Beginning the “never-ending” learning process: Training experiences of newly-hired child welfare workers

Abstract

Background: Quality pre-service training for child welfare workers is a priority factor to promote child outcomes in the child welfare system. This study combines two theory of transfer frameworks to consider recently-hired workers' training experiences and their perspectives on the conditions that facilitated meaningful trainings that prepared them for their work. Methodology: The study used qualitative telephone interviews with participants sampled from a statewide cohort of newly-hired, frontline child welfare workers (n = 38). We used thematic analysis to consider participants' training experiences and the conditions that facilitated meaning. Findings: Workers expressed a variety of reactions to their training with almost one-third describing it in universally positive terms (n = 11, 29%), one-third describing it in universally negative terms (n = 13, 34%), and the remainder describing both negative and positive components (n = 14, 39%). Thematic analysis resulted in five attributes that workers perceive contribute to successful training experiences: structured, non-redundant content relevant to their positions; interactive content delivery; practice with job responsibilities; practice with system protocols; and recognition of the never-ending learning process Conclusions: Workers' training perceptions can provide valuable feedback to promote theoretically- and empirically-based trainings. Trainings that consider workers' knowledge level and position; offer step-by-step procedural manuals and checklists; and establish agency policies that foster mentorship and support can promote training success.