- Home
- » Management & Supervision
- » Workforce
- » Recruitment and Hiring
- » Preparation
- » Educational Preparation
Educational Preparation
The role of educational preparation in building an effective workforce is examined in the following resources.
Professional Education for Child Welfare Practice: Improving Retention in Child Welfare Agencies (PDF - 94 KB)
Zlotnik, DePanfilis, Daining, & Lane (2005)
Provides information about the title IV-E Education for Child Welfare Practice program and examines the findings of those seven studies. Findings can both inform the field about the outcomes of title IV-E supported educational opportunities, as well as effective retention strategies.
B.A.s Are B.S. in Child Welfare: Did Anybody Learn Anything?
Hughes & Baird
Research on Social Work Practice, 16(4), 2006
View Abstract
Analyzes Robin Perry's study comparing the job performance of public child welfare agency caseworkers who had received bachelors degrees in social work and caseworkers whose bachelors degrees were in other practice fields. Methodological concerns are identified that challenge this conclusion, including whether the agency performance evaluations, used as the primary means of measuring job performance, provided accurate or complete information regarding the job performance of the study subjects.
Broad Study but Narrow Question: A Friendly Critique of Perry's Article
Ellett
Research on Social Work Practice, 16(4), 2006
View Abstract
Critiques the article by Robin Perry that describes a study in Florida to compare supervisor and peer performance evaluations of child welfare staff. It provides an overview of prior studies related to the importance of the social work degree.
Competency is Not Guaranteed by the Letters That Follow Your Name: A Response to My Critics
Perry
Research on Social Work Practice, 16(4), 2006
View Abstract
Presents a formal response to those that critiqued the author's research. It includes questions about the efficacy of title IV-E educational programs, what factors are predicative of competent child welfare practice, the means and mechanisms by which practice and worker competency is evaluated, and who has a right or privilege to receive specialized child welfare education and training.
Determining Educational Needs: Final Report
Folaron, Hostetter, & Decker (2003)
View Abstract
Describes a study implemented by the Indiana Division of Family and Children and the Indiana University School of Social Work to determine the educational needs of family case managers. This report includes information about necessary competencies, as well as reviews of State policies, administrative databases, and evaluations from other jurisdictions.
Do Social Workers Make Better Child Welfare Workers Than Non-Social Workers?
Perry
Research on Social Work Practice, 16(4), 2006
View Abstract
Examines whether the educational background of child welfare workers in Florida impacts on performance evaluations of their work. Findings suggest that the educational background of child welfare workers is a poor predictive variable of their performance as evaluated by supervisors and peers.
Finding and Keeping Child Welfare Workers: Effective Use of Training and Professional Development
Fox, Miller, & Barbee
Journal of Human Behavior in the Social Environment, 7, 2003
View Abstract
Describes a program that Kentucky developed to address recruitment and retention. Evaluation of the pilot indicates that the program is successful in preparing students for child welfare work. The implications are discussed.
An Important Question Half-Answered: A Response to Perry's Article
Dickinson
Research on Social Work Practice, 16(4), 2006
View Abstract
Assesses Robin E. Perry's article, "Do Social Workers Make Better Child Welfare Workers Than Non-Social Workers?" and indicates performance was measured by poorly designed performance evaluation tools completed by Florida supervisors and peers. It concludes that until the knowledge and skills necessary to perform child welfare work are validated and reliably measured, many questions about the relationship between worker education and performance on the job cannot be answered.
Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems
Zlotnick, McCarthy, & Briar-Lawson
The Evaluation Exchange, 10(4), (2005)
View Abstract
Reviews research and evaluation findings on public agency-university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
No Simple Answers to a Complex Question: A Response to Perry
Zlotnik
Research on Social Work Practice, 16(4), 2006
View Abstract
Examines considerable prior work that supports the contention that social workers can make better child welfare workers than non-social workers. It suggests that the performance evaluation process used by Perry may not be a valid method of assessing child welfare worker skills.
Preparing for Child Welfare Practice: Themes, a Cognitive-Affective Model, and Implications From a Qualitative Study
Coleman & Clark
Journal of Human Behavior in the Social Environment, 7, 2003
View Abstract
Describes an exploratory study of 37 focus groups conducted over 4 years with title IV-E M.S.W. students in California. It suggests several hypotheses for further research and implications for graduate programs, professors, and supervisors.
Preparing Social Work Students for Interdisciplinary Practice: Learnings From a Curriculum Development Project
Grossman & McCormick
Journal of Human Behavior in the Social Environment, 7, 2003
View Abstract
Reports findings of an M.S.W. interdisciplinary practice curriculum experiment that included a diverse group of students at 10 schools of social work who were provided with specialized fieldwork and training.
Professional Social Workers in Child Welfare Work: Research Addressing the Recruitment and Retention Dilemma
National Association of Social Workers (2005)
Summarizes the findings of a number of studies that identify challenges to the recruitment and retention of social workers. It provides research and resource information that supports the importance of professional education for child welfare practice, highlights issues related to encouraging social workers to choose child welfare as a career path, and identifies outcomes from agency/university partnerships that affect recruitment and retention difficulties.
The Context and Process for Performance Evaluations: Necessary Preconditions for the Use of Performance Evaluations as a Measure of Performance: A Critique of Perry
McCarthy
Research on Social Work Practice, 16(4), 2006
View Abstract
Challenges Perry's research using performance evaluations to determine whether the educational background of child welfare workers is predictive of performance.
The (Mis)Measurement of Job Performance in Child Welfare Using (Non)Experimental Design
Lieberman & Levy
Research on Social Work Practice, 16(4), 2006
View Abstract
Explicates two principal arguments against the conclusions drawn by Robin Perry in his article "Do Social Workers Make Better Child Welfare Workers Than Non-Social Workers?" Suggestions for subsequent research efforts in this area are offered.