Automation –A method of extending the capacity of machines to perform certain tasks independently or nearly independently of human control.

Information Management - The discipline that views information as an organizational resource to be used to achieve the agency mission. It covers the definitions, uses, value and distribution of all data and information within an organization whether processed by a computer or not.

Information Technology - A manner of accomplishing a task using technical processes or methods; processing data by a computer.

Bibliography and Suggested Readings

Bernotavicz, F.D., and Bartley, D.  (1996). A Competency Model for Child Welfare Supervisors.  Portland, ME: University of Southern Maine, Edmund S. Muskie Institute of Public Affairs.

Daft, R.L. (1997). Organizational Theory and Design. New York: West Publishing Company.

Trainer's Instructions

1. Introduce this module by sharing the 'real life' positive uses of SACWIS data to help children and families that you identified in your advance preparation for this module. Ask the participants to share other positive examples. Then explain the purpose and objectives of the module using the following as a guideline:

This module allows us to explore the impact of technology on the world of work. When this module is complete, you will be able to:

• Describe a variety of technology initiated changes at home and in the workplace
• Discuss the impact of technology in your workplace
• Understand that technology creates change at an ever-increasing speed
• Understand the impact of SACWIS and technology on the supervisory role and related tasks
• Define automation, information management and information technology
• Explain the supervisory information management competencies

2. Launch the next exercise by asking each small group to spend 5 minutes defining Automation, Information Technology and Information Management and then process definitions with the large group.

3. Refer to handout/overhead 2.1, Definitions of Automation, Information Technology and Information Management. Build on the definitions that the group provided. Explain that:

Automation is having a profound impact on our lives and the way we work. A working definition of automation is 'a method of extending the capacity of machines to perform certain tasks independently or nearly independently of human control'. Much of today's automation refers to information technology, processing data by a computer. Office automation, a process you are familiar with, is a common example of using automation and technology to replace manual operations with computerized methods. For example, moving from hand writing to word processing and e-mail. Other examples of automation, technologies and impact include:

• Jet Engines (more people traveling to more places)
• Microwave Ovens (quick and easy meal preparation)
• Television (easy availability of news and entertainment)
• Fax Machines (instantaneous document transfer)
• Cellular Phones (instant accessibility by phone)
• Computers, Internet and home PC’s (access to information, enables work at home)

4. Ask participants to mention some other technologies and their impacts. Continue:

It’s clear that technology has made and will continue to make major changes in the way we live and work. All industries, not just child welfare, have been changed by technology. In fact, significant changes are occurring in organizations in response to the speed at which technology is changing the work environment. Such changes may include:

• Faster communication within organizations and between organizations
• Increased emphasis on information sharing---access to information tends to be open and  somewhat more wide spread
• Accountability for results, not efforts
• Reliance on teams (VS. individuals) to produce the desired work results, including collaborative problem solving
• Decision making is moving lower in the organization
• Organizational structures are becoming flatter

You probably have seen changes of this sort happening in this organization with the increased reliance on technology.

5. Pause and ask participants to describe organizational changes they have observed and believe are attributable to technology. Probable responses include:

• Access to information in one place
• Access from multiple locations
• Changing relationships
• Increased training needs
• Power shifting to people who have information and skills
• Changes in work processes

6. Continue to refer to the definition handout and overhead (2.1). Use the following as a guide to introduce the concept of information management and contrast it to the concept of information technology:

In this seminar, we are addressing use of information by casework supervisors in their day to day work, especially information you can obtain from the SACWIS system and related reports. As we've just been discussing, an increased use of technology has changed the way your organization operates. Similar kinds of changes have been observed in many organizations as they introduce new computer systems into their workplace. There has been an explosion in the amount of information available to an organization from computer systems as well as other sources. As a result, organizations have discovered the need to ‘manage information’. That is, to incorporate information into every aspect and level of the organization. Let’s not confuse information management, which views information as an organizational resource, with information technology—where the emphasis is on technology, not information or management. In contrast, information management focuses on integrating information into the very fabric of an organization---into policy and procedure making and monitoring, into outcome measurements, into performance appraisals, hiring, promoting, literally into every aspect of an organization.

Technology has the potential to change the way people live and work, not just in child welfare but in every business and industry. Change can be both positive and negative. We live in an era where change is constant and rapid, causing our reality to be transitional. The challenge is to learn how to work effectively when the familiar, traditional organizational ground rules are quickly changing.

