Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM)

Scientific Rating:
NR
Not able to be Rated
See scale of 1-5
Child Welfare System Relevance Level:
High
See descriptions of 3 levels

About This Program

The information in this program outline is provided by the program representative and edited by the CEBC staff. Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM) has been reviewed by the CEBC in the area of: Child Welfare Workforce Development and Support Programs, but lacks the necessary research evidence to be given a Scientific Rating.

Target Population: Tribal child welfare managers who work in tribal child welfare programs and who have participated in the Leadership Academy for Middle Managers

Brief Description

The Tribal Coaching LAMM follows tribal child welfare managers’ participation in the Leadership Academy for Middle Managers which would include colleagues from a wide range of settings. The purpose of the tribal coaching curriculum is to focus on applying National Child Welfare Workforce Institute (NCWWI) leadership skills in tribal child welfare in order to prepare middle managers to lead meaningful change in their tribal agency’s ability to serve vulnerable children, youth, and families. A facilitated coaching format creates the opportunity to go more deeply into the process of leading change by identifying aspects of Native American history and the sphere of influence that contributes to leadership in tribal child welfare. It is also designed to help managers understand the NCWWI Leadership Framework from an indigenous perspective. The coaching format is built on relationships between facilitators, coaches, and peers and an atmosphere that supports open sharing in a safe setting. Coaching is one-on-one, small group, and peer-to-peer; a large group discussion component is also included.

Program Goals:

The goals of Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM) are:

  • Build tribal agency change initiatives based on lessons learned through LAMM
  • Enhance ability to apply what was learned in the LAMM at tribal agency
  • Continue to build tribal agency’s capacity for systems change
  • Recognize the aspects of child welfare that are unique to tribes
  • Identify strengths and challenges for themselves and other tribal agency
  • Develop strategies to implement sustainable change
  • Develop partnerships internally and externally for implementing sustainable change

Essential Components

The essential components of Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM) include:

  • Preparation and Pretraining coaching
    • The recommended group size for the Tribal Coaching LAMM is no more than 20 managers and it is recommended to utilize three trainers throughout the coaching process
    • Prior participation in the Leadership Academy for Middle Managers (LAMM) is required. In addition, preparation that includes a review of learnings from LAMM, individual coaching refresher calls and status update on change initiatives, logic models, action plans, and professional development goals begins about 4 weeks prior to the residential coaching part of the Tribal Coaching LAMM. Web-based microlearnings on topics such as adaptive leadership, orchestrating conflict, and getting on the balcony (i.e., stepping back for reflection) as well as online exercises’ are engaged in the prework. These may be individual or small group reviews. The amount of time may vary for this process.
    • The change initiative that the tribal agency middle manager selected as a focus at LAMM remains a priority. Through a series of coaching phone calls, managers and coaches discuss what has happened since the time they attended the LAMM. They identify successes and challenges in implementing the tribal agency change initiative. Individually, in conference calls, and/or in small group web-based methodology, gaps and challenges are identified and addressed using tools such as microlearnings to stimulate dialogue and develop strategies.
    • The precoaching process will also:
      • Bridge gaps created in the time lapse and energize any managers who have felt ‘stuck’
      • Create opportunities for relationship and trust building prior to face-to-face meeting
      • Familiarize participants with the training schedule and content
    • Residential Coaching
      • The selection of coaches: The Tribal Coaching LAMM is designed to be facilitated in a learning environment which provides tribal managers the motivation and support to take risks in pursuit of the technical and adaptive challenges of leading sustainable systems change. The curriculum recommends selecting experienced trainer/coaches with a sophisticated understanding of tribal child welfare, and child welfare management in a tribal context
      • Use of multiple adult learning modalities: To support a range of adult learning styles, the Tribal Coaching LAMM is designed to be delivered through multiple training modalities. These include the following:
        • Individual Coaching focused on the implementation of the tribal child welfare agency’s change initiatives through small group and peer coaching methods that include structured and facilitated processes such as the ‘World Café’ model and individual activities such as keeping a personal journal
        • Activities that support partnerships for implementing sustainable systems change are facilitated through identification and introduction to managers in other tribes and connections in the federal and state child welfare systems
        • Recognition of and focus on the aspects of Native American history and sphere of influence that contribute to leadership in tribal child welfare are identified and addressed across all coaching and facilitated activities
        • Participants construct Learning and Action Plan Journals with a brief review of the day’s content, providing self-reflection and written observations. These journals are for participant-use only
        • Continue to develop logic model and action plan for implementing tribal child welfare agency’s change initiatives
    • The daily schedule is laid out by modules over three days:
      • Day 1- Sets the context with a training overview, welcome, and introductions. Tribal leadership is invited to participate in the start of the three days. Focus is on personal experiences leading change shared with a peer and followed by discussion and a review of the NCWWI leadership model and its relevance to a relational world view. A world café is facilitated to encourage dialogue and time is provided for personal journals and individual coaching
      • Day 2- Focuses on leadership successes and challenges within cultural and historical context. The application of adaptive leadership behaviors to the tribal child welfare agency’s change initiative is addressed with a review of the behaviors and is followed by small group discussion and coaching on the role of the adaptive behaviors in leading and managing change. Challenges are identified through activities. To address the identified adaptive challenges, groups of four are organized and four roles assigned for a Dialogue through Role Play exercise. Time is provided for each manager to have the opportunity to explore adaptive challenges from each of the roles [Storyteller, Follower, Opposer, and Wisdom Keeper]. How to dialogue with individuals with differing opinions while leading is addressed in large group discussion following role play. How to recognize lateral violence in team members and identify strategies to address it are initiated in a lecture format and large group discussion on six known strategies. This is followed by a Talking Circle which provides the opportunity for each individual to express feelings. NCWWI leadership principles are reviewed and applied to the tribal agency’s change initiative through small groups-each principle is addressed in 15-minute discussion led by a coach. The day ends with writing/drawing in personal journals and individual coaching.
      • Day 3- Focuses on developing the action plan starting with large group presentation on the continuum of power and small group coaching. These are followed by a review of tribal change initiatives. Personal journals and other notes used in the process of revisions. This may be an individual or a small group process with coaches available. The Logic model is reviewed and examples of culturally responsive logic models, such as Indian Health Care Resource Center of Tulsa’s model, are shared. Time is then provided for individual and small group work on logic models and coach-facilitated formulation of action plans including identification of challenges and strategies for addressing them. The residential training is closed with everyone in a circle and the opportunity for each to share.
    • Postcoaching
      • Engages participants individually and/or in small groups over the web via Zoom Conference User or through a conference call.
      • Focuses on implementation of change and strategy development for barriers or challenges.

