Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 1 A Service of the Children’s Bureau, a Member of the T/TA Network Changing...

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 1 A Service of the Children’s Bureau, a Member of the T/TA Network

Changing . . .

Leading . . .

Learning . . .

A Service of the Children’s Bureau, a Member of the T/TA Network

Leadership Academy for Middle Managers

Curriculum Day 3

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 2 A Service of the Children’s Bureau, a Member of the T/TA Network

NCWWI Leadership Model: Leading for Results

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 3 A Service of the Children’s Bureau, a Member of the T/TA Network

Unit 10: Leadership Role in Creating an Organizational Culture of Results

Training Competency 10: Able to apply concepts of a results-oriented culture and infrastructure supports in leading for sustainable systems change.

Objectives• 10a. Applies key implementation drivers: decision

support systems, facilitative administration and infrastructure supports to Individual Change Initiatives.

• 10b. Reviews personal strengths in Executing and applies to Leading for Results quadrant of Leadership Model and to the implementation process.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 4 A Service of the Children’s Bureau, a Member of the T/TA Network

Organizational Culture of Results

Today we will…

• Identify outcomes we want to achieve

• Develop a plan of action• Identify data sources and data staff

to support your efforts

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 5 A Service of the Children’s Bureau, a Member of the T/TA Network

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

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 6 A Service of the Children’s Bureau, a Member of the T/TA Network

(Fixsen & Blase, 2008)

Graphics by Steve Goodman, 2009

SystemsIntervention

Facilitative Administration

Data Driven

Adaptive Technical

Integrated & Compensatory

Com

pet

ency

Drive

rs

Com

pet

ency

Drive

rsO

rgan

ization

Drivers

Org

anization

Drivers

LeadershipLeadership

NIRN

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 7 A Service of the Children’s Bureau, a Member of the T/TA Network

Organizational Supports

Manager Skills and

Knowledge

Performance Reports

Organizational Culture

Interpreting

Data

Taking Action

Results Oriented Management in Child Welfare, University of Kansas, School of Social Work, 2002 (www.rom.ku.edu)

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 8 A Service of the Children’s Bureau, a Member of the T/TA Network

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

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 9 A Service of the Children’s Bureau, a Member of the T/TA Network

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

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 10 A Service of the Children’s Bureau, a Member of the T/TA Network

Assessing Performance Reports

• Take a moment to assess your current reporting system based on the handout.

• Take a few minutes to reflect on your reports in light of these standards. You may wish to take some notes on your reflection, as you’ll be discussing these with a group later in this section.

• Once you have completed Handout 3:1, please take another few minutes to review and complete the assessment checklist included on Handout 3:2 Management Reports Assessment Checklist.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 11 A Service of the Children’s Bureau, a Member of the T/TA Network

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 Changes to the CFSR?

• How do you review and address performance of the Indian Child Welfare Act? How do you monitor and address state laws, legislative requirements, or settlement agreements?

• 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?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 12 A Service of the Children’s Bureau, a Member of the T/TA Network

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

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 13 A Service of the Children’s Bureau, a Member of the T/TA Network

Handout 3:4 Organizational Culture of Results

• #1: rate how your agency is doing in building a results-oriented culture.

• #2: rate how you are doing as a leader.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 14 A Service of the Children’s Bureau, a Member of the T/TA Network

Discussion Questions—Results Orientation

• What are some methods in your jurisdiction uses to reinforce the importance of a “results orientation” at all levels of the organization?

• What are some methods you use to contribute to a results-oriented culture?

• How will your personal strengths in Executing help you operate as a “results-oriented” manager? If Executing is not your area of strength, how will you develop this capacity on your team?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 15 A Service of the Children’s Bureau, a Member of the T/TA Network

Unit 11: Performance Measurement and Your

Change InitiativeTraining Competency 11: Able to apply processes and resources to achieve accountability and measure results.

