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Child welfare turnover: an evaluation study of work-life balance practices

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Child welfare turnover: an evaluation study of work-life balance practices

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Content CHILD WELFARE TURNOVER 1
Child Welfare Turnover: An Evaluation Study of Work–Life Balance Practices
by
Mechele Shipman

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

Copyright 2019 Mechele Shipman

CHILD WELFARE TURNOVER 2
Dedication
This dissertation is dedicated to those in the social work profession and those who spend
their career helping others. May you find harmony between the work you do to help others and
that which sustains you.

CHILD WELFARE TURNOVER 3
Acknowledgments
To my parents, Stan and Karen, who have always believed in me and have supported me
throughout my educational journey and my journey as a helping professional.
To my husband, Tom, who provided unwavering support and belief in my abilities
throughout the doctoral program. Thank you for listening to me and supporting me no matter
what the challenge.
Thank you to my son, Ty, who shared in my joys and my challenges. Our parallel
academic journeys have made for many great discussions.
Thank you to all of my friends and colleagues who cheered me on along the way. Your
support and encouragement helped more than you know.
Thank you to my committee: Dr. Fredrick Freking, Dr. Eugenia Mora-Flores, and Dr.
Allison Murazewski. Your encouragement and insight provided me with the tools to complete
this study. A special thank you to Dr. Allison Murazewski for your guidance and support
throughout the program.

CHILD WELFARE TURNOVER 4
Table of Contents
Dedication ....................................................................................................................................... 2
Acknowledgments........................................................................................................................... 3
List of Tables ................................................................................................................................... 7
List of Figures ................................................................................................................................. 8
Abstract ........................................................................................................................................... 9
Introduction to the Problem of Practice ........................................................................................ 10
Organizational Context and Mission....................................................................................... 10
Importance of Addressing the Problem....................................................................................11
Purpose of the Project and Research Questions ...................................................................... 12
Organizational Performance Goal and Status ......................................................................... 12
Stakeholder Groups and Focus of Stakeholder Goal .............................................................. 13
Stakeholder Group’s Performance Goals................................................................................ 14
Review of Literature ..................................................................................................................... 15
High Turnover in the Child Welfare Field .............................................................................. 15
Consequences of High Turnover in the Child Welfare Field .................................................. 16
Organizational Factors and Individual Factors Contributing to Workforce Turnover ............ 16
Organizational Factors Impacting Worker Turnover ........................................................ 17
Individual Influences on Turnover .................................................................................... 19
Conclusion .............................................................................................................................. 21
Knowledge, Motivation, and Organizational Influences .............................................................. 23
Knowledge and Skills ............................................................................................................. 23
Factual Knowledge ........................................................................................................... 24
Procedural Knowledge ...................................................................................................... 25
Metacognitive Knowledge ................................................................................................ 26
CHILD WELFARE TURNOVER 5
Motivation ............................................................................................................................... 27
Expectancy Value Theory ................................................................................................. 28
Self-Efficacy Theory ......................................................................................................... 30
Organizational Influences ....................................................................................................... 32
Organizational Culture and Climate ................................................................................. 33
Interactive Conceptual Framework: The Interaction of Stakeholders’ Knowledge and
Motivation and the Organizational Context ............................................................................ 37
Qualitative Data Collection and Instrumentation ................................................................... 41
Interview Protocol ............................................................................................................. 41
Interview Procedures ........................................................................................................ 42
Credibility and Trustworthiness ........................................................................................ 42
Findings......................................................................................................................................... 44
Factual, Procedural, and Metacognitive Knowledge Needs ................................................... 45
Definition of Work–Life Balance and Self-Care .............................................................. 46
Self-Regulating Behaviors ................................................................................................ 47
Incorporating Work–Life Balance Strategies into Daily Life ........................................... 49
Reflective Practice ............................................................................................................ 50
Motivation Influences Related to Work–Life Balance Skills ................................................. 51
Intrinsic Value ................................................................................................................... 52
Utility Value ...................................................................................................................... 53
Self-Efficacy ..................................................................................................................... 54
Organizational Influences ....................................................................................................... 56
Work–Life Balance Training Resources ........................................................................... 57
Supervisory Support.......................................................................................................... 58
Role Modeling of Work–Life Balance Practices .............................................................. 59
Organizational Commitment to the Well-Being of Employees ........................................ 61
CHILD WELFARE TURNOVER 6
Conclusion .............................................................................................................................. 62
Discussion of Findings ............................................................................................................ 62
Solutions and Recommendations .................................................................................................. 64
Knowledge Recommendations ............................................................................................... 64
Factual Knowledge Solutions ........................................................................................... 65
Procedural Knowledge Solutions for Incorporating Work–Life Balance Strategies ........ 66
Metacognitive Knowledge Solutions for Reflecting on Work–Life Balance Strategies... 67
Motivation Recommendations ................................................................................................ 67
Implementation of Organizational Recommendations ........................................................... 71
Organizational Recommendations .......................................................................................... 72
Training Resources ........................................................................................................... 73
Supervisory Support.......................................................................................................... 74
Role Modeling .................................................................................................................. 75
Conclusion .............................................................................................................................. 76
References ..................................................................................................................................... 77
Appendix A: Participating Stakeholders with Interview Sampling Criteria ................................. 90
Appendix B: Protocols .................................................................................................................. 92
Appendix C: Credibility and Trustworthiness .............................................................................. 97
Appendix D: Ethics ....................................................................................................................... 98
Appendix E: Validity and Reliability .......................................................................................... 100
Appendix F: Integrated Implementation and Evaluation Plan .................................................... 102
Appendix G: Informed Consent Form ......................................................................................... 111
Appendix H: Blended Evaluation Tool ........................................................................................112

