Implementation Guide - Alliance for Workforce Enhancement (AWE) Leadership Academy

The Alliance for Workforce Enhancement (AWE) initiative provides adaptive technical assistance to child welfare organizations while prioritizing employee well-being and specialized leadership development . The AWE Initiative originated with the National Child Welfare Workforce Institute (NCWWI) through their Workforce Excellence Initiative and is informed by Implementation Science.

IMPLEMENTATION SCIENCE

Exploration

There are four distinct phases that each AWE Site will work through with respect to Implementation Science.

The first phase is EXPLORATION , which involves an organizational assessment to identify areas of strength and areas of development. This is paramount as the AWE Initiative endeavors to model the use of data to assess current and future needs.

Preparation

Implementation Sustainability

The second phase is PREPARATION/PLANNING . During this phase, the organization is working collaboratively to determine how to close the gap between where the organization is and where the organization wants to be. This is accomplished by creating a plan for change which considers the current state of the organization and potential barriers/challenges.

The third phase is IMPLEMENTATION of the organizational plan for change. It is during this phase that the Leadership Academy participants are not only learning new leadership skills and competencies but applying the partipants’ growth in real time on the organizational plan for change.

The last phase is SUSTAINABILITY . During this phase, the organization works to create a sustainability plan to ensure the workforce interventions will remain beyond the conclusion of the AWE Initiative.

The Leadership Academy (Academy) has been a standard intervention through NCWWI for the past 3 cycles of federal funding, totaling nearly 15 years. The Leadership Academy is designed to build leadership capacity and equip coaches in designated AWE sites with a focus on taking a multi-pronged approach to leadership development (coaching, asynchronous learning online, synchronous sessions) while the participants hold responsibility for leading a Change Project within the organization.

Leadership Academy Academy Timeline

The AWE Leadership Academy is an 18 month-long course of action that includes identifying and training coaches, onboarding Academy participants, and six months of coaching after the Academy ends.

The Leadership Academy rolls out in three phases:

PHASE 1: PRE-TRAINING READINESS ACTIVITIES

PHASE 2: CLASSROOM LEARNING AND DEVELOPMENTAL COACHING

PHASE 3: POST-TRAINING COACHING

PREPARATION ACTIVITIES

Identify cohort of leaders who will enroll in the Leadership Academy

The cohort for the Leadership Academy is identified through consultation with the Strategy Team as current and emerging leaders. Participants are not required to be in a current supervisory or leadership position.

Identify and train coaches

Coaches will be identified and trained to deliver supportive, effective coaching when paired with Academy participants before, during, and after synchronous training. Training is approximately four sessions and is completed prior to assignment to the cohort. All coaching training is provided virtually, and coaching sessions with the cohort may occur virtually, telephonically, or in-person. See Virtual Coaching Learning Program on page 9 for more detail. After the coaches complete their training, the Training Specialist will meet with the coaches monthly to provide ongoing support while the coaches complete their training readiness sessions, provide coaching to participants while in the Leadership Academy, and conduct post-Academy coaching calls with participants. The Strategy Team and the AWE Site Team will collaborate to determine whether coaches should be internal to the AWE Site agencies or should include individuals from outside sources.

Review NCWWI curriculum to identify areas for any customization

The Training Specialist will review the NCWWI Leadership Academy curriculum to identify opportunities to customize areas specifically for the current AWE Site. This may be based on discussions with the Strategy Team, identification of the specific Change Project for the Site, or other sources of information.

Receive ongoing technical assistance from NCWWI

During the preparation process, the Training Specialist will regularly consult with NCWWI to discuss implementation of the curriculum and any modifications that have been made. In addition, any technical issues with the online platform and access for participants will be addressed.

Prepare for the 360 Leadership Assessment by meeting with Butler Institute Team

The 360 Leadership Assessment provides each participant in the cohort an individualized assessment from their peers, supervisors, and employees to enhance their leadership development throughout their time in the Leadership Academy. Coaches will review the 360 assessments with participants prior to the start of synchronous training sessions.

PHASE 1: PRE-TRAINING READINESS ACTIVITIES

Each cohort begins with pre-training activities, approximately 90 days prior to the initiation of the synchronous learning sessions.

