1. 700: Foundations of Leadership
The Pennsylvania Child Welfare Training Program

2. Agenda Day One Welcome and Introductions
The Characteristics of Effective Leadership
Strengths Based Leadership
The Leader: Role Model of Social Work Values and Practice
The Open Systems Model

3. Agenda (continued) Day Two
Applying the Organizational Effectiveness Framework: General Guidelines for Promoting Change
Opportunities for Change and Improvement
Applying the Organizational Effectiveness Framework: Using the Assessment Tools and Templates
Summary and Evaluations

4. Learning Objectives Participants will be able to:
Identify the characteristics of effective leadership;
Apply a strengths based approach to a leadership role;
Apply the Organizational Effectiveness Framework;
Identify Social Work Values and Practice Skills in leading organizations; and
Apply the steps of DAPIM™.

5. Ask the question…“What do geese in flight represent to leadership?”
Answers:
The leader does not remain the same. As a leader tires, it falls back and takes its place with other followers, while a new leader emerges to pierce the wind and continue the course.
The graphic illustrates that a leader doesn’t perform alone. It shows that leadership is often shared by two or more people because a situation might require contributions that one person alone can’t provide.
The graphic shows how several leaders take turns supporting each other and come to each others aid when someone needs help.
Finally, the graphic demonstrates how a group depends on a leader to help achieve it’s goals
Ask the question…“What happens to a sick goose?”
Answer:
A group of geese will stay with the sick goose until it either gets better or dies.
The key learning point here is that leaders and followers often exchange roles when necessary. This flexible and changeable relationship is different in several respects from the more formal relationship between managers and employees.
Step 3:
Ask the closed question…“Do you know good managers who are not effective leaders?”
You just want a yes or no answer.
Ask the closed question…“Do you know effective leaders who are not good managers?”
Brainstorm and flip chart the difference between managers and leaders.

6. Managing and Leading Managers Leaders
Managers typically obtain influence based on status and power
Leaders obtain influence based on follower choice
Managers set goals that accomplish a practical purpose and are generally quantifiable
Leaders set goals that inspire the commitment of others
Managers rely on rules and procedures
Leaders rely on people

7. Managing and Leading (continued)
Managers
Leaders
Managers hold others accountable
Leaders hold themselves accountable
Managers focus on short-term results
Leaders focus on long-term results
Managers create order and stability
Leaders create “learning environments”
Managers work within organizational boundaries
Leaders cross organizational boundaries

8. Why Do People Follow the Leader?
The leader provides for four basic needs:
Trust
Compassion
Stability
Hope
(Rath and Conchie, 2009)

9. How Can I Better Meet My Followers’ Needs?
A leader can meet their followers’ needs by deliberately using
The strengths of others; and/or
His/her own strengths to enhance skills they lack.

10. Others’ Strengths
Who are the individuals in your agency that exhibit strengths that you lack?
Might these individuals be untapped resources?
Can you team with them utilize these individuals’ strengths?
How would I do that?

11. Using My Strengths to Meet Others’ Needs
Staff’s Needs
Trust
Compassion
Stability
Hope

12. An Important Question
If your staff were here today and we asked them how you (the leaders) expected them to engage their clients, what do you think they would say?

13. The Parallel Process
“…there are parallels between the dynamics of supervision and any other helping relationship. Therefore, the skills that are important in direct practices with clients or patients are also important to the supervisory relationship.” (Shulman, 2010).
“It is …very clear that client issues cannot be resolved by helping systems that repeat the same problems” (Mehr, 1995).
Our systems frequently recapitulate the very experiences that have proven to be so toxic for the people we are supposed to treat. (Bloom, 2006).

14. The Parallel Process in Child Welfare
Administrators and Managers Supervisors Caseworkers Children, Youth, and Families

15. Vision, Mission, and Values
Vision: a statement that describes how the future will look when an organization’s desires and aspirations are realized.
Mission: a statement of what the agency does to help contribute to making the vision come true.
Values: ethical ideals that drive the scope, shape, and approach to working with children, youth and families.
© 2011 American Public Human Services Association

16. Organizations are systems when they structure their cooperative efforts to achieve consistently high quality results. YOUR JOB as managers and leaders is to see that it happens!

18. Eight Essential Components
Strategy
Outcomes
Outputs
Performance Actions
Performance Capacities
Inputs
Internal Feedback
External Feedback
(American Public Human Services Association, 2011)

19. Outcomes What results do you hope to achieve?
The difference it makes in the lives of children, youth, and families.

20. Outputs
Benchmarks or indicators intended to measure an outcome.

21. Performance Actions
Policies, processes, services, tasks, meetings, communication plans, and the activities accomplished by individuals that ensure that the desired results are met.