CHILD WELFARE TURNOVER 7
List of Tables
Table 1. Organizational Mission, Global Goal, and Stakeholder Performance Goals .................. 14
Table 2. Knowledge Dimensions and the Proposed Methods of Validating the Knowledge
Influences Required for the Identified Stakeholders (Agency Social Workers) ........................... 27
Table 3. Motivational Influences and the Proposed Methods of Validating Motivational
Influences that are Required for the Identified Stakeholders (Agency Workers) ......................... 32
Table 4. Organizational Influences and the Proposed Methods of Assessing the
Organizational Influence for the Identified Stakeholders (Agency social work staff) ................. 36
Table 5. Summary of Knowledge Influences and Recommendations .......................................... 65
Table 6. Summary of Motivation Influences and Recommendations ........................................... 68
Table 7. Summary of Organization Influences and Recommendations ........................................ 73
Table F-1. Outcomes, Metrics, and Methods for External and Internal Outcomes .................... 104
Table F-2 Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................ 105
Table F-3 Required Drivers to Support Critical Behaviors ........................................................ 106
Table F-4 Evaluation of the Components of Learning for the Program ..................................... 108
Table F-5 Components to Measure Reactions to the Program ................................................... 109

CHILD WELFARE TURNOVER 8
List of Figures
Figure 1. Conceptual framework for understanding the link between work–life
balance and worker turnover. ........................................................................................................ 38

CHILD WELFARE TURNOVER 9
Abstract
The purpose of this study was to evaluate the knowledge and motivation needs related to
achieving the organizational goal of increasing the work–life balance skills of agency staff. The
study further sought to understand the interaction between organizational culture and stakeholder
knowledge and motivation in relation to the organizational goal of increasing the work–life
balance skills of staff agency. The Clark and Estes (2008) gap analysis framework served as the
conceptual and methodological framework for the study. A qualitative study was conducted, and
data was collected using document analysis, interviews, and member checking. Interviews were
conducted with 10 bachelors and master level social work staff from a child welfare organization
in the Midwest. The findings revealed that the agency social work staff were well versed in self-
regulation practices and the majority of participants would benefit from additional training and
supports related to reflective practice and incorporating work–life balance activities into their
daily life. Based on the findings and the literature review, the study recommends the provision
of processes and procedures that include supervisory support, open dialogue, and reflection
related to work–life balance activities to guide the organization in reducing burnout and
employee turnover so that optimal client outcomes can be achieved.

Keywords: turnover, self-regulation, work–life balance, reflection, supervisory support,
reflective practice.

