Within child welfare agencies, field placements are generally recognized as a method of recruiting employees with a professional social work education. However, little attention has been given to improving these placements in an effort to enhance recruitment. The purpose of this study is to evaluate a comprehensive field instructor training program for child welfare supervisors in order to improve the quality of field instruction provided within child welfare agencies. While not all students who participate in child welfare placements become employees of the agency, research indicates that satisfaction with the placement is a significant predictor that students will accept offers of employment from the agency (Alperin, 1998). Additional research indicates that students' perception of the quality of field instruction is the most significant factor contributing to satisfaction (Fortune & Abramson, 1993). Given the relationship between quality of field instruction, student satisfaction, and the desire for employment, the provision of training for field instructors is an essential element in recruiting professional social workers to the workforce.

Method

The evaluation design is based on Kirkpatrick's levels of evaluating training programs (1998). Level one evaluates trainees' reactions to the training, level two evaluates knowledge learned as a result of training, and level three evaluates behaviors transferred to the workplace. The evaluation uses a participant action plan approach to assess the level of behavioral change resulting from training. The evaluation involved the administration of two instruments, pre and post testing, action plans developed by participants, and follow-up interviews 60 days following training. Training programs were held throughout one state in 2004 with 58 supervisors participating in the evaluation. Follow-up interviews were conducted with each participant to assess the level of behavioral change.

Results

Results indicate that participants reacted positively to the training, significantly increased their knowledge of effective field instruction, and implemented 110 of 167 planned tasks related to improving their practice of field instruction. Of the 110 implemented behaviors, 57.3% (n=63) resulted from new knowledge provided by the training program.

Implications

Results of this evaluation have implications for the recruitment of social work students, as participants increased their knowledge of effective field instruction and made behavioral changes to their practice of field instruction, thus improving the quality of field instruction provided. Quality of field instruction is empirically related to satisfaction and the desire for employment (Alperin, 1998; Fortune & Abramson, 1993). Those providing field instruction to social work students must be trained and competent if field placements are to be a viable method of recruiting professional social workers to the child welfare workforce. This can only be accomplished through the provision of training programs designed to provide field instructors with the knowledge and skill necessary to provide quality field instruction.

References

Alperin, D. (1998). Factors related to student satisfaction with child welfare field placements. Journal of Social Work Education, 34(1), 43-54.

Fortune, A., & Abramson, J. (1993). Predictors of satisfaction with field practicum among social work students. Clinical Supervisor, 11(1), 95-110.

Kirkpatrick, D. (1998). Evaluating training programs. San Francisco: Berrett-Koehler Publishers.