Pre-work includes completing the asynchronous online foundational modules: Leadership Foundations and Workforce Development parts 1 and 2, which can take anywhere from 1.5 - 3 hours. The 90-day pre-training timeframe also includes three meetings between designated and trained Leadership Academy coaches and the participants in the Leadership Academy. These sessions occur prior to synchronous learning and are more structured towards information and events than subsequent developmental sessions which are participant driven. The initial coaching session is an introduction of the coach and participant and also a review of online foundational modules 1 and 2. The two subsequent calls focus on the Change Project and review of the 360 degree feedback tool, respectively.

PHASE 2: CLASSROOM LEARNING AND DEVELOPMENTAL COACHING

After pre-training work is complete, the Leadership Academy cohort begins their classroom instruction which includes 5 modules :

Fundamentals of Leadership

This module introduces the foundational competences that will be taught through the Leadership Academy. This module provides an overview of adaptive, transforming, daring and strengths-based leadership styles, as well as exposure to application of the competencies and underlying principles that will be expanded on during the subsequent modules.

Leading Change

Competencies to be explored and applied:

™ Demonstrating capacity to be a transformational leader

™ Demonstrating use of effective communication skills with all levels of staff, that promote successful implementation of their Change Project

™ Understanding how to design and develop a Change Project using a systems perspective to promote sustainable change

™ Understanding the stages of change and valuing the importance of attending to the needs of all individuals at the various stages

Leading in Context

Focus competencies for this module:

™ Applying a partnering perspective to working with individuals, community providers, and families with diverse or even competing viewpoints in order to facilitate positive relationships and better outcomes

™ Demonstrating how to influence politically to address internal and external issues

™ Applying principles of partnerships internally and externally to develop networks and build alliances in order to achieve common goals

Leading for Results

Competencies to be explored and applied:

™ Knowing how to create an organizational culture around using data for decision-making and maintaining a focus on outcomes

™ Demonstrating how to develop a plan to assess the effectiveness of Change Projects

Leading People

Focus competencies for this module:

™ Applying the workforce development framework to developing others to build and maintain a stable, committed, and competent workforce

™ Demonstrating how to build resiliency within the workforce

™ Demonstrating how to develop a plan with strategies that foster an inclusive organizational culture and climate valuing diverse perspectives, inspiring trust, and promoting stability

In between each classroom session, online modules and application work will be assigned to complete in order to prepare for the next module. These assignments may add 1.5 - 2 hours outside of the classroom, in addition to a 1-hour coaching session, and time committed to the Change Project.

After the modules are completed, dates will be set to present the Change Projects to Academy participants.

When

PHASE 3: POST-TRAINING COACHING

This is an important element of the Academy because this enhances the transfer of learning and continued development of the skills learned during the Leadership Academy into real-world practice, particularly on the implementation of the Change Project. These sessions are driven by the participant, with the coach providing support and guidance in areas that the participant identified at the beginning of their work in the Leadership Academy.

the classroom instruction ends, each participant will continue to attend coaching sessions for 6 more months .

Standard 18-month Timeline of Activities

TIMEFRAME EVENTS

Preparation for Phase 1:

MONTHS 1-4

The Virtual Leadership Coaching Program will be delivered to coaches

Finalize participants

Preparation for Phase 1:

MONTH 3

Welcome letter to participants Match coaches to participants

360 Leadership Assessment/Baseline evaluation (Butler Institute for Families)

Schedule first pre-training coaching call after coaching orientation and Leadership Academy overview

Preparation for Phase 1:

MONTH 4

The Coaching Orientation and Leadership Academy Overview Session will occur and is open to any Strategy Team or Leadership members who will not be participating in the series to help them get the content overview of the Academy. Monthly coaching circles begin monthly through the end of Phase 3.

Schedule orientation for participants to be scheduled

Provide links to online modules to all Leadership Academy participants

Online modules to be completed by participants prior to the classroom sessions

Training Readiness Coaching for participants: 3 coaching calls, 1 hour per month:

Phase 1: MONTHS 4-6

™ COACHING SESSION 1: Introductions/Training focus, review and discuss Pre-work Modules

™ COACHING SESSION 2: Discussion around initiation of Change Project

™ COACHING SESSION 3: Discuss 360 degree Report Results and Strengths finders: set goals and prepare for Academy synchronous sessions

Cohort begins in-person or synchronous training session.