Objectives• 11a. Demonstrates how performance data can inform

management action using case examples and scenarios.• 11b. Differentiates between decision alternatives based

on the interpretation of data.• 11c. Develops benchmarks to monitor the progress and

outcomes of a Change Initiative over time.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 16 A Service of the Children’s Bureau, a Member of the T/TA Network

Define a Desired Future

Develop an

Action Plan

Define Measur

esImplement Plan

Mission Accomplish

ed Celebrate!

Monitor Performan

ce

Data Interpretation

: How are We Performing?

Results Oriented Management in Child Welfare, University of Kansas, School of Social Work, 2002 (www.rom.ku.edu)

Performance Improvement Cycle

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 17 A Service of the Children’s Bureau, a Member of the T/TA Network

Logic Model

Inputs Actions Outputs Outcomes Results

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)

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 18 A Service of the Children’s Bureau, a Member of the T/TA Network

Inputs…Inputs

What are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 19 A Service of the Children’s Bureau, a Member of the T/TA Network

…Actions…Actions

What we need to do and who we need to reach.

Do new positions need to be established?

Do you need to develop key contacts in the community or other divisions?

Is there training that will be necessary?

What measures need to be developed and data collected?

InputsWhat are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 20 A Service of the Children’s Bureau, a Member of the T/TA Network

OutputsNew positions established

Key contacts identified

Training completed

Data collected

…Outputs…Inputs

What are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

ActionsWhat we need to do and who we need to reach.

Do new positions need to be established?

Do you need to develop key contacts in the community or other divisions?

Is there training that will be necessary?

What measures need to be developed and data collected?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 21 A Service of the Children’s Bureau, a Member of the T/TA Network

OutputsNew positions established

Key contacts identified

Training completed

Data collected

…Initial Outcomes…Inputs

What are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

ActionsWhat we need to do and who we need to reach.

Do new positions need to be established?

Do you need to develop key contacts in the community or other divisions?

Is there training that will be necessary?

What measures need to be developed and data collected?

Initial OutcomesWhat benchmarks tell you your moving in the right direction?

Key contacts mutually engaged.

Staff demonstrating increased confidence and satisfaction.

Positive community feedback.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 22 A Service of the Children’s Bureau, a Member of the T/TA Network

OutputsNew positions established

Key contacts identified

Training completed

Data collected

…Intermediate Outcomes…

InputsWhat are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

ActionsWhat we need to do and who we need to reach.

Do new positions need to be established?

Do you need to develop key contacts in the community or other divisions?

Is there training that will be necessary?

What measures need to be developed and data collected?

Initial OutcomesWhat benchmarks tell you your moving in the right direction?

Key contacts mutually engaged.

Staff demonstrating increased confidence and satisfaction.

Positive community feedback.

Intermediate

OutcomesWorkforce development strategies imbedded in system

Mutual families feel supported

Mutual stakeholders feel supportedIncreased staff retention

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 23 A Service of the Children’s Bureau, a Member of the T/TA Network

OutputsNew positions established

Key contacts identified

Training completed

Data collected

…Results…Inputs

What are the resources that your agency has invested and will continue to invest?

How have Community Partners been engaged in gathering input?

What do community partners have to invest?

What staff resources can you use?

ActionsWhat we need to do and who we need to reach.

Do new positions need to be established?

Do you need to develop key contacts in the community or other divisions?

Is there training that will be necessary?

What measures need to be developed and data collected?

Initial OutcomesWhat benchmarks tell you your moving in the right direction?

Key contacts mutually engaged.

Staff demonstrating increased confidence and satisfaction.

Positive community feedback.

Intermediate

OutcomesWorkforce development strategies imbedded in system

Mutual families feel supported

Mutual stakeholders feel supported

Increased staff retention

ResultsChildren experience safety, permanency, and well-being.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 24 A Service of the Children’s Bureau, a Member of the T/TA Network

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

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 25 A Service of the Children’s Bureau, a Member of the T/TA Network

Module V: Leading People

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 26 A Service of the Children’s Bureau, a Member of the T/TA Network

Leading People Quadrant

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 27 A Service of the Children’s Bureau, a Member of the T/TA Network

Unit 12: Workforce Development and Implementing Systems Change

Training Competency 12: Able to describe the role of the middle manager in workforce development and how a comprehensive approach to workforce development relates to implementation of systems change.

