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Module II: Leading Change

Module II: Leading Change. A Service of the Children’s Bureau, a Member of the T/TA Network. Module II Training Competencies.

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Module II: Leading Change

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  1. Module II: Leading Change A Service of the Children’s Bureau, a Member of the T/TA Network

  2. Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  3. Module II Training Competencies • Able to establish, communicate, and implement an organizational vision in a continuously changing environment based on a personal vision that guides practice and professional development. • Able to describe the stages and key issues in implementing a change initiative. • Able to apply a systems perspective to the process and drivers of implementing change. • Able to demonstrate commitment to continuous learning as a leader and address systems change issues. Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  4. The Implementation Challenge It is one thing to say with the prophet Amos, “Let justice roll down like mighty waters,” and quite another to work out the irrigation system. William Sloane Coffin Social activist and clergyman Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  5. Implementation Gaps • Knowledge to Practice Gap • Vision to Reality Gap • Fidelity (Faithfulness) Gap (National Implementation Resource Network, 2010) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  6. Key Features of the NIRN Framework • Defining “the What” • Stages of Implementation • Implementation Drivers • Implementation Teams • Improvement Cycles • Transformation Zones • Policy to Practice Loops • System Alignment (National Implementation Resource Network, 2010) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  7. Defining “the What” (National Implementation Resource Network, 2010) 7 From what current state of practice to what future state of practice? To operationalize Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  8. Linking the What and the How (National Implementation Resource Network, 2010) 8 The WHAT (Intervention) AND The HOW (Implementation) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  9. Defining Systems Change (National Implementation Resource Network, 2010) 9 Systems change initiatives require the “What” to be defined at multiple levels • Vision, mission, guiding principles • Evidence-based and innovative services • Essential functions and core activities Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  10. Translating System Change to Real World Practices Systems don’t change. . . . People do. ~ Jim Wotring, Georgetown University • Changing the thinking and behavior of: • Human service professionals • Administrators in organizations • System directors, policy makers, and funders (National Implementation Resource Network, 2010) 10 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  11. Translating System Change to Real World Practices (National Implementation Resource Network, 2010) 11 When your systems change has been developed and implemented as intended… • What will look different than current practice? How will it be different? • What will child welfare staff, supervisors, managers, leaders, and partner agency personnel be saying and doing more often? Less often? • Which child welfare activities and processes will be affected? Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  12. Practice Profiles • Operationalize program or practice features • Describe implementer behavior at each level of the system • Link guiding principles with interventions, services, and core activities (Adapted from work of the Heartland Area Education Agency 11, Iowa) (National Implementation Resource Network, 2010) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  13. Where to Start? • Look for what is out there! • Assess programs and program components • Pay attention to information on: • The nature of the problem • Risk and protective factors and theories of “why” • Key features/evidence of known interventions • The systems supports required to support those practices Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  14. T/TA Network - Functions Building Evidence of Effective Practice Organizing and Managing Information Providing Consultation and Transferring Knowledge Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  15. Child Welfare Implementation CentersEstablished in 2008Part of the Children’s Bureau Training and Technical Assistance Network Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  16. NIRN Stages of Implementation http://www.fpg.unc.edu/~nirn/ 16 Exploration Installation Initial Implementation Full Implementation Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  17. Exploration 17 Examine how well a particular model, program, or plan meets the community and agency’s needs Determine whether or not it is a desirable and feasible option, or select/build a better model, then Create readiness for change at many levels, and Finalize the What and the Implementation Plan Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  18. Name the 7 behaviors of Adaptive Leadership Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  19. Installation 19 Selecting and contracting with partner agencies Developing and revising policies Developing training Developing outcome measures Considering staff positions Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  20. Initial Implementation 20 Do the “What” Learn from mistakes Continue buy-in efforts Manage turnover and frustration Manage expectations and the change process Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  21. Full Implementation 21 Maintain and improve skills, activities, and linkages throughout the system Ensure that components are integrated and fully functioning Ensure that skillful practice is being demonstrated by frontline staff, supervisors and administrators Changes in policy are reflected in practice at all levels Evaluate program outcomes Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  22. {Innovation} 22 Using data and practitioner experience, identify ways to improve the practice Experiment judiciously by carefully designing program changes Make sure you can tell if the new practice works better! Make sure that if it works, others can replicate with faithfulness Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  23. {Sustainability} 23 Ensure funding streams are in place for services and infrastructure Ensure high fidelity and positive outcomes through infrastructure improvement and maintenance Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  24. NIRN Implementation Drivers CompetencyDrivers OrganizationDrivers Integrated & Compensatory Leadership Performance Assessment Coaching Systems Intervention Training Facilitative Administration Selection Data Driven Adaptive Technical (Fixsen & Blase, 2008) Graphics by Steve Goodman, 2009 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 24