CHILD WELFARE TURNOVER 10
Introduction to the Problem of Practice
The Child Abuse Prevention and Treatment Act (CAPTA) was implemented in 1974 to
address the identification and treatment of child abuse and neglect. In 2015, it was estimated that
1,670 children in the United States died from child abuse and neglect and 683,300 children were
victims of abuse and neglect (U.S. Administration for Children, Youth & Families, 2015). Child
welfare workers play a critical role in addressing the safety and well-being of children and
families in the child welfare system, determining if children need to be placed in out-of-home
care, and facilitating the provision of services designed to reunify children with their families.
Despite this significant role child welfare workers fulfill, annual turnover rates are as high as
90% in the United States (Child Welfare Information Gateway, 2014). Researchers have linked
child welfare turnover to longer placements in out-of-home care, deprofessionalization of child
welfare, and excessive workload for workers who remain employed (Annie E. Casey
Foundation, 2003; Flower, McDonald, & Sumski, 2005; Strolin-Goltzman, Kollar, & Trinkle,
2010). Addressing child welfare turnover can positively impact the outcomes for children and
families receiving child welfare services.
Organizational Context and Mission
ABC Family Services (pseudonym) provides a continuum of family-based services to
youth and their families. The mission of ABC Family Services is to enhance the well-being of
children by providing services that heal relational trauma. ABC Family Services strives to
preserve and strengthen families. ABC Family Services provides services to children and
families referred through the child welfare system. ABC Family Services employs 54 employees
across four departments: administrative, foster care, individual counseling, and family
CHILD WELFARE TURNOVER 11
counseling. The primary role of staff in each program is to facilitate practices that heal relational
trauma and strengthen family connections for the identified clients.
Importance of Addressing the Problem
The problem of high turnover among child welfare workers in the United States is
important to address for several reasons. Research indicates that there is a positive relationship
between the number of caseworkers and the number of placements for youth (Strolin-Goltzman
et al., 2010; U.S. Government Accountability Office [U.S. GAO], 2003). For example, youth
who experience a change in caseworker are more likely to have decreased placement stability,
lack of trust in relationships, and an increase in the number of foster care placements (Strolin-
Goltzman et al., 2010). Moreover, youth who have only one caseworker has a 74.5% chance of
establishing permanency (Flower et al., 2005). In contrast, youth with more than one worker are
60% less likely to achieve permanency (Flower et al., 2005). The U.S. Department of Health and
Human Services (2012) also identifies that a stable workforce is critical to the achievement of
safety and permanency outcomes. Additionally, protecting vulnerable children creates high
levels of exhaustion, stress, and burnout leading to high rates of worker turnover (Anderson,
2000; Benton, 2016; Ellett, Ellis, & Westbrook, 2007; Salloum, Kondrat, Johnco, & Olson,
2015). Worker turnover dramatically decreases the likelihood of obtaining permanency for
children who enter out-of-home care (Flower et al., 2005). Additionally, significantly better
outcomes, or lower levels of problematic behavior, are obtained for youth served by child
welfare organizations with decreased turnover (Glisson, Dukes, & Green, 2006). Children and
families referred to the child welfare system are experiencing significant stressors, and their
interaction with the assigned child welfare worker is key to improving outcomes, such as
reunification with family, safety, and well-being. However, workforce turnover in the child
CHILD WELFARE TURNOVER 12
welfare profession hinders the organization's ability to develop a competent and committed
workforce focused on improving the health and well-being of children and families in the United
States.
Purpose of the Project and Research Questions
The purpose of this project is to evaluate the degree to which ABC Family Services is
achieving the goal of engaging agency social work staff in work–life balance activities. The
stakeholder group of focus was chosen because the youth served by ABC Family Services
directly benefit from having a consistent worker. Providing youth with consistency in their
worker increases their likelihood of being adopted or being reunified with their family (Strolin-
Goltzman et al., 2010). The analysis focused on knowledge, motivation, and organizational
influences related to achieving this organizational goal. A complete evaluation project would
focus on all of the ABC Family Services’ stakeholders. However, for practical purposes, this
study focused on the staff members of ABC Family Services.
As such, the research questions that guide this study are the following:
1. What are the stakeholder knowledge and motivation needs related to achieving the
organizational goal of increasing the work–life balance skills of agency social work
staff?
2. What is the interaction between organizational culture and stakeholder
knowledge, and motivation related to the goal of increasing the work–life balance
skills of agency social work staff?
Organizational Performance Goal and Status
The goal of ABC Family Services is to establish permanent placements for the children
served by ABC Family Services. ABC Family Services defines permanency as placement with
CHILD WELFARE TURNOVER 13
kin or fictive kin, and legal adoption. This goal was established by the leadership team in 2005.
The ABC Family Services leadership team created this goal based on the fundamental belief that
all children have a right to a family. All programs within the organization are driven by this goal
to stop multiple out-of-home placements and give children the opportunity to feel safe and loved.
ABC Family Services tracks the goal monthly and annually. Furthermore, ABC Family Services
evaluates the goal at monthly continuous quality improvement meetings. Increasing work–life
balance skills of agency social work staff and decreasing turnover is necessary to provide youth
and families with the tools and services that they need to achieve permanency. Thus, the
stakeholder of focus for this study is the agency social work staff.
Stakeholder Groups and Focus of Stakeholder Goal
There are several stakeholders that directly contribute to and benefit from the
organizational goal to establish permanent placements for the children served by ABC Family
Services. First, youth served by ABC Family Services’ programs directly benefit from this goal,
because youth who experience permanency are more likely to experience positive life outcomes
(Pecora et al., 2006; Flower et al., 2005). Secondly, contract agencies benefit from this goal
because establishing permanent placements for youth decreases the long-term costs for out-of-
home care placements. Additionally, contract agencies contribute to the goal by working
collaboratively with the youth and the caregiver to facilitate the provision of services (e.g.,
mental health services, healthcare services, etc.) that assist the youth in attaining their goals.
Finally, agency staff also contribute to the agency’s goal by working directly with the youth and
the caregiver to provide therapeutic interventions to address the youth’s pain-based behavior.
Moreover, the research informed interventions increase placement stabilization for the youth and
CHILD WELFARE TURNOVER 14
decrease the likelihood that the youth will be required to move to a higher level of care. Table 1
provides an overview of the stakeholder group’s performance goals.
Stakeholder Group’s Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of ABC Family Services is to enhance the well-being of children and families by healing relational
trauma.
Organizational Performance Goal
By 2025, ABC Family Services will establish permanent connections for all of the youth served.
Agency Social Work Staff Goal Program Directors Goal Agency Youth Goal
By December of 2019, agency
social work staff will engage in a
minimum of one work–life
balance activity per week at work.
By February of 2020, Program
Directors will provide a minimum
of one work–life balance activity
per month during weekly staff
meetings.
By December of 2020, foster
youth placement disruptions will
decrease from 25% to 10%
annually.

