Factors affecting turnover rates of public child welfare front line workers: comparing cohorts of title IV-E program graduates with regularly hired and trained staff

ABSTRACT

The purpose of the study is to examine the impact of a statewide intervention (BSW level Title IV-E Program) on both the workers’ intent to leave the job and their actual exit from a state administered public child welfare agency. Employees completed an extensive survey including scales assessing individual, team, and organizational variables that might impact turnover. Results show that more Title IV-E graduates stay with the agency than do regular hires and leave at a slower rate. Different variables impact intent to leave compared to actual exit and vary across type of employee. Implications for the workforce are discussed.     

“I was prepared for the worst I guess”: stayers’ and leavers’ perceptions of their Title IV-E education

ABSTRACT

Child welfare workforces across the nation are experiencing high turnover and have for decades. The chronic cost of turnover makes efforts to increase retention crucial. The Title IV-E education stipend program is one way that many states employ to improve their child welfare worker tenure. Through qualitative interviews, this study examines Title IV-E graduates’ experiences and perceptions of preparedness for working in child welfare agencies. Examining how the responses of stayers and leavers differ and assessing similarities collectively can inform educational and agency enhancements to improve services, as well as worker competence and retention.     

Views on workplace culture and climate: through the lens of retention and Title IV-E participation

ABSTRACT

Retention of public child welfare (PCW) workers is the focus of much scholarly research. Examinations of the topic have ranged from assessments of workers’ background to job factors and attitudinal components about the workplace. Unlike most studies, the present study uses agency administrative data on retention. In it, 502 PCW workers responded to a point-in-time survey covering a wide range of topics including job satisfaction, commitment to child welfare, perceptions of culture and climate, Title IV-E status, and demographic variables. While Title IV-Es were more likely to leave the agency, several significant interactions between Title IV-E and retention status showed that Title IV-Es who left the agency had significantly lower supervisor satisfaction and influence than Title IV-Es who stayed; and lower efficacy scores than non-Title IV-Es who left. No such differences were found for non-Title IV-E stayers and leavers. Implications for these differences for county agencies and universities are discussed.     

Federal Support for Adoption Subsidies

ABSTRACT

Federal Title IV-E Adoption Assistance is an essential resource for states moving children from foster care to adoption. Secondary analyses indicate that federal funds support nearly half the costs of all adoption subsidies. Due to variations in eligibility, federal matching rates, and states' use of the program, the proportion of total subsidy costs supported by Title IV-E funds ranges from 25 to 72 percent among states. Multivariate analyses of recent adoptions demonstrate the importance of Title IV-E utilization for adopted children and their families, in that Title IV-E-eligible children are more likely to receive subsidies and to receive larger subsidies, compared to children who are not Title IV-E eligible. Variations in Title IV-E utilization have potential impacts on children, adoptive families and state child welfare agencies.     

Preparing Child Welfare Practitioners: Implications for Title IV-E Education and Training Partnerships

ABSTRACT

High rates of child welfare practitioner turnover remain a national problem with significant consequences. Title IV-E education and training programs prepare child welfare practitioners for this line of work with the intent that they will create long term careers. This study analyzed qualitative data from a 2016 statewide electronic survey launched to obtain frontline child welfare practitioner feedback about workforce turnover and assist the agency in retention efforts.

Practitioner insight resulted in 189 responses specifically related to improving the state’s Title IV-E supported education and training program–the “Academy.” A qualitative thematic analysis identified three main themes: making it more realistic and hands on (n = 104), needing additional training and specific content (n = 45), and feeling overwhelmed with the experience (n = 40). Practitioner feedback illustrated the existing tensions with using a blended model to educate and train the workforce. Implications for Title IV-E education and training partnerships are discussed.     

IV-E or not IV-E,that is the question: comparisons of BSW Child Welfare Scholars and matched trainee confidence and retention

ABSTRACT

Our longitudinal study examined the effectiveness of BSW IVE Scholar training (n = 52) compared with a matched cohort (n = 57) of traditionally trained employees. The BSW IV-E Scholars felt significantly more prepared than their traditionally-trained coworkers. BSW IV-E Scholars were significantly more likely to be retained in the first five years of employment than the matched cohort trainees. The study lends strong support for the retention and preparation advantages of BSW Title IV-E training over traditional employee training. This is important given the significant investment of training dollars for IV-E at the Federal, state, and local levels.     

