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.