CHILD WELFARE TURNOVER 15
Review of Literature
The literature review focused on the literature’s application to the problem of practice of
high turnover among child welfare workers in the United States. Addressing the problem of high
turnover in the child welfare field is important because a stable workforce is crucial to children
and families achieving positive outcomes. First, the literature review provides an overview of
general research regarding turnover rates among child welfare workers in the United States and
the associated costs. Next, a review of the factors that influence high turnover in child welfare is
discussed. Additionally, the review provides the role of the stakeholder group of focus, followed
by the explanation of the knowledge, motivation and organizational influences on turnover
among child welfare workers in the United States.
High Turnover in the Child Welfare Field
High turnover rates in the child welfare profession subjects the existing workforce to
increased demands, creates challenges in maintaining a workforce that is skilled and effective
and diminishes the ability of the child welfare system to respond to the needs of vulnerable
children. Low wages, long hours, abundant paperwork, negative work environment, and lack of
support are among of the few reasons that researchers have cited as contributors to the high
turnover rates (Edwards & Wildeman, 2018; Salloum et al., 2015). Moreover, annual turnover
rates vary by state and have been documented to be as high as 90%, with a median between 20%
and 40% (Annie E. Casey Foundation, 2003; Child Welfare Information Gateway, 2014).
Additionally, each year, 20% to 50% of child welfare workers make the decision to leave the
field within 2 years (Radey & Stanley, 2018). Researchers have also documented that it can take
up to 13 weeks to fill vacant positions (Kim & Kao, 2014) and the cost of filling each vacant
CHILD WELFARE TURNOVER 16
position can be as much as $54,000 (National Child Welfare Workforce Institute, 2016). The
consequences of high turnover in the child go beyond monetary costs.
Consequences of High Turnover in the Child Welfare Field
The consequences of high turnover in the child welfare field fiscally impact the U.S.
economy, and the consequences are even more damaging to the children in the United States. In
the 2015 to 2016 fiscal year, the U.S. Department of Health and Human Services estimated that
over 3.5 million child abuse and neglect referrals were made which impacted 6.6 million children
(2018). High turnover rate hinders the system’s ability to effectively respond to life-threatening
situations is diminished by an unstable workforce. Additionally, the remaining workforce
experiences increased workload and stress due to staff vacancies. The stress of protecting
children from abuse and neglect and translating laws into interventions, combined with the
responsibility to connect children to the appropriate services when resources are limited is a day-
to-day reality in child welfare (Edwards & Wildeman, 2018; Salloum et al., 2015). These
challenges translate into a high-stress career with high levels of worker burnout.
Organizational Factors and Individual Factors Contributing to Workforce Turnover
Researchers identify that turnover in the child welfare field can be arranged into two
categories which include individual factors and organizational factors (Griffiths, Royse, Culver,
Piescher, & Zhang, 2017; Lee, Forster, & Rehner, 2011; Madden, Scannapieco, & Painter, 2014;
Williams, Kirk, & Wilson, 2011). Organizational factors such as supervisory support and
organizational commitment to the worker play a role in workforce turnover (Griffiths et al.,
2017). Additionally, individual factors such as stress and burnout and coping skills impact
worker turnover (Griffiths et al., 2017; Lee et al., 2011). Thus, organizational factors and
individual factors must be examined to understand turnover in the child welfare field.
CHILD WELFARE TURNOVER 17
Organizational Factors Impacting Worker Turnover
Organizational influences such as supervisor support and commitment to the worker are
areas that must be explored to understand organizational factors impacting worker turnover. For
example, Williams et al. (2011) conducted a survey of 260 child welfare workers in Georgia and
concluded that peer support, supervisory support, and lack of organizational commitment to
worker well-being was connected to emotional exhaustion and burnout, as well as employee
turnover. Hence, supervisor support is examined first.
Supervisor support. The provision of supervision in the child welfare field is necessary
to manage caseloads and provide support and education to improve the skill set of the workforce.
Supervision standards in the social work profession and in the child welfare field are aimed at
providing support, professional development, administrative oversight, and modeling of agency
protocol (Kadushin, 1968; Loganbill, Hardy, & Delworth, 1982). Supervision can be seen as one
way to mitigate the high demands and stress of child welfare work. For example, Barth (2008)
conducted a study of 1,729 child welfare workers in 92 child welfare agencies in the United
States and identified that quality and quantity of supervision was the strongest predictor of job
satisfaction and intent to remain employed at the organization. Similarly, Strolin-Goltzman et al.
(2010) conducted a longitudinal study of 526 frontline caseworkers and supervisors using the
Workforce Retention Survey and determined that workers who indicated that they experienced
supervisory support were less likely to exhibit burnout symptoms and less likely to leave the
organization. Likewise, a 2009 study of over 600 workers identified that feelings of attachment
and support increased the likelihood that workers would stay employed at the organization
(Yankeelov, Barbee, Sullivan, & Antle, 2009). Furthermore, Chenot, Benton, and Kim (2009)
conducted a quantitative study of 767 workers and concluded that supervisory support is a
CHILD WELFARE TURNOVER 18
critical component of employee retention. Moreover, supervisor support and peer support were
linked to worker retention and workers who experienced a high level of supervisor support were
more likely to stay in the organization when compared to those who indicated elevated levels of
peer support (Chenot et al., 2009). In addition, organizational commitment to workers is another
factor to consider.
Organizational commitment to workers. Organizational commitment to the child
welfare workforce can take on a number of formats in the overall organizational culture of the
organization. Organizational culture can be described as the behavioral expectations and norms
that exist within an organization (Cooke & Szumal, 1993). Professional development, support of
work–life balance and well-being, salary, psychological safety, and flexible work schedules are
among a few of the attributes that workers use to describe a culture that exhibits an
organizational commitment to employees (Chenot et al., 2009; Kruzich, Mienko, & Courtney,
2014; Lee et al., 2011; Zeitlin, Augsberger, Auerbach, & McGowan, 2014). For example, Zeitlin
