 15. Able to apply processes and resources to achieve accountability and measure results. 16. Understands the importance of the manager’s leadership role in workforce development to implement sustainable systems change. (Competencies continued on next slide) 4 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

5 Module IV and V Training Competencies 17. Able to describe the role of agency leadership in promoting a stable, committed and competent workforce. 18. Demonstrates the importance of facilitating cooperation and motivating team members to accomplish group goals. 19. Able to demonstrate commitment to continuous learning as a leader and address systems change issues. 5 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

6 Organizational Culture of Results In this module we will…  Identify outcomes we want to achieve  Develop a plan of action  Identify data sources and data staff to support your efforts 6 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

7 Results Oriented Management Training (ROM) Focus on  Leader role in building data capacity and a results oriented culture.  How you might use performance measures to track progress.  Development of a logic model. 7 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

8 (Fixsen & Blase, 2008) AdaptiveTechnical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Graphics by Steve Goodman,2009 NIRN 8 Systems Intervention Facilitative Administration Decision Support Data System Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

9 Organizational Supports Manager Skills and Knowledge Performance Reports Performance Reports Organizational Culture Organizational Culture Interpreting Data Interpreting Data Taking Action Taking Action Results Oriented Management in Child Welfare, University of Kansas, School of Social Work, 2002 (www.rom.ku.edu)www.rom.ku.edu 9 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

10 Manager Skills & Knowledge  Read and understand performance measures  Interpret performance data to inform management action  Set measurable goals; monitor progress  Reward performance  Involve others in achieving results  Create an organizational culture of achievement, learning, and innovation 10 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

11 Performance Reports  Focus on only a few measures  Emphasize outcome achievement using well-constructed measures  Summarize measures; monitor changes over time  Help to inform and target action for improving outcomes for children and families 11 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

12 Group Discussion Questions  How did you assess your performance reporting system?  How has your agency’s use of data changed as a result of the PIP?  How is performance of the Indian Child Welfare Act reviewed and addressed? How are state laws, legislative requirements, or settlement agreements monitored and addressed?  What reports does your management team use regularly?  How do you personally use reports? What reports do you rely on most?  What reports do you wish you had but don’t? 12 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

13 Organizational Culture  Performance data are used and discussed  Good performance is rewarded  Everyone takes responsibility for performance  Teams and individuals set and achieve performance measures  Everyone learns from each other; adapts and innovates  Results orientation is reinforced at all levels 13 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

14 Discussion Questions— Results Orientation  What are some of the methods used in your tribe or state to reinforce the importance of a “results orientation” at all levels of the organization?  What are some of the methods you use to contribute to a results oriented culture?  How will your personal strengths in Executing help you operate as “results oriented” manager? If Executing is not your area of strength, how will you develop this capacity? 14 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

15 Results Oriented Management in Child Welfare, University of Kansas, School of Social Work, 2002 (www.rom.ku.edu)www.rom.ku.edu 15 Performance Improvement Cycle Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

16 Baseline Data (Inputs)  Father’s name is recorded in 75% of removal cases  Accurate contact information is available in only 25% of removal cases  Only 33% of fathers are actually located within one month of placement  12.5% are successfully contacted within one month of placement 16 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

17 Logic Model InputsActionsOutputs OutcomesResults Resources needed to operate your program If you have those resources, then you can accomplish your activities If you accomplish your planned activities, then you will deliver the services you intended If you deliver your planned services then your participants will benefit in predictable ways If these benefits are achieved, then certain changes in communities, organizations or systems can be expected to occur. (Adapted from W.K. Kellogg Foundation, Logic Model Development Guide, 2004) 17 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

18 Inputs… 18 Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies, and practice model Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

19 …Actions… 19 Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies and practice model Actions Establish Father Finder position and key contact Enroll interested fathers in father education program Train supervisors and staff re: best practices in fatherhood engagement; provide mentoring and coaching Incorporate feedback on effective father engagement data into daily supervisory practice Include community partners in planning and defining the desired outcomes of fatherhood initiative Recruit 2 former child welfare families to participate in planning Review organizational systems, policies and practices for alignment with fatherhood initiative Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

20 20 Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies and practice model Actions Establish Father Finder position and key contact Enroll interested fathers in father education program Train supervisors and staff re: best practices in fatherhood engagement; provide mentoring and coaching Incorporate feedback on effective father engagement data into daily supervisory practice Include community partners in planning and defining the desired outcomes of fatherhood initiative Recruit 2 former child welfare families to participate in planning Review organizational systems, policies and practices for alignment with fatherhood initiative Outputs Father Finder hired and trained Child welfare staff trained Fathers enroll in father education classes; # of enrolled who complete Revised pre-service curriculum Internal policies revised to reflect fatherhood initiative Stakeholder and families involved in planning committee are satisfied with participation and process …Outputs… Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