7. Transition to the next activity using the following as a guideline:

We've spent some time talking about how technology has impacted this organization. Now we are going to focus for a few minutes on the impact that technology has had on the tasks and roles of the child welfare supervisor. As we’ve been discussing, technologies such as word processing, voice mail and SACWIS are impacting almost every facet of our personal and professional lives. We now want to explore the impact technology and the implementation of SACWIS have had on your role as a child welfare supervisor and see what changes, if any, new technologies have had on your job and how you carry out your job. Let's start by looking at what the job of the child welfare supervisor entails.

8. Begin this activity by asking everyone to work in their smaller groups to define what the major tasks of a child welfare supervisor are. Stress that they should focus on the actual tasks, not feelings about the tasks. After 15 minutes, ask each group to present their list of supervisory tasks. Record the answers on a flipchart. Probe for and expect to hear answers such as:

• Educate and support the caseworkers
• Make decisions
• Review case files
• Complete paperwork
• Participate in community development work
• Help children and families
• Ensure the implementation of policies and procedures

9. Continue the discussion by asking the group to list the major roles a child welfare supervisor has. List roles on a flip chart. Expect to hear answers such as:

• Teacher
• Mentor
• Coach
• Monitor/watchdog

10. Then ask… 'are there any of these supervisory tasks or roles you feel have NOT been impacted by technology?' Cross them off the flipchart as they call them off.

11. Go back into small groups and ask that the groups discuss the positive and negative impact technology has had on the remaining supervisory tasks and roles. Remind them that technology includes voice mail, e-mail, fax machines, information systems such as SACWIS, desktop PC's etc. Mention that you are looking for specific ways that the task has changed, not just comments like 'everything takes longer' or it's more confusing' or 'I really like it now'. After 10 minutes, have the groups report back. Record the answers on a flipchart. Expect to see answers like:

• All of my activities have changed
• I’ve lost face to face time with my workers; now all I do is use a PC
• I can get information I need out of the case record
• The ticklers are right in front of you and they are good reminders of what’s coming due
• The volume of data coming at the supervisor is increasing
• I’m expected to be a PC ‘guru’, not a social worker
• Accountability has increased
• I have less time for supervisory activities such as problem solving, educating and modeling
• My staff knows more than I do
• I'm learning a lot about PC's and automated systems

Make sure that you emphasize here that a major supervisory task is to look forward, be forward thinking, and communicate and share your vision with workers.

12. Have participants go into their small groups. Give the groups 2 minutes to list what new skills or competencies a child welfare supervisor needs to acquire to remain effective given the impact of the new technologies and SACWIS. At the end of two minutes have each group share 2-3 items. Record on a flipchart. Ask if any more competencies or skills need to be added to the list. (This flipchart will be referred to again in Module 8.)

13. Ask participants to find the handout listing the information management competencies (2.3). Begin a quick walk through of the information management competencies by comparing the information management competencies for supervisors with those generated by the small groups. Highlight the fact that the change management competencies probably are more general supervisory competencies that specific to information management. Be sure to mention that these competencies are a part of a larger set of child welfare supervisory competencies important to today's child welfare supervisor (Refer to handout 2.4).

14. Ask the large group to discuss other internal and external factors that are altering the job of the child welfare supervisor. Expect to hear answers like:

• Legislation
• Budget constraints
• Staff turnover

15. Continue the discussion by asking… 'will these factors ever stop influencing/affecting our jobs?'.  Process the answers.

16. Wrap-up this activity by noting :

The rapid increase in technologies in the workplace, combined with other internal and external factors such as new regulations, staff turnover, revised reporting requirements, are altering the job of the child welfare supervisor. Certain basic functions haven’t changed---the supervisor is still the key link between policy and frontline staff. External and internal forces, however, are causing changes in the child welfare environment, changes in organizational structures, systems and cultures, how the work is performed, how the work is assigned, how the work is organized and the tools available to do the job. We’re all struggling to understand fully the depth of these changes, to maintain high standards in casework practice and to figure out how we can supervise most effectively in this time of transition. The nature of the child welfare supervisory role, thus, is evolving and will continue to evolve as reliance on technologies in the workplace continues.

17. Introduce Module 3: Systems, Data, Information and Knowledge: Putting the Pieces Together using the following as a guide:

The recent passage of the Adoption and Safe Families Act, ASFA, requires states to develop outcomes and performance measures. This requirement is a major contributor to changes in child welfare agencies. In the next module, we will take a brief look at how the implementation of major automated systems support the collection of data for this required measurement.