1. CPSL: Training, Transfer of Learning (TOL), and
Technical Assistance (TA) Strategy
Sunday, September 16, 2018

2. Objectives Audiences Design Delivery Descriptions Time Frame
Agenda
Objectives
Audiences
Design
Delivery
Descriptions
Time Frame
Dependencies

3. Training/TA Objectives
What do we want people to know and be able to do as a result of this training?
Ensure through design that Training/TOL/TA directly supports the specific tasks needed to implement the law

4. Who needs to know and do what by when?
Target Audiences
Tailored content and delivery:
Who needs to know and do what by when?
Curriculum and materials must be targeted to the different audiences to provide the best support.
Delivery of online training modules will provide introductory, basic information outlining the amendments. ≠

5. Needs and Preferences: Counties
Administrators
Know first
Big picture
Prepare to coach and support supervisors
Track success
Supervisors
Anticipate challenges
Prepare to coach workers
Utilize and direct others to resources
Achieve compliance
Workers
Baseline knowledge
Field application
What to ask
When to ask
Who to ask
Where to get more information
Administrators and supervisors have stated they want to know first to support their ability to manage change and guide their staff.
Communication will be delivered to this group first to support their ability to communicate and coach their staff.

6. Knowledge to Interface with Others
School Personnel
Baseline knowledge of changes
Informed interaction
Where to get more info
MDIT Membership/CACs
Baseline knowledge of team function
How to participate
Solicitors/Agency Support Staff
Execute new role
Interact with team
Ensure compliance
Child welfare professionals also need to acquire new information and understanding regarding their new responsibilities and roles regarding school personnel, MDIT, solicitors, and others.
Enfranchising and empowering these partners to collaborate is essential to successful implementation.

7. Methodology and Design
Evidence-based best practice:
Adult learning principles
Cognitive science research
Instructional design standards
Just as evidence-based-practice is essential in the delivery of services in child welfare, the successful development and delivery of training/TOL/TA requires the use of evidenced based practices:
Three basic areas include ….

8. Implementation Science
Success
Accessible/ Timely
Information
Effective Implementation Practices
Targeted/ Outcomes Oriented Training
Training is essential, but not sufficient. Successful outcomes requires the use of evidence-based implementation strategies including timely communication, organizational supports, and targeted training/TOL/TA.
Both structural and functional changes are necessary to support implementation.

9. Explore-Practice-Apply
Awareness/Exploration
Tools
Resources
Overview
Comprehension/Practice
Foundational
Online Training
Support Sessions / TOL
Application
Technical Assistance
Coaching
Three phase approach will be employed.
1st phase is designed to raise awareness and support staff’s ability to explore the amendments to the CPSL by providing high-level overviews, tools, resources, and basic information for audience to access and explore.
2nd phase is designed to build comprehension and provide opportunities for practice through foundational online training modules followed by transfer of learning facilitated discussion sessions based on the unique needs of the counties.
3rd phase is designed to build competence by supporting on the job application with technical assistance and coaching. A special emphasis will be on supporting supervisors coaching skills through the development of tools, resources, and targeted training to develop coaching skills.
Each phase will continue once its initiated and will always be made available. Online training sessions will always be there for review. TOL/TA in various formats can be requested on an as needed basis.
Curriculum will be developed in a standardized format that will be learner centric and will provide trainers more support in the use of facilitation skills.

10. Delivery Modes
Tools and resources for independent access and self study
Online
Classroom
Other
The deployment will make use of every delivery mode available to provide the fullest degree of support.

11. Tools and Resources Purpose Format
Central source for updates, assistance
Ready access to law, terms, processes
Build expertise
Forum for ideas exchange
Format
CPSL Web Page
Comparison Chart
Critical Thinking Guide
Coaching tools
FAQ (links to resources/answers)
JOB AIDS
Supervisor Advisory Workgroup can serve as quality assurance committee (QUAC) to ensure materials are appropriately targeted and developed. SAW Sharepoint can serve as a forum for discussion
FAQ, will identify hot button issues and will be brief and targeted. Methodology for producing an FAQ , involves determining those questions that rise to a general question. If over 40% of the population is asking the same question, ie. what is a numbered report that is a potential FAQ. There should be no more than ten questions. Once a tool is developed to support the answer, then the question is removed from the FAQ list and another is added.
INFORMATION

12. CPSL Overview Purpose Format
Introduce management to significant changes in law
Promote confidence in managing change
Minimize apprehension regarding change
Format
In-person or webinar presentation
Delivered by OCYF leadership
Overview sessions have occurred at PCYA and regionally. Supervisor focused overviews will be provided by WebEx in July and September.

13. Foundational Online Training
Purpose
CPSL Knowledge/Awareness
New and old definitions
Role in process
Practice application
Develop:
Use of critical thinking skills
Format
Brief, repeatable modules
Knowledge checks
Case examples
Comprehension of the CPSL amendments will be supported with online tools
Recognize that not everyone is comfortable with this technology, therefore adaptive challenges will be addressed by designing online tools with maximum flexibility, ie. Can be taken individually or within a group.
Modules will be brief delivered in 20 minute segments and sequenced according to evidence based practice.
Self-assessment will be available through knowledge checks. Case examples will be built based on redacted CY47 and CY 48s.
Participants can access at their convenience and when they need it.

14. TOL/Facilitated Discussion
Purpose
Team members collaborate in application of law
Apply law to cases
Practice role in process
Reinforce use of tools/resources in place
Develop:
Critical thinking skills
Format
County/region based
Team led: facilitator/supervisor/ solicitor
TOL will link back to knowledge and skill set presented in online curriculum and resources.
Foci can include but not limited to:
Recognition of adaptive challenges v. technical challenges; sense of loss of confidence and competence; development of critical thinking skills, and comfort with ambiguity.
Changing role and interaction with solicitors, administrators, school personnel, and MDIT.
Regional OCYF specialists must be involved at the earliest stage to support the development and delivery of training/TOL/TA .
Delivery will be based upon the unique needs of counties.

15. Purpose Format TA/Coaching Transfer learning to field
Implementation of tools/resources
Address challenges
Support effective compliance
Format
Supervisor – staff
Inclusion of collaboration skills w/ MDIT and law enforcement
Need to determine role of TA collaborative and regional office as support

16. Evaluation Purpose Format
Measure/monitor progress and success in implementation
Adjust and improve support
Format
Participant surveys (Level 1)
Self-assessment opportunities (Level 2)
Measurements related to TOL (Level 3)
Possible use of follow-up surveys directed to participants at specified intervals following or during training/TOL/TA
Will a difference be evident among individuals who participated in online training, but not TOL/TA?
Need to identify existing county statistics and information that can inform Level 3 evaluation

17. Foundational Online Training Supervisor Coaching Skills Support
Time Frames
High level Overview
Since Jan 2014
Supervisor Webinar
July 31, 2014
Sept 2014
Tools and Resources
July 2014 thru
October 2014
Foundational Online Training
November 2014
Supervisor Coaching Skills Support
November 2014
CTC Mod 2
TOL/
Support Sessions
January 2015
Fundamental principal of training: “Just in time”, participants are more likely to retain knowledge and skill when they acquire it closer to the time of actual use and implementation. If the information is provided too far in advance, it can be lost. “Use it or loose it.”

18. Dependencies Pending legislation Clarification of Scope
Guidance from Implementation Team
OCYF/PCYA Endorsement
Capacity