Objectives:• 12a. Understands why a focus on the child welfare workforce is a

critical issue for middle managers. • 12b. Describes the process steps and components of a

comprehensive approach to workforce development.• 12c. Applies NCWWI’s Workforce Development Framework and

workforce development concepts, to your agency as well as own agency’s change initiative.

•  

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 30 A Service of the Children’s Bureau, a Member of the T/TA Network

Workforce Development FrameworkTo Support Staff and Advance Improved Outcomes for Children, Youth &

Families

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 31 A Service of the Children’s Bureau, a Member of the T/TA Network

The Workforce Development Planning Process

• The dynamic nature of the work and of the child welfare workforce

• Central theme of continuous quality improvement

• Intervene based on good information and evaluate the impact

• Proactive, not reactive

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 32 A Service of the Children’s Bureau, a Member of the T/TA Network

Process Steps• Identify need• Gather data• Analyze supply and demand• Identify gaps• Close the gaps• Monitor and evaluate progress and

impact

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 33 A Service of the Children’s Bureau, a Member of the T/TA Network

The Workforce Development Components

• Components are common across public and private sectors & multiple professions

• Adapted to capture factors impacting child welfare workforce

• Systemic, integrated and may be compensatory

• Centered around agency’s vision, mission and values, and influenced by leadership at all levels

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 34 A Service of the Children’s Bureau, a Member of the T/TA Network

Vision, Mission, & Values

• Heart of effective practice with children, youth, and families.

• Reflected in agency’s concern for its most important asset–staff.

• With own leadership, shape the future direction of the agency and expectations of staff.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 35 A Service of the Children’s Bureau, a Member of the T/TA Network

Job Analysis & Position Requirements

• Right person in the job at the right time.• Ensuring that good fit between the

candidate and the job. • Job analysis determines the qualifications,

accurate job descriptions, and classification of positions within your agency’s career system.

• Analysis should align with the organization’s vision, mission, and values.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 36 A Service of the Children’s Bureau, a Member of the T/TA Network

Education & Professional Preparation

• Recruiting a diverse workforce begins with recruitment of a diverse student body.

• Partnerships between agency and local universities support efforts to recruit students that reflect our diverse communities.

• Agency/University partnerships can promote innovation and collaboration that support evidence-informed workforce development.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 37 A Service of the Children’s Bureau, a Member of the T/TA Network

Recruitment, Screening & Selection

• Finding the right person for the right job at the right time

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 38 A Service of the Children’s Bureau, a Member of the T/TA Network

Incentives & Work Conditions

• Promotes a climate of supportive growth.

• Provides a safe and stable work environment for both physical and emotional needs.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 39 A Service of the Children’s Bureau, a Member of the T/TA Network

Professional Development & Training

• An environment where continuous learning is modeled by you and leaders.

• Component where a strong university-agency partnership can support those in-service and ongoing opportunities for knowledge and skill development.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 40 A Service of the Children’s Bureau, a Member of the T/TA Network

Organizational Environment

• Can directly impact service delivery and, ultimately, the achievement of your mission.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 41 A Service of the Children’s Bureau, a Member of the T/TA Network

Community Context

• Staff who feel valued and supported with a collaborative community network are more likely to express intent to stay with agency.

• Strong formal and informal partnerships support your efforts to more effectively recruit candidates and retain staff.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 42 A Service of the Children’s Bureau, a Member of the T/TA Network

Supervision & Performance Management

• Quality supervision contributes to employee satisfaction and a desire to stay on the job.

• Supervisors offer emotional and social support, provide coaching and feedback, and are the first line in ongoing performance management.

• Performance management is on ongoing process, not just the perfunctory “annual review.”

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 46 A Service of the Children’s Bureau, a Member of the T/TA Network

Activity

• You will have two minutes to brainstorm a list of potential interventions for each component

• After two minutes rotate to the next component

• Once at new component, quickly review the list from the last group and then brainstorm additional ideas

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 47 A Service of the Children’s Bureau, a Member of the T/TA Network

Workforce Analysis Worksheet

• Individually answer question #1: an example of the kind of information you’d want to know about your workforce, along with other information such as budget trends, pending legislation, etc.

