Virtual coaching for child welfare workers – a tool to promote learning

ABSTRACT

This pilot study considers the effects of a virtual coaching intervention on learning outcomes of an online training for child welfare workers. A two-group pretest–posttest design was used to assess differences in outcomes for participants taking part in virtual coaching (n = 27) compared with similar participants who received online training only (n = 300). The virtual coaching group completed significantly more training modules and perceived greater improvements in knowledge and practice than the no-coaching group. Findings suggest the importance of coaching to support transfer of learning and the efficacy of virtual coaching.

KEYWORDS:

• Service provider competencies
• web-based training
• knowledge translation
• implementation science
• coaching
• child welfare workforce issues

Acknowledgment

We thank F. Tony Bonadio for his feedback on this work.

Additional information

Funding

This study was funded through the Department of Health and Human Services, Administration for Children and Families, Children’s Bureau through a cooperative agreement, Grant # 90C01121. The contents of this publication do not necessarily reflect the views or policies of the funder, nor does mention of trade names, commercial products or organizations imply endorsement by the U.S. Department of Health and Human Services.