The role of Title IV-E education and training in child protection workforce diversification

ABSTRACT

Educating, training, and diversifying the workforce are strategies that may help reduce racial/ethnic disparities that plague child protection system (CPS). Title IV-E education and training programs support the development of a specially trained, highly skilled workforce; yet, little research examining their impact on workforce diversification exists. The current study assessed the relationship between Title IV-E education and training and workforce diversity and leadership in a state system that is plagued with racial disparities using data from a statewide child welfare survey (n = 679) and existing population-level sources. Findings revealed that while children of color were disproportionately overrepresented in the CPS, professionals of color were disproportionately underrepresented (as compared to the state’s overall population and the population of children served within CPS). Title IV-E education and training programs were associated with both child protection workforce diversity and CPS leadership roles. Implications for recruitment, retention, education, and partnership are discussed.     

Transferring MSW Education to Practice: A Qualitative Study With Public Child Welfare Employees

This study used a qualitative analysis of survey data collected from public child welfare employees (n = 168) as they completed master's of social work courses in a weekend/hybrid program, to examine their perceptions of ability to apply classroom learning to practice. The program, which combined a focus on direct practice and management, was developed in partnership with the state's public child welfare agency, during a period of systemic change and case practice reform. Findings indicate that students readily transferred knowledge and skills to the workplace, albeit with some challenges. In particular, management courses appeared to provide an important framework in understanding the organizational context of practice.     

Studying process in a Title IV-E waiver evaluation project: Interviews with regional and executive managers

A Midwestern state’s child welfare agency contracted with a university to evaluate a 5-year Title IV-E Waiver Demonstration Project. As part of the process study, evaluators employed case study analysis to investigate Waiver knowledge and effects as reported by Regional and Executive Managers across 4 years of the demonstration period. Data from 78 interviews reveal enhanced levels of manager–evaluator rapport and integrated Waiver knowledge across years of data collection. This study highlights the value of middle managers as rich data sources, studying process through qualitative methods in child welfare evaluation, and how consistent relationships can support partnerships over time.     

What’s in an MSW? Graduate education for public child welfare workers,intention, engagement,and work environment

ABSTRACT

This study employs a mixed methods analysis of exit survey data gathered from public child welfare employees at their completion of a Title IV-E funded MSW program, distinct because it was initiated during a period of major reform and permitted students to continue employment during their studies. Findings suggest that opportunities for growth and manageable levels of stress were associated with intentions to stay and engagement with the work, reflected in respondents’ positive perceptions of their roles in the work environment and their retrospective assessments of the impact of their social work education.     

Enhancing Title IX Due Process Standards in Campus Sexual Assault Adjudication: Considering the Roles of Distributive,Procedural, and Restorative Justice

ABSTRACT

Title IX prohibits sex discrimination—including sexual assault—in higher education. The Department of Education Office for Civil Rights’ 2011 “Dear Colleague Letter” outlines recommendations for campus sexual assault adjudication allowing a variety of procedures that fail to protect accused students’ due process rights and victims’ rights under Title IX. This article reviews two diminished due process rights in campus adjudication: cross-examination and the preponderance of the evidence standard. We use an organizational justice theoretical framework to show that limitations on due process rights reduce fair outcomes for both victims and the accused. We provide recommendations for a restorative justice approach to campus adjudication that operates within this theoretical framework to increase fair outcomes in adjudication, bolster perceptions of adjudicatory system legitimacy, and reduce campus sexual assault.     

美国政府责任署人力资源管理改革与创新

作为模范的联邦机构和世界一流的专业组织,美国政府责任署(GAO)通过人力资本管理该组织获得了重生,组织绩效和员工绩效、工作满意度和团队合作能力均得到了提高。其改革的主要经验有:专业主义改革导向;能力导向的绩效评估;建立了一支专业化审计精英队伍;切实关注每一个员工的职业发展;通过继续专业教育保证员工的专业胜任能力;实行战略规划导向、基于能力发展的绩效管理;实行宽带薪酬体系及胜任力为导向的人力资源开发等。     

初析动态隐性的组织结构

本文提出了一个新的观点,即不论自然界或社会界都存在动态隐性的组织结构,人们必须认识和研究这种组织结构的动态隐性现象,才能更加自觉和有效地对组织进行控制、调整与管理     

Job Expectations and Career Goals of Title IV-E Child Welfare Social Workers with Varying Levels of Work Experience: How Do They Differ?

