The evaluation team uses a collaborative approach to conduct a comprehensive, credible, and feasible evaluation of the National Child Welfare Workforce Institute that builds on the previous NCWWI evaluation plan.
Guided by the project’s logic model, the evaluation plan will examine processes and progress towards each of the goals and objectives, and outcomes for all of the program areas, including: (1) University Partnership/Traineeship projects; (2) Leadership Academies for middle managers, supervisors, social work deans and directors and child welfare directors; (3) Comprehensive Workforce Development Initiative; (4) Technical Assistance; and (5) information-sharing networks, knowledge-management and dissemination strategies through LINKD.
Using mixed method design elements such as qualitative case studies, group and individual interviews and observations, quantitative paper/pencil and web-based surveys, and longitudinal designs to examine learning and skill utilization over time, the NCWWI evaluation addresses the following research questions:
University Partnership Projects
How well are traineeship programs implementing innovative educational strategies that effectively prepare child welfare workers to meet the complex needs of children and families to foster social and emotional well-being and ensure safety and permanency?
To what extent are schools of social work working in partnership with child welfare agencies to identify and address workforce-related challenges and meet the local needs of service systems?
Which workforce intervention strategies are effective in building a strong child welfare BSW and MSW workforce who will stay in child welfare and become agency leaders?
How effectively are social work deans and directors and agency directors who participate in the NCWWI Leadership Academy supporting the work of the university-agency partnership projects?
What are the most effective and efficient strategies for developing general leadership skills and capacity for middle managers and supervisors to implement change in support of best and promising workforce practices that ensure social and emotional well-being of children?
To what extent is NCCWI able to enhance leadership professional development and implementation of systems change in jurisdictions by offering LAS and LAMM in a “saturation model” of delivery, and by working collaboratively with agency-university partnerships in targeted jurisdictions?
To what degree is NCWWI effectively able to build and execute a leadership academy for social work deans and child welfare agency directors that creates, supports, and advances the preparation of a culturally responsive and skilled workforce?
Comprehensive Workforce Development Initiative
How effectively does NCWWI identify systems issues and organizational culture and climate (OCC) factors that impact the workforce and assess change over time?
What is the impact of the workforce intervention on the agency capacity to implement systems change and improve workforce outcomes such as OCC and retention?
How effective is NCWWI in integrating jurisdictional workforce interventions and leadership training of managers, supervisors, directors, and university-agency partnerships to potentiate outcomes for workforce development, organizational performance, and outcomes for children and families?
What is the impact of intensive targeted TA on jurisdictions’ outcomes in terms of workforce development and organizational capacity?
What is the impact of technical assistance on strengthening university and agency partnerships in order to develop and maintain a strong workforce?
Information-sharing Networks, Knowledge-management & Dissemination Strategies (LINKD)
How effective is LINKD in identifying, collecting, managing, and disseminating child welfare workforce training curricula and workforce systems development resources?
To what extent is LINKD able to develop resources that support best and promising practices in leadership and workforce systems development?
How effective is LINKD in facilitating skill building and connections among national child welfare professionals through the creation of online learning communities and web and mobile technology?