Strategies for Effective Workforce Development: One State's Demonstration Project in Addiction Services

Background and Purpose:

Broadly, in human services, the demand for treatment/services often exceeds both what is available and the skills of the providing workforce (Light, 2003). This is especially so in addiction services where the need for new licensed treatment facilities is evident and effective service delivery is possible only through a cadre of certified staff. A large percent of the addiction workforce entered the field after their own recoveries and, though wanting to help others with addictions, lack the education or training in addiction services (NEATTC, 2006). Thus, many such organizations need more academically-trained individuals and face a woefully under-developed workforce.

One state pioneered an intensive statewide workforce development demonstration project offering accessible innovative training and development opportunities for those entering or presently working in addiction services. The intended outcome was to increase the credentialing of a diverse addiction workforce capable of providing treatment/prevention services. Several organizations provided workforce development using different strategies. We report on a mixed-method study of the effectiveness of the workforce development strategies and outcomes using the Four Levels Training/System Development (Kirpatrick, 1994) process with research questions that assessed “reaction, learning, performance, and impact”.

Methods:

Data were collected from a database tracking program participants over a three-year period, and standardized pre-and post-tests measuring knowledge gained from training. We assessed program access, learning, satisfaction, application of skills to the workplace, and certification progress via online surveys. The survey respondents (264, 30.3% of active participants) were representative of all participants in gender, race, age, education, and work history. Two focus groups of participants and qualitative interviews with trainers and addiction services managers rounded out data collection.

Results:

There were 1, 407 participants who started the workforce development program, with 857 (61%) of them halfway (or more) through, and 429 (30%) completing the program. The participants included twice as many women than men with a mean age of 40 years, representing diverse ethnic backgrounds, with the majority (66%) holding a college degree or higher. Higher levels of education and current employment in the addictions field were primarily associated with program completion and certification.

There was an average of 30% to 50% more addiction-related knowledge after program completion compared to before. Participants reported confidence in transferring training and making changes in job-related practices, and over one-third noted that implementing learning positively affected job performance and promotional opportunities. There were significant differences in reaction, learning, performance, and impact between participants with near or full program completion versus those with less progress. One organization proved to be more successful than others in recruiting participants and achieving outcomes.

Conclusions and Implications:

The findings indicate that an intensive statewide workforce development program was mostly effective in providing accessible, quality training and development opportunities that attracted and satisfied diverse participants, increased knowledge, skills, and certification, and fostered transfer of learning to addiction work settings. The successful strategies employed have implications that could reach beyond addiction services to other human service fields.