Coaching Toolkit for Child Welfare

206 The Coaching Toolkit for Child Welfare Practice

Table 7.3.

Logic Model Example

Program Name: Situation

: Traditional classroom training alone does not result in sufficient transfer of learning and behavior change. This project s

eeks to evaluate the effectiveness

of performance

-based coaching on increasing the adoption of new practices behavior of child welfare workers.

Logic Model

Inputs

Outputs

Outcomes

Activities

Participants

Short

Medium

Long

County

child welfare staff:

supervisors and social workers

.

UC Davis c

oaches,

experience, relationships

.

Pre

-existing collaboration

and partnerships on both the local and regional level

s.

Two

• day classroom
  training in an integrated practice approach for child welfare.
  Two hours per month of skills

-based

coaching.

Staff

(social workers

and supervisors) attend classroom training

.

Coaching contracts, relationships and enrollment

.

Development of SMART goals and GARS

.

Increased motivation and confidence in new skill.

Increased worker self

• 
  

assessments of learning

.

Great

er reported use of

newly learned tools and strategies

.

More consistent and accurate use of model tools and strategies

.

Satisfaction with the coaching experience

.

Attainment of county

• 
  

determined goals related to coaching participation (e.g., better enga

gement

of families, better risk, and safety related decision making)

.

Self

-reported use of

training skills and strategies at one year

.

Assumptions:

Training plus coaching is more likely to result in transfer and practice change than training alone. Coaching based on application of new information to

actual practice situations is more likely to result in behavior

al change than other forms of coaching. Behavior

al change is more likely when participants work on self

• 
  

selected implementation areas.

External

factors include:

Individual, organizational and environmental factors shown to be related to transfer of learning in the literature such as per

ceptions

of relevance, individual motivation

, and

supervisor and peer support.