21 Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies and practice model Actions Establish Father Finder position and key contact Enroll interested fathers in father education program Train supervisors and staff re: best practices in fatherhood engagement; provide mentoring and coaching Incorporate feedback on effective father engagement data into daily supervisory practice Include community partners in planning and defining the desired outcomes of fatherhood initiative Recruit 2 former child welfare families to participate in planning Review organizational systems, policies and practices for alignment with fatherhood initiative Initial Outcomes Increased knowledge of child welfare staff on best practices in father engagement Increase the % of removal cases where absent father: have names identified have been contacted within one week of placement participate in initial team meeting have meaningful, ongoing, contact with child Case review results indicate supervisory and practice changes consistent with father engagement Outputs Father Finder hired and trained Child welfare staff trained Fathers enroll in father education classes; # of enrolled who complete Revised pre-service curriculum Internal policies revised to reflect fatherhood initiative Stakeholder and families involved in planning committee are satisfied with participation and process …Initial Outcomes Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

22 Intermediate Outcomes Fathers are active participants in placement decisions for children Children are reunited with family more quickly Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies and practice model Actions Establish Father Finder position and key contact Enroll interested fathers in father education program Train supervisors and staff re: best practices in fatherhood engagement; provide mentoring and coaching Incorporate feedback on effective father engagement data into daily supervisory practice Include community partners in planning and defining the desired outcomes of fatherhood initiative Recruit 2 former child welfare families to participate in planning Review organizational systems, policies and practices for alignment with fatherhood initiative Initial Outcomes Increased knowledge of child welfare staff on best practices in father engagement Increase the % of removal cases where absent father’s: name is identified have been contacted within one week of placement participate in initial team meeting have meaningful, on-going, contact with child Case review results indicate supervisory and practice changes consistent with father engagement Outputs Father Finder hired and trained Child welfare staff trained Fathers enroll in father education classes; # of enrolled who complete Revised pre-service curriculum Internal policies revised to reflect fatherhood initiative Stakeholder and families involved in planning committee are satisfied with participation and process …Intermediate Outcomes… 22 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

23 Results Children experience safety, permanency, and well-being Intermediate Outcomes Fathers are active participants in placement decisions for children Children are reunited with family more quickly Inputs Community partners Child welfare agency staff Resources for Father Finder Resources for father education classes Former child welfare families to participate in planning Data system Agency vision, policies and practice model Actions Establish Father Finder position and key contact Enroll interested fathers in father education program Train supervisors and staff re: best practices in fatherhood engagement; provide mentoring and coaching Incorporate feedback on effective father engagement data into daily supervisory practice Include community partners in planning and defining the desired outcomes of fatherhood initiative Recruit 2 former child welfare families to participate in planning Review organizational systems, policies and practices for alignment with fatherhood initiative Initial Outcomes Increased knowledge of child welfare staff on best practices in father engagement Increase the % of removal cases where absent father’s: name is identified have been contacted within one week of placement participate in initial team meeting have meaningful, on-going, contact with child Case review results indicate supervisory and practice changes consistent with father engagement Outputs Father Finder hired and trained Child welfare staff trained Fathers enroll in father education classes; # of enrolled who complete Revised pre-service curriculum Internal policies revised to reflect fatherhood initiative Stakeholder and families involved in planning committee are satisfied with participation and process …Results 23 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

24 Change Initiative Measurement  Identify measures for each of the key components of your plan  Measure WHAT(process) and HOW (outcomes)  Focus on the priorities—what do you need to know to gauge success  Identify data sources—be creative 24 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

25 Child Welfare Systems Data Sources  Child and Family Service Review (CFSR) Child and Family Service Review –Both Case Review and Statewide Assessment Data  Adoption and Foster Care Analysis and Reporting System (AFCARS) Adoption and Foster Care Analysis and Reporting System –Required elements in Statewide Automated Child Welfare Information System (SACWIS) and CFSR  National Child Abuse and Neglect Data (NCANDS) National Child Abuse and Neglect Data –Voluntary system to report required safety measures 25 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

26 Module V: Leading People A Service of the Children’s Bureau, a Member of the T/TA Network

27 The Practice of Leadership Adaptive leadership is the practice of mobilizing people to tackle tough challenges and thrive. (Heifetz, Grashow & Linsky, 2009) 27 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

28 NCWWI Leadership Model 28 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

29 Leading People Quadrant 29 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

30 Leading People Competencies  Conflict Management  Developing Others  Team Building  Cultural Responsiveness  Leveraging Diversity 30 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