et al. (2014) employed a mixed method design to understand the role that organizational culture
played in understanding worker retention. Ultimately, respondents cited flexible work schedules
and the provision of training as ways that they could tell that the organization was committed to
their development and their personal needs (Zeitlin et al., 2014). Additionally, researchers
Kruzich et al. (2014) conducted a statewide study of 1,040 child welfare workers and determined
that workers who experienced a sense of psychological safety were more likely to remain
employed in the organization. Similarly, Shim (2010) analyzed survey responses for 727 child
welfare professionals in New York and concluded that reasonable workloads and adequate pay
also play a role in a worker’s sense of organizational commitment. Moreover, Schweitzer,
Chianello, and Kothari (2013) identified that child welfare professional’s carry a considerable
CHILD WELFARE TURNOVER 19
amount of student loan debt when compared to salary, and worker satisfaction increased as salary
increased. Hence, organizations play a role in creating the overall organizational culture that
exists for child welfare workers. Similarly, child welfare workers also come to the workplace
with individual influencers that impact worker turnover.
Individual Influences on Turnover
In addition to organizational influences on turnover, it is also important to understand the
individual influences on worker turnover. Various studies have explored worker retention in
relation to social work education versus nonsocial work education. For example, Madden et al.
(2014) conducted a longitudinal study of child welfare workers hired between 2001 and 2010
and concluded that individual characteristics are influential in child welfare turnover. For
instance, Madden et al. (2014) found that workers who possess a bachelor’s degree or a master’s
degree in social work are more likely to remain employed in the profession. Additionally, social
workers when compared to nonsocial workers are more likely to demonstrate readiness to engage
in practice and higher satisfaction which resulted in a decrease in turnover (Whitaker, 2012). In
contrast, there have also been additional studies that report that there is no difference between
social workers and nonsocial workers intention to leave (Weaver, Chang, Clark, & Rhee, 2007).
Furthermore, Mor Barak, Nissly, and Levin (2001) conducted a metanalysis of 25 articles to
understand the predictors of turnover. Mor Barak et al. (2001) concluded that low levels of
social support and stress are strong predictors of worker turnover. Moreover, individuals who
experience conflict between their professional values and the organizational values are more
likely to leave the organization (Mor Barak et al., 2001). Additionally, individual life events and
lack of resources to address the life event are a predictor of turnover. Hence, stress and burnout
have also been examined as a potential influencer of child welfare workforce turnover.
CHILD WELFARE TURNOVER 20
Stress and burnout. Protecting vulnerable children creates emotional exhaustion and
high levels of stress and burnout for child welfare workers. In their role, child welfare workers
make important safety-related decisions that impact the lives of vulnerable children (Edwards &
Wildeman, 2018). Child welfare workers are responsible for protecting children and making
placement decisions regarding children who have allegedly experienced physical abuse, sexual
abuse, or neglect (Salloum et al., 2015). Researchers indicate that high levels of burnout in the
child welfare workforce influences turnover in the child welfare field (Anderson, 2000; Benton,
2016; Ellett et al., 2007; Salloum et al., 2015). Researchers describe burnout as emotional
exhaustion that is experienced when working with vulnerable individuals which include feelings
of lack of personal accomplishment, loss of identity, and feelings that seem disconnected to
oneself (Freudenberger & Richelson, 1980; Maslach & Jackson, 1981). Additionally, burnout
symptoms include anxiety, depression, increased likelihood of illness, insomnia, loss of appetite,
and chronic fatigue (Salloum et al., 2015). Kim & Kao (2014) conducted a meta-analysis of
turnover intention predictors among child welfare workers and concluded that the likelihood of
turnover increases as client-related stress increases. Moreover, the intent to leave the
organization increased as the number of burnout symptoms increased (Kim & Kao, 2014).
Therefore, it is also necessary to understand the role coping skills play in impacting worker
turnover.
Coping skills. Coping skills also play a role in worker turnover. Collins (2007) defines
coping as the process of recognizing a threat or stressor and then coming up with a solution or a
response. Coping strategies can be positive in nature, and they can also be destructive (Collins,
2007). For example, positive coping strategies include thinking about how to address stress,
seeking out social support, engaging in action planning or coming up with strategies to address
CHILD WELFARE TURNOVER 21
the problem (Collins, 2007). Collins (2007) also explains that coping strategies such as
avoidance or using alcohol to dull emotions can be destructive. Hence, there have been a
number of studies that focus on the correlation between coping strategies and child welfare
turnover. For example, Anderson (2000) conducted a cross-sectional survey of 151 child welfare
workers with a minimum of 2 years of experience and found that workers who actively engaged
in coping strategies experienced an increased level of personal accomplishment and a decreased
level of burnout. Similarly, Lee et al. (2011) utilized Latack (1986) coping scale to measure
coping strategies of 234 frontline child welfare workers and determined that workers that
employee coping strategies were more likely to be able to mitigate work-related stressors
resulting in increased intention to remain employed. Similarly, Jenaro, Flores, and Arias (2007)
surveyed 211 human service professionals and concluded that using positive coping strategies
plays an influential role in worker satisfaction and retention. Thus, providing opportunities for
workers to develop positive coping strategies benefits the individual and the organization.
Conclusion
Research pertaining to high employee turnover in the field of child welfare in the United
States is abundant. Researchers classify child welfare workforce turnover into organizational
factors and individual factors. As such, stress and burnout and coping skills are important to
understand. Additionally, supervisor support and organizational commitment to employees also
provide insight into turnover in child welfare. However, despite the abundant research regarding
the problem of practice of high turnover in the child welfare field, there remains a gap in the
research. Specifically, the research does not address the organization’s role specific to
developing employees’ work–life balance knowledge and skills in relation to worker turnover.
CHILD WELFARE TURNOVER 22
Hence, this study aspires to add to the body of knowledge related to work–life balance and
employee in the child welfare profession.