Delivery Setting

This program is typically conducted in a(n):

  • Department of Social Services

Homework

This program does not include a homework component.

Languages

Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM) does not have materials available in a language other than English.

Resources Needed to Run Program

The typical resources for implementing the program are:

Coaching facilitator, 2-3 trainer/coaches, facility with large group meeting room and break out rooms relative to number of participants; AV equipment; curriculum downloaded on laptops; WIFI

Minimum Provider Qualifications

Deep understanding of cultural responsiveness; background and ability to establish credibility with tribal child welfare managers; advanced training and coaching skills; Plentiful Humility

Education and Training Resources

There is a manual that describes how to implement this program, and there is training available for this program.

Training Contact:
Training is obtained:

This is negotiated

Number of days/hours:

This is negotiated

Relevant Published, Peer-Reviewed Research

This program has been reviewed and it was determined that this program lacks the type of published, peer-reviewed research that meets the CEBC criteria for a scientific rating of 1 – 5. Therefore, the program has been given the classification of "NR - Not able to be Rated." It was reviewed because it was identified by the topic expert as a program being used in the field, or it is being marketed and/or used in California with children receiving services from child welfare or related systems and their parents/caregivers. Some programs that are not rated may have published, peer-reviewed research that does not meet the above stated criteria or may have eligible studies that have not yet been published in the peer-reviewed literature. For more information on the "NR - Not able to be Rated" classification, please see the Scientific Rating Scale.

Child Welfare Outcomes: Not Specified

Currently, there are no published, peer-reviewed research studies for Tribal Coaching Leadership Academy for Middle Managers (Tribal Coaching LAMM).

References

National Child Welfare Workforce Institute (2013). Leadership Academy for Middle Managers (LAMM) Tribal Coaching Facilitator's Guide retrieved at this link.

National Child Welfare Workforce Institute (2013). Leadership Academy for Middle Managers (LAMM) Tribal Coaching PowerPoint retrieved at this link.

National Child Welfare Workforce Institute (2013). Leadership Academy for Middle Managers (LAMM) Tribal Coaching Table of Contents/Handouts retrieved at this link.

Contact Information

Name: Deborah M. Reed, M.S.W.
Agency/Affiliation: Portland State University
Website: ncwwi.org/index.php/resource-library-search/resource-topics/mentoring-coaching
Email:
Phone: (503) 725-8098

Date Research Evidence Last Reviewed by CEBC: March 2017

Date Program Content Last Reviewed by Program Staff: August 2017

Date Program Originally Loaded onto CEBC: September 2017