• With a partner [or in a small group] answer question #2 and make notes about where you would find the information.

• Once you have completed Q#1 and Q#2, work together on Q#3 by discussing each of the gap-closing components of the WDF and the implications of those components to your agency (flag any that are especially important to consider for the success of your change initiative.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 48 A Service of the Children’s Bureau, a Member of the T/TA Network

Small Group Discussion

Discuss in your small group:• At least one area of the workforce

development planning and assessment process and;

• One area related to the gap-closing strategies where you want to take action to advance the workforce in your agency or that is specific to your change initiative.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 49 A Service of the Children’s Bureau, a Member of the T/TA Network

Unit 13: Continuous Learning and Leader Resilience

• Training Competency 13: Able to demonstrate commitment to continuous learning as a leader and address systems change issues.

Objectives: • 13a. Reviews Change Initiative and Develops Change

Action Plan.• 13b. Creates Personal and Professional Development

Plan in light of whole learning experience.• 13c. Describes strategies for sustaining self and other

champions in Change Initiative.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 50 A Service of the Children’s Bureau, a Member of the T/TA Network

Action Plan• Select at least three concrete actions that you will take on your

change initiative when you return to work.

• Create a desired outcome for each of these three actions. Write those in “Outcome 1, Outcome 2, and Outcome 3” on your Action Plan work sheet.

• Develop the steps you will need to take in order to produce those outcomes in your Action Plan. The NCWWI format calls those steps “objectives”. So you’ll have objectives 1, 2, and 3 for each outcome.

• Then specify the very specific tasks, along with identifying who will complete that task, and the date of completion.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 51 A Service of the Children’s Bureau, a Member of the T/TA Network

The Four Quartets

We shall not cease from explorationAnd the end of all our exploring

Will be to arrive where we startedAnd know the place for the first time.

~T.S. Eliot

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 52 A Service of the Children’s Bureau, a Member of the T/TA Network

Activity

• Take a minute to write down three things you do now that help you be resilient and renewed.

• Then write down your personal resilience pitfalls.

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 53 A Service of the Children’s Bureau, a Member of the T/TA Network

Heifitz Recommendations for Resilience

1. Grow your personal support network

2. Create a personal holding environment

3. Renew yourself

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 54 A Service of the Children’s Bureau, a Member of the T/TA Network

Grow your Personal Support Network

• Find and talk regularly with confidants

• Satisfy your hungers outside of work

• Anchor yourself in multiple communities

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 55 A Service of the Children’s Bureau, a Member of the T/TA Network

Create Personal Holding Environment

• Mind your physical well-being

• Create sanctuaries

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 56 A Service of the Children’s Bureau, a Member of the T/TA Network

Renew Yourself

• Be coolly realistic and unwaveringly optimistic

• Find satisfaction daily and locally

• Have a balanced portfolio

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 57 A Service of the Children’s Bureau, a Member of the T/TA Network

Personal and Professional Development Plan

• Take out your Personal and Professional Development Plan (found in resources)

• Take notes on some of your plans• When ready, find a partner and share

your plans; Which plans are just interesting, and which are you committed to as new or ongoing practices?

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 58 A Service of the Children’s Bureau, a Member of the T/TA Network

Online Evaluation

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 59 A Service of the Children’s Bureau, a Member of the T/TA Network

Follow-up Webinar

[ Insert Date and Time ]

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 60 A Service of the Children’s Bureau, a Member of the T/TA Network

Get Connected

 • Facebook: facebook.com/

workforceinstitute

• Twitter: @NCWWI

• LinkedIn: http://bit.ly/workforceinstitute

• MyNCWWI: myncwwi.org

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 61 A Service of the Children’s Bureau, a Member of the T/TA Network

MyNCWWI:myncwwi.org

Day 3 Curriculum – Leadership Academy for Middle Managers | November 2014 62 A Service of the Children’s Bureau, a Member of the T/TA Network

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