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Training System Development

IHS has revolutionized staff development with its Comprehensive, Competency-Based Inservice Training (CCBIT) System for child welfare. We specialize in helping states and provinces develop and implement state-of-the-art training systems.

Our development resources and technologies include:

A Universe of Competencies

Individual Training Needs Assessment (ITNA) for all staff

Core and specialized curricula

The Field Guide to Child Welfare and other resource texts

Transfer of learning technologies, such as the TOOL Manual

Systems for the identification and development of highly skilled trainers

The CCBIT collaborative management system

TrainTrackTM training management software


CCBIT System

CCBIT stands for Comprehensive Competency-Based Inservice Training. So, what is "competency-based" training? There are seven essential elements in a comprehensive, competency-based inservice training system:

The Use of a Universe of Competencies

The Utilization of an Individual Training Needs Assessment (ITNA) Instrument

The Development and Certification of Competent Trainers

The Development of Job-Related Training Content

A Statewide System for the Delivery of Training

Transfer of Learning

A Computerized System for Administration, Monitoring, and Quality Control

The Use of a Universe of Competencies
IHS's comprehensive listing of all the knowledge and skills required for staff to do their jobs drives our competency-based training system. This list of competencies is the criteria used to assess individual training needs, and also guides the development of all training courses and curriculum content.

The Utilization of an Individual Training Needs Assessment (ITNA) Instrument
IHS uses an Individual Training Needs Assessment (ITNA) instrument to identify each worker's training needs. Completed jointly with one's supervisor, the training needs assessment is performed each year and provides the Regional Training Centers (RTCs) with the information needed to develop training that meets each worker's highest priority training needs.

The Development of and Certification of Competent Trainers
All of our trainers are carefully screened, trained, and certified. They must have the appropriate course content knowledge, the necessary adult training skills, and the ability to promote culturally-competent practice. Each training program is evaluated, and trainers must maintain a minimum average performance score to continue training in the Program.

Development of Job-Related Training Content
Courses reflect IHS's commitment to the effective and efficient utilization of limited training resources. These course content areas represent all the staff might need to do their jobs; and include only training essential to job performance. Such systemic relevance is assured by utilizing our "universe of competencies" as the guide to curriculum development. This is the cornerstone of a competency-based inservice training system.

All curricula are developed to facilitate culturally-competent practice. Our Core Curriculum is standardized so that new staff throughout a state/province receive consistent foundation-level training.

A Statewide System for the Delivery of Training
Regional Training Centers assess regional training needs, and provide training to meet the highest priority needs of managers and staff in their designated catchment areas. Training is developed and delivered based upon data gathered from ongoing training needs assessment of staff in each Region. Quarterly training calendars are used to publicize training activities throughout the region.

Transfer of Learning
"Transfer of learning" refers to the utilization of knowledge and skills learned by trainees in training back on their jobs. Research suggests that without system-wide strategies that promote transfer, much of what is learned in training will never be used in the work place. Transfer of learning requires collaboration between training managers, trainers, the trainees, their immediate supervisors, and the administrators and managers in the work environment. Strategies to promote transfer are incorporated into activities that prepare the worker to attend training; that occur during the training itself, and that support the worker in utilizing new skills on their jobs after training.

A Computerized System for Administration, Monitoring, and Quality Control
IHS uses a computerized software program, TrainTrackTM, for the administration and tracking of comprehensive, competency-based inservice training. The system maintains training records for all staff, tracks trainer performance, and generates all reports necessary for training program administration and monitoring. This helps to assure accountability and the continuing high quality of training.

IHS provides direct training for managers, supervisors, caseworkers, and foster/adoptive caregivers in the following content areas:

Family-centered child protection

Risk and family assessment, and special interviewing techniques

Case planning for best practice

Foster, kinship, and adoption assessment and planning

Cultural competence

Management and supervision for "excellent systems"

Sexual abuse intervention

Protective service agency leadership in community partnering

Interpreting MEPA/IEPA, and the Adoption and Safe Families Act: strategies to assure both compliance and best practice.


 
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