The immortal Yogi Berra once said that, “You’ve got
to be careful if you don’t know where you’re going ‘cause you just
might get there.” When he tried to clarify this point he explained
that, “If you don’t set goals, you can’t regret not reaching them.”
Confusing as these Yogi-isms may be, in a way they speak to the
strategies that some child welfare agencies inadvertently employ as
they prepare for the future, including identifying the leaders that
can bring them where they ought to be heading. Sometimes we don’t
see leaders in our midst, even those that posses the right
qualities, traits, and skill sets.
Child welfare agencies, specifically those
organizations that serve children and youth in residential
facilities, need effective leadership - just like any other
business. They are not exempt from having to change top
administrators and identify new leadership. Whether it is through
retirement or poor performance, change is inevitable. Yet, in spite
of the buzz that once surrounded the advent of succession plans some
child welfare agencies utilize less conventional means when it comes
to filling key leadership positions. Our field does not always
engage in proactive planning; we may not have the funds needed to
train potential “up and comers” in our agencies; and, in many
instances we fail to see leaders already working in our programs.
On the flip side, there are organizations that do a
good job in maintaining effective executive guidance. They seem to
know the answers to the more important questions that come to mind
when considering leadership in child welfare agencies. A few of
these questions might be:
- What traits are necessary to becoming a leader of an
organization?
- What are the skills associated with one’s ability to manage a
program, and can effective supervisors be groomed to one day lead
the agency?
- How do agencies find and support the development of emerging
leaders (especially within their organizations)?
When an agency can answer questions such as these,
and when that organization has a strategic plan as to serve as a
directional guide, the group should be able to discern its executive
leadership needs for the future. To fail to consider such questions
or to procrastinate in developing a plan to identify tomorrow’s
leaders an organization may be placing its good work in jeopardy in
the future. As Mays (2002) warns, many ventures are not successful
simply because they are never begun. Thus, if we procrastinate, by
the time we bring ourselves to action it may be too late.
Executive Leadership: Traits That Enable One to
Lead an Organization
Just as any other business (and perhaps more
so) child welfare agencies need leaders that possess a wide range of
abilities and traits. Knowledge of legal and regulatory requirements
is important, as are issues such as the understanding of corporate
compliance in funding practice, hiring procedures, etc. Executive
leadership is also expected to be responsible for business and
marketing strategies, including fundraising and promoting the
organization within the community. But these abilities are only part
of the picture of a good leader in the child welfare community.
In addition to business savvy, we have to remember
that in child welfare, the business at hand is vulnerable
children - and their families. Thus, there are specific traits that
should be evident in top administrators. Heading this list is
emotional intelligence. Certainly, the ability to perceive, assess
and manage our own emotions, as well as tending to the emotions and
needs of others is very important. We need to recognize our own
strengths; our own limitations, but it is essential in our work to
recognize the needs of our clients and their families. Leaders in
our field must be able to convey these needs, and develop effective
strategies to meet them. From the concept of emotional intelligence
come the more humanistic traits that are necessary for exeuctives
within child welfare organizations. This list includes:
- Balancing the expectations of the youth we serve, as well as
other community stakeholders;
- Being an effective advocate for the needs of vulnerable youth
and their families;
- Responding to the diversity of youth and families served with
respect to culture, gender, sexual orientation, spiritual beliefs,
socioeconomic status and language;
- Promoting the elimination of discrimination and stigma for the
youth served, and their families.
Another important trait for today’s leaders is the
ability to be creative – to think “outside the box”. As more and
more States begin to renovate child welfare systems, organizations
will need leaders that can either change the ways their agency
offers services - or find new methods to serve individuals. For
example, can the XYZ Children’s Home, which has provided
traditional “group care” services to youth for over 50 years, change
to become a program that provides home based services? Or, will
their leadership refuse to see and/or accept change, thus risking
the agency’s long-term existence?
Today the leaders of child welfare organizations
need to be more multitasked than ever. They need to possess strong
business skills, balanced by an understanding of systems issues, and
knowledge of how to service youth and families. One can have the
strongest accounting skills, but without truly understanding of the
needs of youth and families the agency may not effectively serve its
clients. Conversely, one can understand the needs of its client
base, but without being able to balance a budget they may not remain
in operation.
In summation, the traits of leaders in the child
welfare field are likely to include:
- A good business sense.