  25. Selection of Staff Will we hire new staff? How will we select staff? Which staff are needed to successfully implement & how should they be involved? Frontline, support, IT??? Does this initiative change anything for our current hiring process? What staff skills are needed? Other staff issues to consider CompetencyDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  26. Training Whom do we train on what? Do we need training other than “the What”? (i.e., coaching, data, managing change . . . ) Pre-service training Ongoing training Best training methods CompetencyDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  27. Coaching Training alone will not accomplish the change in practice Trainees retain 10% of learning from traditional Slightly more than 10% if strong skills-based methods Coaching increases transfer to almost 80% Coaching increases worker retention (Aarons et al, 2009) CompetencyDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  28. Staff Performance Do we need to revise performance evaluations to include competencies & skills specific to this initiative? Assess individual skills Use assessments to increase skills Staff assessment AND organizational assessment Celebrating accomplishments consistently, ongoing CompetencyDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  29. Implementation Drivers CompetencyDrivers OrganizationDrivers Integrated & Compensatory Leadership Performance Assessment Staff Performance Program Performance (Fixsen & Blase, 2008) Graphics by Steve Goodman, 2009 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network 29

  30. Program PerformanceData-Driven Decisions Outcome data AND fidelity data Quality assurance in place? Measures of consumer satisfaction? OrganizationDrivers 30 Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  31. Facilitative Administration Have administrators put appropriate policies, procedures, structures, culture, and climate in place to meet the needs of those implementing the change? OrganizationDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  32. Systems Intervention Strategies with external systems Ensure availability of financial, organizational, and human resources OrganizationDrivers Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  33. CompetencyDrivers OrganizationDrivers Integrated & Compensatory Leadership Adaptive Technical Integrated & Compensatory Graphics by Steve Goodman, 2009 (Fixsen & Blase, 2008) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  34. Integrated Successful implementation depends on purposeful use of all the drivers functioning together in one implementation process. CompetencyDrivers OrganizationDrivers Leadership Adaptive Technical Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  35. Compensatory Using the strengths of one driver to overcome or assist with identified weaknesses in another driver. Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  36. Key Features of the NIRN Framework http://www.fpg.unc.edu/~nirn/ (National Implementation Resource Network, 2010) 36 Defining the What Stages of Implementation Implementation Drivers Implementation Teams Improvement Cycles Transformation Zones Policy to Practice Loops System Alignment Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  37. The Power of a Shared Vision “When people truly share a vision they are connected, bound together by a common aspiration. Personal visions derive their power from an individual’s deep caring for the vision. Shared visions derive their power from a common caring.” (Senge, 1990, 192) Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  38. Vision should be . . . • Clear • Compelling • Resonant Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  39. A Shared Vision Statement: • Evokes universal values and principles that guide behavior • Provides a sense of the future • Appeals to the deepest desires of individuals • Speaks the language of optimism and hope • Inspires self and others Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  40. A Vision Statement is NOT • A policy manual • Loaded with jargon and buzzwords that only child welfare professionals understand • A stark contrast to the agency mission • So complex that it takes four elevator rides up and down a large building to explain Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  41. Examples of Vision Statements for the Group Change Initiative “Engaging Families Means Engaging Fathers” “Lasting Connections With Fathers for Safe and Stable Children and Youth” “Supporting Families Means Supporting Fathers” “Engaging Families – Supporting Strong Connections” “Promoting Safe and Healthy Children and Youth Through Family Connections With Fathers” Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  42. Visual Vision Statements Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  43. National Child Welfare Resource Center for Tribes Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  44. NCWWI Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  45. Western Workforce Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  46. is You can help— Learn the signs, share this information, andbe the One with Courage to make a difference. One with Courage: Texas Children’s Advocacy Center Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  47. Aspects of Implementation • Characteristics of the innovation • Roles people play Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  48. Characteristics of the Successful Change Initiative • Continuity • Accessibility • Ownership • Value Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  49. Continuity • Builds on existing values • Builds on existing skills • “We already do this . . .” Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

  50. Accessibility • Clarity of key components of the practice • Chance to observe or “try it out” • Realistic expectations within current contracts, budget, caseload, timeframes Leadership Academy for Middle Managers • www.ncwwi.org A Service of the Children’s Bureau, a Member of the T/TA Network

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