5 Modules delivered monthly.

™ MODULE 1: Fundamentals of Leadership

™ MODULE 2: Leading Change

Phase 2: MONTHS 7-12

™ MODULE 3: Leading in Context

™ MODULE 4: Leading for Results

™ MODULE 5: Leading People and Change Project Presentations

Additional day for Change Project presentations (if needed)

Online asynchronous modules and monthly coaching sessions are completed between sessions.

Phase 3: MONTHS 12-17

Phase 3: MONTH 18

Post-training coaching sessions/Change Project follow-up

Cohort Graduation Acknowledgement Program

Post-evaluation follow-up

Virtual Coach Learning Program

Coaches who support participants in the Leadership Academy complete a Virtual Coach Learning Program (VCLP) prior to assignment to their participants.

The VCLP consists of approximately 15 hours of classroom activity and 10 hours of additional work. The timeframe for delivery and completion ranges from 12-16 weeks and can be tailored to the delivery needs for each site. All coaches are expected to attend and participate in practice sessions. In addition, they are to become familiar with the NCWWI Leadership Model/Competencies via online asynchronous modules prior to beginning their coaching with participants.

The coaching program has a core process that involves moving with the participant throughout the different phases of the Leadership Academy.

PHASE 1: PRE-TRAINING READINESS ACTIVITIES

This phase of coaching orients participants to the coaching relationship and the upcoming structured series of synchronous and asynchronous training modules for the Leadership Academy. While more focused and guiding than other phases, there is room for collaborative work between the coach and participant to discuss potential topics prior to beginning the training. These topics could include: a personalized work plan for a Change Project, preparation for participation in training, and discussion of the 360 degree Assessment results and the Gallup Strengthsfinders™ Inventory. This aspect of coaching focuses on the individual’s development as a leader and their application project, and sets the tone for the series. The timeframe of three months can be compressed, and the specific tools (i.e. 360 degree Assessment/Gallup Strengthsfinders™ may be adapted to suit the needs and context of the sponsoring entity.

PHASE 2: DEVELOPMENTAL COACHING

Coaching sessions are scheduled between each module to allow each developing leader to have time for reflection and application, as well as planning. Coaches need not be experts in the content of training, but will be apprised of the content so that if the participant wants to go more deeply into ways to apply the content, the coach can support that work. Generally speaking, Developmental Coaching is focused on the participant setting the goals and providing direction in the coaching relationship.1 This approach may differ from traditional ideas about coaching to specific practices in child welfare or mentoring around specific duties and roles. The coach’s role is to support deepening self-awareness, growth, and application and to assist each participant in setting and working to achieve their goals for themselves. Some considerations for planning for this coaching period may include:

1) matching coaches to participants based on the developmental goals or role that the participant has outlined in application;

2) utilizing or managing around lines of report; and

3) identifying whether internal and/or external coaches would be most advantageous for the agency goals for sustainability and achievement of the overarching AWE Initiative’s goal.

PHASE 3: POST-TRAINING COACHING

Coaching continues after the completion of the Leadership Academy to ensure that the participant has ongoing support to continue to apply the information and competencies within the Leadership Academy in real life. This support allows the participant to track and adapt their efforts in the context of the ever-evolving systems within which child welfare leaders operate, and transitions the knowledge gained in the classroom to the field. In some iterations, coaching may continue indefinitely based on agreements and interest by both parties. This can be part of the internal agreements with the entity if the coaches are external, or can become part of ongoing internal mentoring, coaching, and consultation. Armed with a shared understanding of the NCWWI Leadership and Competency models and with their initial nine-month coaching engagement, the coach and participant often benefit from ongoing formal or informal connection.

Pre-Conditions of Successful Implementation

For optimal implementation, the organization should provide support for Leadership Academy participants in ways both technical (logistics, practical considerations) and adaptive (oriented to provide a hospitable environment for professional development, increasing leadership responsibility, and building individual competence).

In terms of practical considerations, the organization should consider these action steps:

™ Identify a time and space for the Leadership Academy where participants will be able to focus on the process and learning.