- Understanding of legal and regulatory mandates.
- Emotional intelligence.
- Child and family systems knowledge.
- Tenacious advocacy skills.
Naturally, these traits are acquired through years
of practice. Experience can be gained in any number of positions,
including at the time an individual earns their first promotion
within a child welfare agency. That is why it is logical to explore
the abilities of program supervisors, and to invest the necessary
resources (funds for training, assigning mentors, etc.) in these
positions. For this is often the place where future executives
strengthen their abilities and gain the experience that allows them
to lead an agency in the future.
Grooming Leaders: Skills Associated with One’s
Ability to Manage Programs
In a conversation that I recently had with Charlie
Appelstein nationally noted trainer, consultant, and author (Gus
Chronicles, No Such Thing as a Bad Kid), he stated that he began
his Supervisor’s Conference: Train the Trainers course
because “so many people are bumped into leadership positions before
they are ready and don’t have the tools to properly lead” (personal
conversation, 3/1/06). As our agency, the Rhode Island Council of
Resource Providers for Children, Youth and Families (RICORP) has
sponsored this supervisory course for the past five years, we can
attest to its value. The sessions are always filled to capacity with
first-time administrators and program supervisors eager to acquire a
new skill set.
If one has worked in the child welfare field for any
amount of time they can state that it is not unusual for a direct
care worker (with a college degree) to be promoted to a supervisory
position with less than two years on the job. In some cases a worker
earns a promotion off the floor with less than a year’s experience.
The problem with such rapid advancement is that the individual
recently working directly with youth may now be responsible for
supervising the program serving these clients. After little time in
the field the relatively new worker may find themselves supervising
and evaluating residential staff (that only days ago were their
peers), scheduling shifts and filling gaps in coverage, training new
workers, and resolving any number of potential conflicts.
There are occasions when this newly promoted
supervisor may not have gained an understanding of the basics of
physical and emotional care of youth - not to mention the etiology,
symptoms, and treatment of behavioral disorders and children’s
psychological disturbances. When an individual is rapidly moved up
the ladder, the organization must be sure that the supervisor is
trained and supported. New managers can become overwhelmed at all
these new and distinct tasks suddenly thrust their way.
There are inherent skills associated with
administering to an individual program. While tasks such as
scheduling and completing necessary paperwork can be taught,
emotional intelligence also comes into play. With this stated, there
are numerous skills that program supervisors must posses to help
them lead their programs effectively. These attributes will also
help them should they one day become executive administrators. This
list includes:
Having a strong work ethic. A supervisor is
part of a larger team and can’t lead from an office, working 9-5
Monday through Friday. Supervisors should be expected to work
occasional evening shifts, as well as a weekend day every now and
then. This facilitates staff morale and keeps the supervisor abreast
of issues within the residence. This helps potential leaders assume
executive roles where “getting the job done” does not always fit
within standard working hours. For example, advocacy at the State
House does not always occur during the morning; board meetings are
often scheduled during the evening; etc.
Balancing business needs with staff and client
needs. An effective supervisor must maintain adherence to agency
rules and regulations all the while balancing the needs of the
clients and the workforce. If a youth or staff member disagrees with
an agency policy, and has a valid argument, a good supervisor will
research the topic and bring the issue to the executive team
(especially if does not counter legal requirements). This will help
potential leaders learn how to make changes within organizations
(and systems) through investigation, soliciting various opinions and
viewpoints, and taking into consideration the needs of its clients.
Being an effective communicator. A good
supervisor promotes open communication and team building, making
sure that direct care staff members, the clinical team, and other
administrators continue to work together for the good of the youth.
As someone that has served in these differing positions I can attest
that communication between the various agency disciplines can only
help youth. This skill will help potential leaders learn how to
bring conflicting parties together. It will also help the supervisor
learn how to relate to (and with) the more challenging individuals
that executives can deal with.
Having these skills is paramount for a supervisor
within a larger agency. When such individuals are discovered, the
organization would do well to nurture such them, providing him or
her with applicable training opportunities, being mindful that this
is someone who could one day assume a greater leadership role within
the agency.
Supporting Emerging Leaders Within an Organization
One thing that successful leaders have in common
could be that they had worked for years in the field, and they may
have been overlooked within their particular organizations. Their
skills did not stand out - or they were not noted. While there is no
disputing that sometimes an organization is making a wise choice
when it conducts a national search for its next chief executive,
there are those occasions when the ideal candidate is already
working within the agency. The trick is finding these individuals.