CHILD WELFARE TURNOVER 23
Knowledge, Motivation, and Organizational Influences
Numerous studies have identified that child welfare turnover has been a problem for
decades (Annie E. Casey Foundation, 2003; Child Welfare Information Gateway, 2014; U.S.
GAO, 2003). Turnover rates for child welfare rates vary. Some jurisdictions cite turnover rates
as high as 90% (Child Welfare Information Gateway, 2014). Additionally, the average tenure for
child welfare workers is less than 2 years (U.S. GAO, 2003). Research indicates that child
welfare workers are not employed long enough to develop the knowledge and skills necessary to
work independently and more efficiently (Louisiana Job Task Force, 2000). The Federal Child
and Family Services Review identified that turnover in child welfare negatively impacts
outcomes for children and families because workers do not have enough time to develop trusting
relationships with families, there is a limited focus on child safety, and turnover impacts the
quality of decisions regarding the safety of placements (U.S. GAO, 2003). Literature reviews
suggest that child welfare turnover is caused by unmanageable workloads, poor supervision, lack
of coworker support, and inadequate training (DePanfilis & Zlotnik, 2008; Kim & Kao, 2014;
U.S. GAO, 2003). A skilled and consistent workforce is essential to providing services to
vulnerable children and families (DePanfilis & Zlotnik, 2008).
Knowledge and Skills
Research indicates that employee well-being increases and turnover decreases when
employees possess the knowledge and skills related to well-being practices (Anguinis & Kraiger,
2009; Clark & Estes, 2008; Kim & Kao, 2014). Social cognitive theory provides a context for
understanding how learning impacts performance and serves to increase knowledge-based
performance indicators (Mayer, 2011). Researchers Dembo and Eaton (2000) explain that
encouraging the use of strategies that involve goal setting, self-evaluation, and performance
CHILD WELFARE TURNOVER 24
monitoring are instrumental in enhancing learning and performance. Moreover, researchers
Anguinis and Kraiger (2009), describe human capital as skills, knowledge, and attitudes that are
related to performance within a professional group or workgroup. In addition, the problem of
high turnover in the child welfare field is a longstanding problem in the social work profession in
the United States (Child Welfare Information Gateway, 2014; U.S. GAO, 2003). Also, turnover
rates for workers vary; some jurisdictions cite turnover rates as high as 90% (Child Welfare
Information Gateway, 2014). Furthermore, the average tenure for child welfare workers is less
than 2 years (Child Welfare Information Gateway, 2014; U.S. GAO, 2003). In fact, researchers
indicate that workers are not employed long enough to develop the knowledge and skills
necessary to work independently and efficiently (Louisiana Job Task Force, 2000; U.S. GAO,
2003). Moreover, researchers identified that turnover negatively impacts outcomes for children
and families because youths with more than one worker are 60% less likely to achieve
permanence when compared with youth with one worker (DePanfilis & Zlotnik, 2008; Flower et
al., 2005). Hence, a skilled and consistent workforce that can apply factual knowledge to well-
being practices is an essential component of providing quality services to vulnerable children and
families.
Factual Knowledge
Factual knowledge consists of knowledge that one must have to perform in a specific
profession (Krathwohl, 2002). Factual knowledge is critical to successful performance in the
child welfare profession. Additionally, child welfare workers must engage in effective self-
regulating behaviors effectuate effective decision-making practices (Baker, 2006; Kim & Kao,
2014; Strolin-Goltzman et al.; 2010). Thus, factual knowledge related to engaging in self-
regulatory practices provides workers with the necessary tools to engage in effective decision-
CHILD WELFARE TURNOVER 25
making practices. Moreover, researchers Strolin-Goltzman et al. (2010) conducted a longitudinal
study of 526 child welfare workers and concluded that increasing training for workers decreased
the intention to leave. Hence, it is critical for agency staff to know that factual knowledge
related to self-regulation and decision making plays a crucial role in developing effective
decision-making skills and diminishes turnover in child welfare. Additionally, factual
knowledge combined with procedural knowledge further increases the worker's skills.
Procedural Knowledge
Researchers explain that procedural knowledge involves knowing how to do something
and having specific skills and techniques to do so (Krathwohl, 2002; Matuska, 2011; Matuska &
Christiansen, 2008). Moreover, procedural knowledge influences, such as knowing how to
incorporate work–life balance skills into daily life are necessary to address the problem of
practice of turnover in the child welfare field. A worker who knows how to utilize breathing and
relaxation skills to diminish work-related stress has procedural knowledge. Moreover, Matuska
and Christiansen (2008) assert that an important dimension of procedural knowledge is to have
the skills to engage in time management. Matuska and Christiansen (2008) further explains that
the Life Balance Model (LBM) outlines specific skills that equip workers to: “(1) meet basic
instrumental needs necessary for sustained biological health and physical safety; (2) have
rewarding and self-affirming relationships with others; (3) feel engaged, challenged, and
competent; (4) create meaning and a positive personal identity” (p. 11). Thus, in order to address
worker turnover, it is essential that agency social work staff know how to incorporate work–life
balance skills into their daily work. Additionally, metacognitive knowledge plays an influential
role in addressing work–life balance.
CHILD WELFARE TURNOVER 26
Metacognitive Knowledge
Researchers identify that metacognitive knowledge is marked by the learner’s ability to
be aware of and in control of their thought processes (Baker, 2006; Krathwohl, 2002). In other
words, metacognition, which is also described as thinking about thinking, prompts self-
awareness and leads to self-regulation (Baker, 2006). Additionally, metacognitive knowledge
influences, such as the ability to reflect on the effectiveness of work–life balance practices are
vital to addressing the problem of practice of turnover in the child welfare field. Workers who
are aware of their thoughts related to work–life balance are more likely to engage in work–life
balance practices (Baker, 2006; Krathwohl, 2002). Moreover, researchers identified that the
individual’s ability to control their thoughts lead to problem-solving skills that increase learning
and performance (Flavell, 1979; Schraw, McCrudden, & Robinson, 2013). Thus, agency social
work staff must know how to reflect on the effectiveness of their daily work–life balance
practices in efforts to decrease turnover in the child welfare field. Table 2 provides an overview
of the knowledge dimensions and the proposed methods of validating the knowledge influences
required for the identified stakeholders.