™ Plan for coverage for not only classroom time but the time it takes for the outside practice activities, like change initiative projects. This includes planning for any additional work that participants will need to do for coaching and for implementation that is beyond their current workload.

™ Protect time for internal coaches to participate in the Virtual Coach Learning Program, and complete their coaching activities for the duration of the Academy (14 months).

™ Have a backup plan to support leaders whose positions may change or if their coaches’ positions change. (i.e. can they still continue in Academy if their role changes, etc.)

The adaptive work of supporting leadership requires a deep commitment that is intrinsic not only to the work of the AWE Initiative, but will enhance many of the factors that help workforce development and retention. Leaders who supervise Leadership Academy participants should make a commitment to being a learning and development partner to their employee throughout their time in the Academy. This includes:

™ Becoming familiar with the NCWWI Leadership Competency Model and Academy model in advance (attending an in-person overview of the Academy modules and reviewing materials and short online modules).

™ Ongoing communication between supervising leader, participating leader, and training/coaching team as appropriate.

™ Participating in 360 degree inventories when asked by participants (prior to start of synchronous classes) and using ongoing feedback loops to reinforce growth and development.

™ Protecting some time in one-on-one consultation to support dialog and practices related to competency development.

The opportunity to develop a cadre of emergent and current leaders with ownership for workforce enhancement can be a tremendous asset to the organization and community. Leadership teams at all levels will be able to find application of the work in the Leadership Academy beyond the AWE Initiative as the organization turns support and attention to creating this leadership pathway.

Leadership Academy

Logic Model

Leadership Academy

SITUATION

Limited opportunities for child welfare leaders to engage in an ongoing leadership development program with access to coaching and mentorship opportunities.

Staff Consultants Funding

ASSUMPTIONS AND EXTERNAL INFLUENCES

Retention of Leadership Academy Coaches

Retention of Leadership Academy Participants

Organizational Support for Leaders in the Academy

PREPARATION

Identification of Training Facilitators

Identify cohort of leaders who will enroll in Leadership Academy

INPUTS

Department of Children and Families

Community-based Care Agencies & Network

ACTIVITIES

Review NCWWI curriculum to identify areas for any customization

Ongoing technical assistance from NCWWI

Identify and develop cadre of coaches to support the training/facilitation of the Leadership Academy

Prepare for the 360 Leadership Assessment by meeting with Butler Institute Team

National Child Welfare Workforce Institute (NCWWI)

ACADEMY TRAINING

Cohort of leaders go through synchronous and asynchronous learning opportunities

Deliver 360 Leadership Assessment for all participants

Prepare organization to support participation and project development linked to the Alliance for Workforce Enhancement (AWE) goal for the district

Deliver training series with online, synchronous, asynchronous and applied coaching leadership practice

Post-coaching for 6 months after Leadership Academy ends

OUTCOMES

Increased understanding of leadership style and impact through 360 Leadsership Assessment

Increased leadership preparation and self-efficacy

Enhancement of leadership strengths through ongoing coaching and mentorship

Improved competency to implement change projects/initiatives and address emergent obstacles or challenges

IMPACT

A cohort of leaders with advanced skills and competencies that contribute to a specific change project/initiative aimed at organizational enhancement and a more inclusive work environment.

Evaluation

An evaluation will be conducted by the Alliance for Workforce Enhancement evaluation team to assess the impact of the training on each Academy participant.

As a primary component of the AWE Initiative, the Institute will conduct specific evaluation activities for the Leadership Academy using a pre-test and multiple post-tests. Drawing from the NCWWI Leadership Academy evaluation guide, the AWE evaluation team will assess participants’ satisfaction with training and coaching, as well as self-assessed development of leadership competencies. They will also assess participants’ ideal selves as leaders; and assess the effectiveness of learning transfer (e.g., pre-training preparation, training utility and relevance, motivation to transfer); change initiatives (e.g., support, barriers, implementation success); and leadership development plans.

To best inform future iterations of the AWE Leadership Academy, key partners in the AWE demonstration sites—leadership academy participants, coaches, and program planners and trainers—will also have an opportunity to provide feedback on the Academy’s implementation. This feedback will be coupled with participant engagement data (e g., number of online modules completed, coaching sessions attended, 360 assessments completed), to inform programmatic improvements.