A comparison of three groups of Title IV-E child welfare workers revealed significant differences among all groups on job expectations and career goals. New workers reported most positive expectations for their jobs, and greatest interest in child welfare careers and in pursuing educational goals. Seasoned workers expressed least positive expectations and least interest in future child welfare careers and educational goals. Findings may assist universities in student selection and curriculum. Child welfare agencies may benefit in areas of recruitment, training, and policies. Realistic job previews might moderate high expectations for new workers and reduce unmet expectations for experienced workers.     

The future of online social work education and Title IV-E child welfare stipends

ABSTRACT

In this concept paper, the authors explore online learning in social work and how IV-E education has been and will continue to be impacted. An empirical estimate of the national prevalence of online IV-E social work degree options is presented. Using Colorado as a case example, the authors share some of the opportunities and challenges presented by online education. Universities in Colorado have realized that online education connects rural and indigenous communities, reduces the need for students to relocate, and promotes a well-prepared, qualified child welfare workforce, but online options also challenge programs with localization issues. With connectivity increased and the physical location of students becoming less and less relevant, IV-E child welfare education providers need a proactive national dialogue to further assess the benefits and barriers to IV-E partnerships across state lines and the development of promising approaches in this area. The recruitment and retention of a well-educated and prepared child welfare workforce is critical for positive outcomes for children and families. Online social work education continues to grow nationwide. Now is the time for a national workgroup, including a broad group of stakeholders, to explore how the IV-E community will respond to online delivery of social work education.     

关于毕业生“流动党员”网络之家建设的一点思考

毕业生"流动党员"主要是指其组织关系未转出而暂留学校,而本人在就业转移和地区间流动的过程中,外出务工、考研、创业的毕业生党员。面对此种特殊情况,对于高校党组织而言,加强流动党员的管理,使其在流动中及时参加党组织生活,接受党组织监督、教育和管理,发挥党员先锋模范作用,是加强党的建设的新任务。大学毕业生流动党员网络之家应结合毕业生实际情况,本着有利于党员的发展与管理、有利于党组织生活的开展、有利于促进党员发挥实际作用的原则,积极运用互联网、手机网络等现代信息载体,创新"流动党员"管理模式,建立由"网上党支部"、"党支部共享邮箱"、"党员QQ群"、"党员飞信群"、"党支部博客、论坛"等内容构成的流动党员"网络之家",实现对"流动党员"的高效管理目的。     

新时期共青团组织资源管理探赜

共青团战略性课题的破解与共青团组织自身的资源状况密切相关.共青团是兼具政治性、社会性、服务性的复合型公共组织,具有多样化的组织资源类型及其获取方式.新时期共青团组织的生存、运行、发展和创新有赖于对共青团组织资源的合理规划、充分汲取和有效配置.     

虚拟组织与学习型高校组织模式创新

虚拟组织是21世纪组织发展新趋势。文章分析了高校现行内部治理组织结构,阐述了虚拟组织及其特征,高校虚拟组织构建的意义,并对怎样构建高校虚拟组织作了较深入的探究。     

高校学生大五人格特质与组织公民行为相关性研究

本研究以150名高校学生为研究对象,探讨了大学生尤其是学生干部大五人格与组织公民行为的关系。通过运用大五人格问卷和组织公民行为问卷进行问卷调查,采用SPSS17.0软件对数据进行处理分析。通过研究发现,学生干部所具备的不同的人格特质与他们所表现出的组织公民行为水平存在相关关系,其中高校学生的适应性与组织公民行为水平呈现显著负相关,社交性、利他性、道德感与组织公民行为成显著正相关。     

Promoting Learning and Critical Reflexivity Through an Organizational Case Study Project

Engaging students directly with community partners can foster deeper learning and critical reflexivity. In our undergraduate seminar in “Understanding Human Service Organizations,” we developed a community-based project that has students working in groups to study local human service organizations. Students interview organizational staff, observe operations, and review documents to identify perceived organizational strengths and challenges and offer humble solutions based on course material and outside research. A key component of the course is the critically reflexive journal. Using a structured reflection guide, students describe and analyze their experience in relation to class concepts and examine their personal beliefs and assumptions. This approach is one teaching strategy that has the potential for promoting the critical awareness and reflective practice skills we seek in our students.