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Module 11: So…How Did It Go?Rationale Supervisors will share his/her experiences and lessons learned from implementing two modules from the SACWIS Supervisory seminar with his/her supervisory unit. Trainer and peer feedback on this experience will strengthen the supervisor's learning and identify continued learning needs. Activities
Time 2 hours and 30 minutes, including a 15 minute break Objectives When this module is complete, the participant will be able to:
Easel, newsprint, markers, large index cards or ½ sheets of paper and tape Evaluation questions written on index cards or posters. Sample handouts and overheads: Advance Preparation Make sure flipchart, markers, newsprint pad, overheads, index cards and overhead projector are in the room. Update this module to reflect the 'take home' exercises presented in Module 9, Options for Skills Improvement Write evaluation questions on index cards or posters Glossary of Terms Bibliography and Suggested Reading Webster, David W. and Shamdasani, Prem N. (1990) Focus Groups Theory and Practice. Newbury Park, CA: Sage Publications, Inc. Webster, Susan. (1992) Focus Groups: An Effective Marketing Research Tool for Social Service Agencies. Portland, ME: National Child Welfare Resource Center for Organizational Improvement Trainer's Instructions 1. Welcome the group to Day 3 of SACWIS Supervisory Seminar, introduce any new trainers, review the goals of the seminar (1.2) and the agenda for the day (10.1) Mention that when this module is complete, the participate will be able to:
2. Ask the participants to express any desired outcomes for the day and note them on a flipchart. 3. Ask if there were any items left over from Days 1 and 2 that participants want to discuss; address any new items that are raised. 4. Begin the focus group discussion using the following as a guideline: Thank you for taking the time to talk with us today. We're anxious to find out about your experiences implementing what you have learned from the recent two-day seminar on information management. What you tell us is important. It will help us refine the seminar's content so we can anticipate a supervisor's experience when he/she first attempts to take what they learn back to the office.. But now we want to capture a sense of what happened when you first tried to apply lessons you learned. Let's begin by discussing how you did over the past few weeks implementing your activities with your unit and then move into other evaluation questions. 5. Ask the participants to share with the group their lessons learned from the commitment to change activity. Go around the room and ask each person to describe their experiences back in the office-- both good and bad. Record comments on newsprint and provide feedback and potential corrective actions as well as encourage the group to provide peer feedback to resolve issues raised under the 'it didn't go well' category. 6. Repeat the process for the supervisory process. 7. Ask participants to discuss if they implemented any other skills or knowledge that they picked up in the seminar, and, if so, how that went for them. 8. Move the discussion from a focus on what happened back in the office to evaluating the impact of the training--how it went, and what could have been improved. Begin the structured feedback exercise. Questions are written on index cards, placed face down and turned over one at a time. Participants are given large index cards and ½ sheets of paper and asked to record their responses to the following questions:
9. All participant response cards are placed on the board and needed clarifications are made. Discuss at the pace and interest of the group. 10. Move into the closing section of the focus group. Refer to the desired outcomes for Day 3 flipchart. Review the desired outcomes, marking off those that the participants say have been accomplished and providing next step ideas for any outcomes not achieved to the participant's satisfaction. 11. Quickly review the Puzzle Equation (9.5) using the following as a guideline. When we first met several weeks ago, we started off the first day by sharing with you the definition of information management and a version of this puzzle diagram. The diagram, you'll recall, informs us information is a resource which needs to be managed, that agencies are awash in data and that humans transform data to information and knowledge. During this seminar we offered you the opportunity to see the whole picture implied by this diagram---to see information management as an aid to improving practice, not just data collection. We looked at the impacts of automation on our lives, building commitment to change skills, locating data in SACWIS and related reports, collecting information, using information to improve decision making and practice. We've had fun and learned a lot; we hope you have also. 12. Ask for and address any final questions/comments from participants. 13. Move into the celebration phase, distributing 'take home gifts' and thanking folks again for their contribution and participation. Wrap up this module by thanking folks for their frank comments.
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It would be ideal to reconvene the entire group of participants 10-30 days after the initial 2 day training event to conduct this follow-up session. The reality of the child welfare supervisor's job and time commitments are such that the 'ideal' will occasionally not be possible. Providing a debrief/reinforcement opportunity, however, is a vital component of the adult learning process. If the 'ideal' situation for the follow-up session is not possible, it is important to develop other options for conducting the follow-up session. Such options might include:
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