CHILD WELFARE TURNOVER 27
Table 2
Knowledge Dimensions and the Proposed Methods of Validating the Knowledge Influences
Required for the Identified Stakeholders (Agency Social Workers)
Organizational Mission
To enhance the well-being of children and families by healing relational trauma.
Organizational Global Goal
By 2025 ABC Family Services will establish permanent connections for 90% of the youth served.
Stakeholder Goal
By December of 2019, agency social work staff will engage in a minimum of one work–life balance activity per
week.
Assumed Knowledge Influence
Knowledge Type
(i.e., factual, conceptual,
procedural, or metacognitive) Knowledge Influence Assessment
Agency social work staff need to
know that self-regulating behavior
is necessary to engage in effective
decision-making.
Factual Semistructured interviews will be
conducted to gain an understanding
of workers’ use of self-regulating
behaviors.
Agency social work staff need to
know how to incorporate work–life
balance strategies into daily life.
Procedural Semistructured interviews will be
conducted to gain an understanding
of how agency social work staff
incorporate work–life balances into
daily life.
Agency social work staff need to
know how to reflect on the
effectiveness of their work–life
balance practices.
Metacognitive Semistructured interviews will be
conducted to gain an understanding
of how agency social work staff
reflect on work–life balances
practices.

Motivation
Mayer (2011) identifies that motivation is essential for learning to occur, motivation is
produced internally, and motivation is critical to maintaining goal-directed behaviors. Mayer
also asserts that motivation influences the learner’s efforts to engage in the cognitive processes
necessary to engage in meaningful learning. In addition, selecting, organizing, and integrating
CHILD WELFARE TURNOVER 28
are also functions that are measured by effort (Mayer, 2011). In other words, if the learner does
not put forth the effort, then they are unable to engage in the thought process necessary for
learning. Thus, Clark and Estes (2008) resolve that increasing knowledge, skills, and motivation
and concentrating organizational assets in those areas serves to increase the success of an
organization. Therefore, expectancy value theory and self-efficacy theory were utilized to
discuss motivational influences pertinent to the stakeholder goal to increase agency workers
work–life balance activities to a minimum of one activity per week.
Expectancy Value Theory
Underlying motivational causes related to expectancy value theory help explain how a
worker may have arrived at their ability to implement solutions. Moreover, the expectancy value
theory identifies that focusing people on guidance that creates challenges and increases their
belief in themselves increases performance (Wigfield & Eccles, 2000). Wigfield and Eccles
(2000) identified four components of task values, which include attainment value, intrinsic value,
utility value, and cost value. Wigfield and Eccles explain that utility value is related to the
applicability of how a task connects to a person’s future planning. For example, a child welfare
worker that sees the value in engaging in work–life balance activities are more likely to do so if
they understand that work–life balance skills are necessary to be a competent and ethical social
worker. Additionally, intrinsic value is the enjoyment that is derived from completing the task at
hand (Wentzel & Miele, 2009). For example, someone who enjoys helping others may get
deeply involved in helping others and put their own needs aside. Therefore, intrinsic value is
essential to the achievement of the stakeholder’s goal to increase agency workers work–life
balance activities to a minimum of one activity per week.
CHILD WELFARE TURNOVER 29
Intrinsic value. Researchers identified that intrinsic value, or job satisfaction, in child
welfare is related to worker turnover (Benton, 2016; Chenot et al., 2009; Schweitzer et al., 2013).
For example, Benton’s 2016 quantitative study of 1,102 child welfare workers utilized logistic
regression models that measure intrinsic and extrinsic responses to job satisfaction and
determined that client related stress diminish job satisfaction and is a predictor of turnover.
Moreover, Barth’s 2008 study of 1,729 child welfare workers in 92 agencies in the United States
utilized a 10-point Likert Scale to determine that measuring job satisfaction provides insight into
employee retention. Thus, addressing the motivational influence of intrinsic value and overall
job satisfaction are vital to addressing the problem of practice of turnover in the child welfare
field. Furthermore, the motivational influence of utility value is vital to addressing work–life
balance and diminishing turnover.
Utility value. Researchers identified that utility value or the ability to see the value of
the task at hand (Wigfield & Cambria, 2010). Wigfield and Eccles (2000) explain that utility
value is related to the applicability of how a task connects to a person’s future planning. For
example, a child welfare worker that sees the value of engaging in work–life balance activities is
