Vol. 28, No. 1
April 2025

Developing Great Child Welfare Workers: North Carolina's New Approach

At the heart of Child Welfare Transformation efforts in North Carolina is the belief that we cannot simply hire great workers—we must develop them. This belief is foundational to a new model of training that focuses on partnership, connection, skill development, and knowledge building.

North Carolina's New Model

Since its implementation in 2024, the new seven-week child welfare pre-service training program reflects the state's emphasis on developing staff by ensuring new hires not only learn the technical aspects of the job but also build a strong relationship with their agency, supervisors, and colleagues.

Historically, pre-service training consisted primarily of classroom sessions where new employees were taught theoretical knowledge. This often left workers without a clear sense of how to apply what they learned. Fortunately, our new model bridges the gap between learning and application by fostering knowledge acquisition, skill development, and interpersonal connection.

The new pre-service is interactive and hands-on. Workers begin with a classroom component, followed by time back at the agency. This allows new hires to absorb knowledge and immerse themselves in the culture of their agency. By interacting with colleagues and supervisors in the workplace, new hires begin to better understand how to navigate their work environment and apply the skills more intuitively.

A Guide for Supervisors

To reach their full potential, staff need supervisors to be active partners in their development.

To support this partnership, NCDHHS DSS has created Supporting New Workers During Pre-Service Training: Guide for Supervisors. Using this guide fosters alignment between what's taught in the classroom and work reality in the agency, ensuring supervisors and workers are on the same page and working toward the same goals. This tool helps supervisors review and discuss training content with their workers during weekly supervision meetings. Consequently, such dialogue gives supervisors the opportunity to respond to workers' uncertainties and identify areas for further growth.

By regularly checking on a new worker's progress, a supervisor can make necessary adjustments to their training plan, offer guidance where it is needed, and provide feedback on the worker's strengths and areas for improvement. This collaborative process builds trust and shows workers that supervisors are invested in their success. In turn, workers feel supported and are more likely to grow into capable, confident professionals.

Retention Through Connection

Connection is a key factor in worker retention.

Employees who feel connected to their work community are less likely to leave. Connection is cultivated in part through meaningful interactions with supervisors and colleagues and by a sense of shared purpose within the agency.

North Carolina's new pre-service training model facilitates this connection in multiple ways. For example, in the classroom, workers are encouraged to forge relationships with other new hires. This builds a network of support that extends beyond their immediate team or supervisor.

Supervisors also play an essential role by helping workers feel anchored to the agency. By regularly providing opportunities for feedback, supervisors reinforce the idea that workers are valued and that their growth is a shared priority.

Laura Harrison, a program manager at Caldwell County Department of Social Services (DSS), says her county's experience with the Guide for Supervisors is that it helps workers develop their skills and connect with their supervisors. When workers feel connected and supported, they're better positioned to succeed in their roles, more invested in the mission of the agency, and more likely to stay with the agency.

Not Just for New Staff

The Guide for Supervisors can also be used with veteran workers. For example, suppose a supervisor notices a worker is struggling to conduct quality contacts with families. In the guide, the supervisor can find relevant content and tips for providing targeted assistance to the worker in this area of practice. Using this guide helps supervisors ensure experienced and seasoned workers receive the timely and specific support that they need.

Laura Harrison says she and her team at Caldwell County DSS have found that North Carolina's new training and coaching approach has significantly improved the connection between supervisors and workers. When they use the Guide for Supervisors, supervisors are more attuned to the strengths and areas for growth of each worker.

The Guide for Supervisors also provides a framework for workers and supervisors to collaborate on continuous improvement. According to Allison Sturtevant-Gilliam and Tracie Cleveland, consultants from Public Knowledge, the guide is meant to be used dynamically. It allows supervisors to refer to material on specific topics as they arise, rather than requiring them to follow a rigid, sequential training schedule. This allows for a personalized approach to worker development, empowering supervisors to meet workers where they are in their learning process.

Identifying Strengths and Opportunities

The guide also helps agencies identify patterns across teams. For example, after joint visits with families, workers and supervisors can complete Appendix B: Skill Development Observation Guide to reflect on what went well and what could be improved. The scale used to rate performance in this tool is Learner, Competent, and Expert.

Responses are reviewed to determine if common themes point to systemic issues or individual needs. The supervisor and worker can refer to the section in the guide that provides guidance on education or skills needing improvement.

At Caldwell County DSS, supervisors bring the observation guide to staffing with the program manager. The goal is to work with supervisors to develop solutions that support staff development and improve service delivery. In partnership, the program manager works with supervisors to assess common themes that support supervisors and workers.

This consistent cycle of feedback, reflection, and action creates a culture of learning in the agency. Staff members are encouraged to embrace the training process as an opportunity for growth, rather than a one-time event. This fosters a workplace culture that values continuous improvement and professional development.

Conclusion

The Guide for Supervisors helps agencies adopt a workforce development approach that says, "We don't hire great workers, we develop them." Using this guide as a multifaceted tool, supervisors can more effectively build worker skills and foster strong relationships within the agency.

References for this and other articles in this issue