While potential leaders may emerge from the pack,
others are harder to find.
How many times has a supervisor told a staff member,
“You’re such a great worker….if only you had a degree.”? Yet, the
organization does nothing to help that great worker pursue their
education. While it may involve a financial commitment from the
agency, other times it would only require encouragement. And, then
there are times when it is something else.
An example of this is the case of RICORP’s
partnership with the Community College of Rhode Island. In 2001 we
designed a degree program for direct care workers in children’s
residential program. Utilizing a subsidy, workers can enroll in each
3-credit (college) course for $50 plus the cost of the text. This is
a fantastic deal yet the program suffers from low enrollment.
According to numerous direct care workers this is because staff
members are: 1) not informed of the program, or 2) agencies cannot
afford to pay for them to take the classes. There are even some
workers that contend that staff members are not encouraged to attend
(even when workers are willing to pay the fee themselves) due to
scheduling conflicts or their direct supervisors’ perceived
disapproval. Thus, opportunities abound that may require an agency’s
leadership endorsing them.
Aside from formal education programs agencies could
send potential leaders through a multitude of leadership training
sessions. There are training programs that provide the basic
material focused on child welfare issues, while other sessions offer
managerial and executive content areas. Progressing from basic
training to executive sessions help provide the individual with a
well-rounded picture. Such programs not only help the individual
acquire new skills, it shows the person that they’re valued by the
agency, and that they should stick with the organization.
In addition to education and training programs,
organizations can support emerging leaders by giving them additional
assignments. An example of this could include sending an individual
to represent the organization at a national conference. The Child
Welfare League of America offers such an event annually, whereby
participants from across the country head to Washington, D.C. each
winter for the League’s national conference. A highlight of the
event is when delegates from each State head to Capitol Hill to
advocate before their congressional delegation. Another example
could include having the individual research, organize and oversee a
specialized training program for staff members. These are but two of
an endless list of opportunities for the identified emerging leader.
Lastly, in Appelstein’s Train the Trainer course for supervisors he notes that workers who desire to be a
supervisor should make their ambition known. This makes perfect
sense but sometimes it is difficult to do. Some workers might think
that a lack of training/education would be an automatic
disqualifier. Others may fear straining the relationship with their
supervisor if their ambitions are put forth. The way to counter this
would be for organizations to encourage staff members to come
forward (to a designated individual) if they want to find out about
internal promotion. When an agency has these requirements (plan for
promoting staff) in writing it should shared with all members of the
agency team. Even if the organization does not have immediate
openings in the key positions, they can help to groom tomorrow’s
leadership in the child welfare field.
A summation of ways that organizations might support
emerging leaders is as follows:
- Offer educational opportunities to staff without “proper
degrees” or at least make them aware of programs that can help
them in this endeavor;
- Provide for specialized leadership training programs;
- Find applicable tasks for the individual as they await
promotion;
- Encouraging potential leaders to identify themselves.
Planning Makes Perfect
Given that there are multiple traits and skill sets
required of effective leaders, agencies should have applicable plans
in place. This would include strategic and succession plans. (In
addition, the agency might have a document in place that notes the
requirements for promotion within the organization.) After all, not
only do agencies need to know where they are going, and how they
will get there, but they also need to know who will take them there.
This is especially true if a member of the leadership team is
planning to leave their position in less than three years. The
strategic plan describes the “where” and the “how”, and the
succession plan helps discern the “whom.”
While planning for the future may be an
uncomfortable topic for some, without it the organization is taking
a chance that they’ll continue being led by the right individual.
Sometimes this is okay – the gamble pays off; other times it does
not. The question remains: When we work in a field where our leaders
need to be business minded, emotionally intelligent, top notch
advocates, effective fundraisers, good communicators, and team
builders, why do we assume that such individuals are a dime a dozen?
References:
Appelstein, C. (2005). Train the Trainers:
Understanding, Modeling, and Teaching the Core Principles and
Techniques of Residential Treatment. Salem, NH: Appelsetin
Professional Services.
Mays, C. (1991). A Strategy for Winning. New
York, NY: Lincoln-Bradley Publishing Group.
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