31 Leadership Principle: Distributive  Leadership encouraged and enacted at all levels  Distribution of decision-making and leadership responsibilities  Manages human, cultural, social, and economic capital  Encourages purposeful action  Promotes collective rather than individual action –(Spillane, 2006) 31 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

32 (Fixsen & Blase, 2008) Performance Assessment Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System AdaptiveTechnical Integrated & Compensatory Competency Drivers Organization Drivers Leadership NIRN Implementation Drivers Graphics by Steve Goodman, Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

33 Practitioners Are the Intervention Evidence-based practices and programs inform how they interact with consumers and stakeholders, but it is the person (the practitioner) who delivers the intervention through his or her words and actions. (Fixsen et al, 2005) 33 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

34 Keys to Success in Workforce Development  Senior leadership commitment  Shared mission and values  Competency-based approaches  Agency climate  Data  Training 34 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

35 35 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

36 The most important element in workforce development is a clear vision and mission  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 36

37 “If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.” ~Saint-Exupery 37 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

38 If you’re right for the job, it’s the best job in the world. –Child Welfare Specialty Practice Section Members Describe their Experiences in Child Welfare, National Association of Social Workers (NASW), Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

39 Best Practices in Recruitment 39 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

40 Realistic recruitment is a method of discouraging unqualified applicants  True  False 40 Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network

41 Watching a video about the day-to-day work of a child welfare professional makes no difference  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 41

42 42 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

43 Focusing on entry-level and foundational competencies will ensure the best decision in the hiring process  True  False 43 Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network

44 Finding the right questions to ask will ensure the best decision in the hiring process  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 44

45 Having a standardized, fair process will ensure the best decision in the hiring process  True  False 45 Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network

46 Support for handling stress, burnout & secondary trauma is a key retention strategy in child welfare  True  False 46 Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network

47 Organizational Learning Culture …is a system of values and practices designed to achieve systemic and ongoing improvement in agency services by supporting the continuous learning of staff. 47 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

48 The success of training is the responsibility of the training department  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 48

49 The most critical question in a Gallup survey of the core elements to attract, focus and keep the most talented employees was: Do I know what is expected of me at work?  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 49

50 Performance Management  Do I know what is expected of me at work?  Do I have materials and equipment I need to do my job right?  Do I have the opportunity to do what I do best every day?  In the last seven days, have I received recognition or praise for doing good work?  Does my supervisor, or someone at work, seem to care about me as a person? (Buckingham & Coffman, 1999) 50 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

51 The achievement of positive client outcomes is linked to effective supervision  True  False Leadership Academy for Middle Managers * A Service of the Children's Bureau, a Member of the T/TA Network 51

52 Supervision “Effective supervision of workers in social and human service organizations has the potential to generate positive client outcomes: ineffective supervision can be detrimental to both workers and their clients.” (Mor Barak et al, 2009, p. 652) 52 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

53 “If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.” ~Saint-Exupery 53 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

54 Walkabout Instructions On the blank posters next to the content: a)Put an asterisk next to the topic if it has implications for your Change Initiative. b)Note solutions or approaches you are trying (include your state/tribe and name for questions) c)Write down questions you have related to this aspect of “leading people” 54 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

55 What Is a Team?  Common goals  Interdependent  Defined identity  Stable over time  Independence and autonomy  Social system (Butler Institute for Families, 2005) 55 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

56 Functions of Team Leadership  Lead with a clear purpose  Empower to participate  Aim for consensus  Direct the process 56 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

57 Leveraging Diversity  Recognizes and utilizes skills of people with diverse backgrounds to benefit the organization, clients, and coworkers.  Addresses and corrects the use of inappropriate language or actions which deride diversity. 57 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

58 Collaborative Members  Role 1 Thaddeus Marshall  Role 2 Marcelle Dumont  Role 3 Rev. Asa Hopkins  Role 4 Mr. Ramon Garcia  Role 5 Mr. Tom Alverson 58  Role 6 Mr. Dan Begay  Role 7 Dr. Sandra Chan  Role 8 Mr. Carl Johansen  Role 9 Mrs. Jenna Fleming  Role 10 Ms. Inez Ibera Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network

59 Key Points From Today’s Training  The child welfare field is increasingly focused on outcomes.  Most agencies now have the organizational supports and drivers to produce an unprecedented amount of case and outcome level data.  Leaders are responsible to contribute to the development of: management of data skills, effective performance reporting, and a results-oriented culture.  One way to begin is by applying the performance improvement cycle to your Change Initiative. 59 Leadership Academy for Middle Managers A Service of the Children’s Bureau, a Member of the T/TA Network


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