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Building learning cultures in the child welfare workforce

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  • Julien-Chinn, Francie J.
  • Lietz, Cynthia A.

Abstract

Creating organizational change, including implementing evidence based practices, requires agencies to have supportive learning cultures. Despite ongoing efforts to implement best practice, translation of practice principles to child welfare practice is inconsistent; some research suggests this is in part due to organizational barriers. According to Organizational Theory, organizations are governed by their culture and climate. If agencies seek to advance evidence based practices, creating a learning culture is one way to form a supportive context for this work. This study explored the relationship of supervisory processes such as reflective supervision and group supervision to the degree to which staff observed a learning culture. Findings suggest workers who report high levels of reflective supervision and those who participated in group supervision, reported experiencing a higher level of learning culture. Findings offer implications for ways organizations can adapt supervisory procedures to create a culture that is theoretically consistent with best practices.

Suggested Citation

  • Julien-Chinn, Francie J. & Lietz, Cynthia A., 2019. "Building learning cultures in the child welfare workforce," Children and Youth Services Review, Elsevier, vol. 99(C), pages 360-365.
    • Handle: RePEc:eee:cysrev:v:99:y:2019:i:c:p:360-365
    DOI: 10.1016/j.childyouth.2019.01.023
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    References listed on IDEAS

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    1. Orthner, Dennis K. & Cook, Patricia & Sabah, Yekutiel & Rosenfeld, Jona, 2006. "Organizational learning: A cross-national pilot-test of effectiveness in children's services," Evaluation and Program Planning, Elsevier, vol. 29(1), pages 70-78, February.
    2. Frey, Lauren & LeBeau, Mary & Kindler, Diane & Behan, Christopher & Morales, Isabel M. & Freundlich, Madelyn, 2012. "The pivotal role of child welfare supervisors in implementing an agency's practice model," Children and Youth Services Review, Elsevier, vol. 34(7), pages 1273-1282.
    3. Ellett, Alberta J., 2009. "Intentions to remain employed in child welfare: The role of human caring, self-efficacy beliefs, and professional organizational culture," Children and Youth Services Review, Elsevier, vol. 31(1), pages 78-88, January.
    4. Maher, Erin J. & Jackson, Lovie J. & Pecora, Peter J. & Schultz, Dana J. & Chandra, Anita & Barnes-Proby, Dionne S., 2009. "Overcoming challenges to implementing and evaluating evidence-based interventions in child welfare: A matter of necessity," Children and Youth Services Review, Elsevier, vol. 31(5), pages 555-562, May.
    5. Sandau-Beckler, Pat & Salcido, Richard & Beckler, Michael J. & Mannes, Marc & Beck, Mary, 2002. "Infusing Family-Centered Values into Child Protection Practice," Children and Youth Services Review, Elsevier, vol. 24(9-10), pages 719-741.
    6. Collins-Camargo, Crystal & Sullivan, Dana & Murphy, April, 2011. "Use of data to assess performance and promote outcome achievement by public and private child welfare agency staff," Children and Youth Services Review, Elsevier, vol. 33(2), pages 330-339, February.
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    Cited by:

    1. Thibodeau, Pari Shah & Park, In Young & Dunbar, Annie Zean & He, Amy, 2023. "What makes a good learning culture? The role of professional development among child welfare workers," Children and Youth Services Review, Elsevier, vol. 150(C).
    2. repec:gdk:wpaper:60 is not listed on IDEAS
    3. Aaltio, Elina, 2023. "Evaluating the effectiveness of the systemic practice model of children’s social care – A pilot study on child- and family-level outcomes," Children and Youth Services Review, Elsevier, vol. 144(C).

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