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ABSTRACT
Research suggests little of government-sponsored child welfare management training at the state level is based on pedagogical models of managerial work. This paper addresses the issue by explaining the value of pedagogical models, analyzing four models of managerial work from the social welfare literature, and offering several recommendations for the construction of a pedagogically sound management training curriculum. A model curriculum framework based on Quinn and Rohrbaugh's (1983) Competing Values Approach is also presented as a source of guidance for child welfare management training and development agencies.
