The views of many: 360 feedback for child welfare leadership development

ABSTRACT

The stressful and ever-changing work of child welfare requires skilled and adaptable leaders, though formal preparation and feedback related to that role is rare. This study explored the feasibility and acceptability of a 360° assessment and feedback process as a component of leadership training for 154 child welfare managers in eight states. Results indicated that prior to receiving feedback and attending training, managers demonstrated strong fundamental leadership skills but had room for growth in how they lead change at their agency. Coworker feedback was not strongly aligned with managers’ self-assessments as coworkers tended to rate managers more highly. A year after receiving the feedback, coaching, and training, the sample of managers for whom both baseline and follow-up data were available (N = 63) self-reported more regular engagement in the identified leadership behaviors, particularly related to leading change. While reporters who provided feedback at both time points also observed more leadership behaviors at follow-up, the change from baseline was not significant. This study provides preliminary evidence in support of the use of 360° assessments and feedback as a tool for leadership development.

KEYWORDS:

• Child welfare workforce
• leadership
• assessment
• feedback
• skill development

Acknowledgments

This research was supported by a Cooperative Agreement from U.S. DHHS, Administration for Children and Families, Children’s Bureau to create the National Child Welfare Workforce Institute (NCWWI), under award number 90CT7002 awarded to the University at Albany’s School of Social Welfare. The content of this manuscript is solely the responsibility of the authors and does not necessarily represent the official views of ACF, CB, or NCWWI.

Additional information

Funding

This work was supported by the U.S. Children’s Bureau [90CT7002];

Notes on contributors

Amy Grenier

Amy Grenier, MPA, is a Research Associate at the Butler Institute for Families at the University of Denver. Amy has over four years research and evaluation experience in child welfare workforce development, including supporting longitudinal training evaluations and organizational health assessments. Amy holds a B.A. from the University of Georgia, an MPA from the University of Colorado Denver, and is pursuing a Master’s in Research Methods and Statistics from the University of Denver. Through this work, Amy hopes to strengthen child and family serving systems, particularly to support the important work of the child welfare workforce.

Shauna Rienks

Shauna Rienks, Ph.D., is a Research Associate Professor at the Graduate School of Social Work and Senior Research Analyst at the Butler Institute for Families at the University of Denver. She has more than 15 years of experience in research design, development and testing of measurement tools, and qualitative and quantitative data analyses in the fields of child welfare workforce development; child development; family relationships and well-being across the lifespan; and social determinants of health. Through this work, she hopes to improve the health and well-being of children and families and the workforce that serves them.