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.