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Module 4: Supervising for Results-- Identifying and Locating Key DataRationale Case decision making often occurs under stressful, highly charged conditions. Child welfare supervisors must identify what data they rely on to supervise for results and have the ability to quickly locate and synthesize that key data to help achieve the goals of permanency, safety and well being. Additionally, child welfare supervisors must understand the importance of having quality data in SACWIS and their role in assuring the quality of the data. Activities
Time 1 hour and 45 minutes Objectives After this module is complete, the participant will be able to:
Easel, newsprint, markers and tape Flipchart printed with the Key Data Matrix headings Sample handouts and overheads: 1. Selection of state reports available in hard copy or on-line 2. Location of Key Information for Supervisors Matrix ( 4.1) Advance Preparation Make sure flipchart, markers, newsprint, overheads and overhead projector are in the room. Prepare a selection of state reports to distribute as handouts or make arrangements for them to be available on-line. Update the Location of Key Information for Supervisors Matrix to reflect the states specific terms. Glossary of Terms Bibliography and Suggested Reading Trainer's Instructions 1. Introduce the module by presenting the purpose and objectives using the following as a guide: This module will help you identify the key data you need for supervision, determine the location of the data, explore several methods of gathering that data and understand the need for quality data in SACWIS. After this module is complete, you will be able to:
2. Begin the first exercise: identifying and locating key data needed for supervision. Present a mini-lecture using the following material as a guide. Refer to the flipchart and handouts presenting the key data matrix: Location of Key Information for Supervisors. Earlier this morning, we quickly went through the Information Management Competency Model. What that theoretical model clearly says, and what you as supervisors know, is that every day you are asked to show and to use several different skill sets and areas of knowledge. For example:
Desktop computing, e-mail, voice mail and systems like SACWIS were designed to be tools to support you as you carry out these day-to-day supervisory activities. However, the implementation of desktop software, office automation and SACWIS require supervisors to learn and employ a new set of competencies in the area of information management. To continue to be effective in this age of rapidly changing technology, supervisors now must develop skills such as:
The ability to get a quick overview of a case is something supervisors must know how to do. You knew how to do that pre-SACWIS and you still need to know how to do that post SACWIS. SACWIS didn't change the data elements you rely on to get an overview of a case, but it did change where those data elements are located and stored and how you access them. Different supervisors may have different key data elements that they use in supervision --- or may use different data depending on the nature of the supervision being performed. But certainly there is some common data that all child welfare supervisors rely on at some time. Let's spend a few minutes looking at some examples of key data, where that data was located pre-SACWIS, and where it is located now. To start the discussion, let's look at the matrix: Location of Key Information for Supervisors. (The matrix is a handout and an overhead.) It shows a sample of some key data elements that you might use, where they were located in one state before SACWIS and where they are located in the SACWIS system. Now think about your state's SACWIS system. What are some key data elements that you use? They can be data that you use for caseload management, administration or for some other purpose. Where is this data located in your state system. 3. Launch a brainstorming session aimed at creating a matrix based on the state's own SACWIS system. It may be useful to ask the group questions like:
List the answers on the flipchart, then go back and ask where these data elements were located pre-SACWIS and where they are located in the SACWIS system. 4. To begin the next exercise, launch a discussion of state reports that are available in hard copy or on-line. Distribute sample reports or, if possible, have on-line access in the classroom. Ask the participants to discuss these reports, framing the discussion around the following questions:
Summarize responses on a flipchart. 5. Begin the next exercise by saying: We have been looking at the key data that is found in SACWIS and in reports that you need to use in your jobs. The data is important in the work you do, and because you rely on it to do your job, you know how important it is for that data to be of the best quality. 6. Explain that next activity focuses on the reasons for having quality data in SACWIS. Begin a brainstorming session by asking participants to think about and share answers to the question… "what is quality data?" Probe for and assure answers such as:
Continue the activity by asking, "why does paying attention to the quality of the data going into SACWIS matter?" In other words, what is the need to assure that SACWIS contains complete, accurate, timely data? 7. Record responses on a flipchart. Ensure that the following items are raised during the discussion:
8. Mention that as child welfare supervisors they have a key role in ensuring that SACWIS contains quality data. Ask participants to share the activities they do to assure that the data in SACWIS is quality data. 9. Launch the final activity for this module, a "Most Helpful Practice" discussion using the following as a guideline. Each of you has been using SACWIS for some time. You have come through many of the phases of learning the new system. During your transition to this new system, you developed several ways of using SACWIS in your day to day supervision ---maybe it's a review of ticklers, maybe it's a look at a certain report. Whatever it is, you have figured out a way to use SACWIS in a way that best for you. Please take a few minutes to think about something you have found to be "most helpful" to you as you use SACWIS in supervision; think of something that works for you that you would be willing to share with your colleagues here. 10. After a few minutes ask each participant to share his/her most helpful practice. Record the practice on a flipchart. During each presentation of a best practice, probe to ensure that:
Encourage participants to ask questions of their colleagues about each presented practice to see if others can adopt the practice. 11. Wrap up the activity by thanking participants for sharing their practice and commenting that later on in the seminar these 'most helpful practices' will be discussed again in preparation for thinking about applying the seminar learning back in the office. 12. Introduce then the next module, Using Information Management to Support Casework Supervision, using the following as a guideline: Decision making is one of the key responsibilities of a child
welfare supervisor. In the next module, we will look at several
ways SACWIS data and information can be used to support, shape and
inform case work decision making.
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You may want to arrange to have a trainer's PC and link to the SACWIS in the classroom. This allows the trainer's to show on-line reports and locate key data.
Option: Break into small groups. Give them 5 minutes to discuss. Write questions on the flipchart. Then call the group back together to discuss answers to questions.
Consider breaking into small groups for this exercise. |
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