A Service of the Children’s Bureau, a Member of the T/TA Network
Leadership Learning On-Line
Child Welfare Peer Training Network
Freda Bernotavicz, Sue Ebersten & MB Lippold
Muskie School of Public Service
Tuesday, November 30, 2010
NCWWI Partners
 University at Albany
 University of
Maryland
 University of Denver
 University of Southern
Maine
 National Indian Child
Welfare Association
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 Fordham University
 Michigan State
University
 University of Iowa
 University of Michigan
 Portland State
University
 Children’s Bureau/
ACF/DHHS
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NCWWI Core Philosophy
 Effective child welfare systems require a
committed, competent and stable
workforce and supportive organizational
policies and practices that mirror Systems
of Care principles.
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NCWWI Purpose
 Build the capacity of the nation’s child
welfare workforce and improve outcomes
for children, youth, and families through
activities that support the development of
child welfare leaders
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NCWWI Vision
A committed, competent and high-performing child
welfare workforce that is
 strengthened by professional education
 sustained through leadership development
 supported by organizational practices that mirror
Systems of Care principles
 skilled at delivering effective and promising
practices that improve outcomes for children,
youth, and families
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NCCWI Approach:
Components
 Knowledge Assessment & Management
 Leadership Academy – for Middle
Managers (LAMM) & Supervisors (LAS)
 BSW & MSW Traineeships
 Peer Networks
 Dissemination
 Evaluation
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NCWWI Implementation:
Collaborative Approach
 Cooperative Agreement with Children’s
Bureau (T/TA Network, Workforce
Projects, NRC’s, Implementation Centers)
 Executive Management Team
 National Advisory Committee
 Child welfare agencies
 Agency Training Departments (& NSDTA)
 University social work programs
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Leadership Academy for
Supervisors (LAS)
 Goal: Develop leadership skills for
implementation of change
 Audience: experienced supervisors in
public, tribal and private agencies that
provide CW services
 Method: Online, self-directed learning with
follow up sessions in real-time
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LAS Implementation
 Core curriculum development: 2009-2010
 Total enrollment: 716
 National participation in self-directed
approach: 402 have started
 Indiana pilot in state-coordinated
approach: 60 supervisors
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Leadership Academy for Supervisors
Content and Design
Sue Ebersten
Muskie School of Public Service
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 Overview of the LAS Curriculum
 Demonstration of key design elements of
on-line training delivery
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Competing Priorities
Change… and keep order
Make the numbers…. and nurture your staff
Open up to the community…. and manage internal
operations
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LAS Core Curriculum
1. Introductory Module
2. Foundations of Leadership
3. Leading in Context: Building Collaboratives
4. Leading People: Workforce Development
5. Leading for Results: Accountability
6. Leading Change: Goal-Setting
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Distance Education
Methods
Asynchronous
Synchronous
 Anytime, anyplace
 Course is held at
scheduled time
 Learners and
Instructors not
connected in real time
 No learner to peer or
learner to instructor
interaction
 Instructor-led in real
time
 Learner interacts with
peers and Instructor
BLENDED
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Advantages of Asynchronous
 Consistent message
 Cost effective for large, disperse audience
 Convenient for learners
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Challenges of Asynchronous
 Social aspects of learning
 Skill building (observation and feedback)
 Engaging learners
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Importance of Design
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Self-Directed Learning
Approach
The Five Discoveries
1.
2.
3.
4.
5.
My Ideal Self
My Real Self
My Learning Agenda
Experimenting
Development
- Richard Boyatzis
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Ideal Self
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Real Self
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Overlap = Strengths
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Gap = Learning Agenda
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Practice new skills
I’m really using
what I learned
in the LAS.
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Develop trusting
relationships
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I. Foundations of
Leadership
•Pre-work
•Course
•LASLN
Introductory
Module
II. Leading in
Context
•Pre-work
•Course
•LASLN
III. Leading
People
•Pre-work
•Course
•LASLN
Peer
Networking
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IV. Leading for
Results
•Pre-work
•Course
•LASLN
V. Leading
Change
•Pre-work
•Course
•LASLN
LAS Design
Cultural
Humility
Recruitment
& Selection
Topic 3
TBA
Topic 4
TBA
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Success Factors In
Distance Education
Characteristics
Practices
Introduce
Pre-work/exercises; readings; instructional
content
Illustrate
Simulations to reinforce applicability
Practice
Case studies, problem solving, feedback,
application to change initiative
Evaluate
Strengths and learning self-assessment,
knowledge checks
Reflection
Journaling, learning plan, learning portfolio
Mastery
Self-assess mastery of training material
Dunst,Trivette 2009
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LAS Asynchronous
Design Elements
 Multi-media interactivity
 “Layered “ Instructional Content
 Learning Self-Assessment
 Case Study Approach
 Reflection
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Free Online Training for
Child Welfare Supervisors
Imagine the Possibilities
M.B. Lippold, M.A., M.B.A.
Indiana Department of Child Services
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Indiana’s Commitment
 Leadership training already
identified as a priority;
working with Judy and John
McKenzie from Michigan
State University
 Contacted the Institute and
asked about participating in
the training, but as a State
entity
 Very cooperative and
accommodating; “Let’s Try
It!!”
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Indiana’s Plan
 Identified 3 Supervisors in
each of Indiana’s 18
Regions; primarily
experienced, well thought of
supervisors, but not all
 Sent information about
registration; started 1st
module
 Scheduled 1st Leadership
Academy for Supervisors
Learning Networks
(LASLN’s)
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What Next?
 Too early for formal
evaluations
 Started 2nd module;
informal feedback
received; excellent
material but very time
consuming
 Completed survey
monkey; verified
material a little
overwhelming
 Completed 2nd LASLN
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Success!!
 Modified 3rd online training;
shortened segments; broke
down into smaller
components
 Clarified Required vs.
Optional activities via video
 Video prepared on navigating
the website better
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Lessons Learned
 Supervisors Want to learn and network
 On-line training beneficial in terms of time since
no travel required
– Segments need to be short and clear
– Expectations set forth clearly
 LASLN’s productive
when participants actively
involved, completing
activities during session
worthwhile
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Required Activities For
Statewide Approach
 Frequent communication
regarding expectations
 Timely follow-up critical
 Dedicated staff time to
coordinate, answer
questions, have additional
consultations
 “Pay-Off” clearly identified
– How is this going to benefit
me?
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Next Steps in Indiana
 Complete next 3 modules based on current
format
 Continue to receive feedback from participants
and make additional changes if appropriate
 Thoughts about remaining 200 Supervisors,
possibly more selective
 Overall Assessment
 Stop reading brochures!! (MB’s Staff’s Request)
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Next steps nationally
 Move from self-directed to statecoordinated approach
 Working with states to implement in own
agencies
 Implementation Resource Package
 Memorandum of Agreement
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Questions and discussion
 How can we work together to build the
capacity of the child welfare workforce and
implement the LAS?
 What support do you need from the LAS
Team?
 How can we encourage supervisor
participation in the training?
 How can I preview a LAS module?
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Contact Information
 LAS Team: LAS@usm.maine.edu
 MB Lippold:
marybeth.lippold@DSC.in.gov
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Thank You
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