22. Performance Capacity
An agency’s capacity to convert inputs (people, equipment, finances) into performance that results in the desired outputs and outcomes.
© 2011 American Public Human Services Association

23. Performance Capacity (continued)
Some examples are:
Workforce capacity- Combined knowledge, skills, and abilities
Functional capacity- Use of training, fiscal, human resources, information technology, office management, quality assurance, and policy development
Trust

24. Inputs
Resources such as people, finances, equipment, supplies, attitudes, perspectives, and values needed to do the things that need done in order to get the results.
What is it that you need in order to do the activities that get the results?

25. Internal Feedback/Measures of Success
Members of the organization assess progress against stated success measures
This is a key role for unit supervisors and managers . . .
What is it that members of the organization should measure?
How do supervisors report their findings?

26. External Feedback/Measures of Success
Measuring progress against accountability measures established by the external community.
If you fail to set realistic expectations, the external community might form their own impression of what should be accomplished.
Who are the external stakeholders?
What are their expectations?
How will you be accountable?

27. Your Job….
Assess the presence and level of each component of the Open System
Establish what needs to change in order for that component to operate at the optimal level
Make the changes part of your strategic plan.

28. In Closing For Today And To Prepare For Day 2
What is one problem you would like to solve in your agency that is a barrier to success?
Set up for day 2: Share one problem you would like to solve in your organization. We will use one example in day two and explore

29. Welcome to Day 2!
Application
Review Day 1 and Set the Stage for day 2

30. Agenda Day One Welcome and Introductions
The Characteristics of Effective Leadership
Confidence in Leadership: A Perspective from Americans
Strengths Based Leadership
The Leader: Role Model of Social Work Values and Practice
The Open Systems Model

31. Day Two Agenda (continued)
Applying the Organizational Effectiveness Framework: General Guidelines for Promoting Change
Opportunities for Change and Improvement
Applying the Organizational Effectiveness Framework: Using the Assessment Tools and Templates
Summary and Evaluations

32. Assessing Agency Climate
What might be happening within the organization if you assess confusion among your staff, key stakeholders, and community?

33. If the Agency Climate is One of Confusion
Your change plan might be lacking a
clear Vision.

34. Assessing Agency Climate
What might be happening within the organization if you assess anxiety among your staff, key stakeholders, and community?

35. If the Agency Climate is One of Anxiety
Your change plan might be lacking
clarity on how new knowledge and Skills will be developed in your staff .

36. Assessing Agency Climate
What might be happening within the organization if you assess slow or gradual change among your staff, key stakeholders, and community?

37. If the Agency Climate is One of Slow/Gradual Change
Your change plan might be lacking:
Incentives for the staff, stakeholders,
and community

38. Assessing Agency Climate
What might be happening within the organization if you assess frustration among your staff, key stakeholders, and community?

39. If The Agency Climate Is One Of Frustration
Your change plan might be lacking clarity on how resources will be obtained.

40. Assessing Agency Climate
What might be happening within the organization if you assess false starts among your staff, key stakeholders, and community?

41. If the Agency Experiences False Starts
Your change plan might be lacking a:
clear Action Plan.

42. Managing Complex Change
Lack of…
Leads to…
Vision
Confusion
Skill
Anxiety
Incentives
Gradual Change
Resources
Frustration
Action Planning
False Starts

43. The Goals of this Section
To expose leaders and managers to the tools used by the Administration of Children, Youth and Families to measure progress in child welfare.
To expose leaders and managers to Pennsylvania’s proposed model for continuous quality improvement.
To help you think about how to gather information and use it to inform planning within your organization.

44. An Opportunity for Improvement
The Child and Family Services Review (CFSR)
Authorized through amendments to Social Security Act in 1994; further shaped by Adoptions and Safe Families Act of 1997
Periodic reviews of state child welfare systems, to achieve 3 goals:
Ensure conformity with federal child welfare requirements;
Determine what is actually happening to children and families as they are engaged in child welfare services; and
Assist states in helping children and families achieve positive outcomes. (
Emphasis on quality vs. compliance

45. CFSR Process Statewide Self Assessment Onsite Review
Program Improvement Plan
Implementation and Monitoring
Improved Outcomes

