Abstract
This paper presents a framework that addresses a public child welfare agency’s need for a highly trained child welfare workforce with specialized competencies, situating these competencies within the human services educational profession’s accreditation standards, while simultaneously meeting the learning needs of professionals returning to school for additional graduate training. The framework integrates three disparate literatures. The first that frames employees returning to a university setting for additional education and training as a human resources benefit. The second body of literature that addresses the annual review of employee performance via employment assessment systems. And the final body that examines parallel organizational processes related to the development of a product, in our case, a professional with a graduate degree. The framework, developed using a soft system methodology approach, and evaluated by means of an electronic portfolio, integrates these three bodies of literature and allows for the real time curricular and agency assessment of competency achievement. While using a professional graduate training program as an exemplar, implications for broader systemic practice are discussed.
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Fitch, D., Kaiser, M. & Parker-Barua, L. Student, Curricular and Public Agency Needs: A Focus on Competency Achievement. Syst Pract Action Res 25, 417–439 (2012). https://doi.org/10.1007/s11213-012-9232-1
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DOI: https://doi.org/10.1007/s11213-012-9232-1