46. The CFSR Measures: Safety Permanency Well-being
Systemic factors that impact outcomes

47. PA’s Approach to Improvement
Via the Program Improvement Plan
Shared process
Focus on outcomes
Making connections

48. Continuous Quality Improvement: A Framework for Leading and Sustaining Change
Building Blocks

49. Continuous Quality Improvement (CQI)
The ongoing process by which an agency makes decisions and evaluates its progress.
The National Resource Center for Organizational Improvement and Casey Family Programs
Set up for day 2: Share one problem you would like to solve in your organization. We will use one example in day two and explore

50. The Purpose of CQI is to:
Consistently gather information from a variety of sources that can help to
Evaluate the quality of services delivered;
Inform decision making related to program and agency improvements; and
Assist in the development of a plan for improvement.

51. Quality Service Review (QSR) : One Piece of the Puzzle
The Pennsylvania specific review tool developed by those working in the field of child welfare to reflect core values. The QSR
Serves as practice standards;
Establishes benchmarks;
Defines quality;
Provides feedback on current state; and
Provides a vehicle for ongoing monitoring.

52. Organizational Effectiveness (OE): The Vehicle to CQI
OE is a systemic
and systematic approach to continuously
improving an organization’s performance,
performance capacity, and client outcomes.
© 2011 American Public Human Services Association

53. Systematic and Systemic Approaches
Takes into account the entire organization
A Step-by-Step approach

54. Define what that thing is in operational terms…
What Does DAPIM™ Mean?
Define what that thing is in operational terms…
Assess its current and desired state…
Plan both rapid and long-term improvements…
Implement those plans in detail, and…
Monitor plan progress and impact for accountability and ongoing adjustment.
© 2011 American Public Human Services Association

55. Define
What will success look like? How will you, staff, clients, and other stakeholders know you are successful?

56. Involves group input, brainstorming and dialogue to determine:
Assess
Involves group input, brainstorming and dialogue to determine:
Findings: Strengths and Gaps.

57. Building the Bridges to Planning
Bridging assessment and planning work involves group input, brainstorming and dialogue to determine:
Priority Needs
Root Causes; and
General Remedies.

58. 3 Types of Improvement
Recommendations
Commitments
Team Activities

59. Communication Planning
Capacity Planning
Communication Planning
Written CQI Plan

61. Implementation Work teams begin their work; and
Action plans are used regularly.

62. Based on Monitoring…
Is the Desired Future State still applicable or should it change?
….and the cycle begins again!

63. Application of DAPIM™ DEFINE ASSESS PLAN DAPIM 1.Group Choices
IMPLEMENT
MONITOR
DAPIM
1.Group Choices
Work with a team member(s) from agency on problem identified at end of day 1
Work with groups at table by top 3 issues ID as problem statements on at end of day 1
Choose 1 problem statement identified at end of day 1 and DAPIM as large group

64. Using the problem you identified at the end of Day 1….
Define
Using the problem you identified at the end of Day 1….
If the problem were solved, what would you see in your agency?
How would you define success?
Desired Future State

65. What are the gaps/barriers that keep you from reaching your goal?
Assess
What are the strengths in your organization that will help you reach your Desired Future State?
What are the gaps/barriers that keep you from reaching your goal?

66. Bridge to Planning: Prioritizing
What are the three biggest barriers to success from your list?

67. Bridge to Planning: Root Cause Analysis
Look at the gaps you have identified. Gaps are symptoms to underlying issues….
Why do the gaps exist?
What is happening in the organization?

68. Bridge to Planning: Remedy Identification
What commitments can you make?
Are there recommendations that you identified?
Are there team activities that may be helpful in your organization?

69. Mid-term improvements (6 months); and
How Long will it Take?
Quick wins (30 days);
Mid-term improvements (6 months); and
Long-term improvements (6-24 months).

70. Planning: Documenting the CQI Plan
Identify the goal (using language stated in terms of the opposite of the root cause).

71. Planning: Communication Planning
Who needs to know about the CQI Plan?
What is it that each person/group needs to know?

72. Implementation Action Plans Charters Team Activities Who? What? When?
How will it be measured?
Communication management
Charters
Team Activities

73. Monitoring: How Can the Success of Your Plan Be Measured?
Implementation Reviews
Measure accomplishments vs. plan milestones and commitments.
Lessons Learned Reviews
Critical conversations that address new and emerging questions and findings; drive further innovations.
Impact Reviews
Measure actual vs. expected impact on organizational capacity and client outcomes.

74. Thoughts about Next Steps?

75. For Technical Assistance, Contact Your Practice Improvement Specialist.