more likely to do so. Moreover, if the worker understands that work–life balance skills are
relevant to self-regulation and improves ethical decision-making skills, then they are also more
likely to engage in work–life balance activities. Hence, the self-efficacy theory also provides a
context for understanding motivation and personal accomplishments. Thus, addressing the
motivational influence of utility value provides an opportunity to connect the benefits of work–
life balance to the child welfare workforce and diminish the problem of practice of turnover in
the child welfare field. Moreover, the motivational influence of self-efficacy theory provides
additional insight into the development of work–life balance skills.
CHILD WELFARE TURNOVER 30
Self-Efficacy Theory
According to Wentzel and Miele (2009), self-efficacy theory is grounded in social
cognition theory and provides the context for understanding that self-efficacious beliefs about
oneself are connected to motivation, well-being, and personal accomplishments. Schraw et al.
(2013) define self-efficacy as the thoughts and ideas that individuals have about their learning
ability or ability to perform. Additionally, Clark and Estes (2008) explain that motivational
performance has three facets, which include active choice, persistence, and mental effort. Also,
motivation has a significant impact on learning, and increased motivation combined with
effective knowledge, skills, and work processes cultivate goal achievement (Clark & Estes,
2008). Moreover, Schunk and DiBenedetto (2016) explain that there are several types of self-
efficacy, which include self-efficacy for performance, learning, self-regulated learning,
instructional teaching, and group learning. Self-efficacy for performance is defined as the ability
to perform behaviors that were learned in the past. For example, learning to skip during
childhood and being able to skip as an adult would be an example of self-efficacy for
performance. Thus, addressing the motivational influence of self-efficacy theory and having
self-efficacious beliefs increase the likelihood that a worker will engage in self-efficacious
learning related to work–life balance skills, which will address the problem of practice of
turnover in the child welfare field.
Self-Efficacy for learning. Researchers explain that self-efficacy for learning is
essential to obtain new skills (Clark & Estes, 2008; Schunk, & DiBenedetto, 2016). Schunk and
DiBenedetto (2016) define self-efficacy for learning as the capacity to learn new skills,
strategies, and behaviors. Thus, taking the time to learn new skills related to work–life balance
provides an opportunity to engage in these new skills. For instance, workers who obtained new
CHILD WELFARE TURNOVER 31
work–life balance skills were more likely to report satisfaction with work and life (Berlanda,
Pedrazza, Trifiletti, & Fraizzoli, 2017; Veenhoven, 2009). Hence, self-efficacy is a valuable tool
for addressing work–life balance and diminishing turnover in the child welfare field.
Additionally, self-efficacy for self-regulated learning creates another opportunity to explore how
thoughts, feelings, and behaviors are linked to employee satisfaction.
Self-Efficacy for self-regulated learning. Schunk and DiBenedetto (2016) describe
self-efficacy for self-regulated learning as having the capacity to generate thoughts, feelings, and
behaviors that can be systematically applied toward the fulfillment of learning goals. Matuska
(2011) theorized that work–life balance skills and the ability to view engaging in work–life
balance skills as positive influenced the likelihood that workers would engage in work–life
balance skills. Additionally, Veenhoven (2009) identified that individuals that are engaged in a
balanced lifestyle have an increased likelihood of experiencing positive life outcomes. Thus,
workers that can initiate thoughts that support the desire to engage in life balance activities will
be more likely to put forth the active choice, persistence or mental effort to experience success in
attaining their work–life balance skills, which is key to addressing the problem of practice of
turnover in the child welfare field. Table 3 below provides an overview of the motivational
influences and the proposed methods of validating motivational influences that are required for
the identified stakeholders.
CHILD WELFARE TURNOVER 32
Table 3
Motivational Influences and the Proposed Methods of Validating Motivational Influences that
are Required for the Identified Stakeholders (Agency Workers)
Organizational Mission
To enhance the well-being of children and families by healing relational trauma.
Organizational Global Goal
By 2025 ABC Family Services will establish permanent connections for 90% of the youth served.
Stakeholder Goal
By December of 2019, agency social work staff will engage in a minimum of one work–life balance activity per
week.
Assumed Motivational Influences
Motivational
Influence
Assessment
Intrinsic Value—Agency social work staff need to gain enjoyment from
engaging in work–life balance activities.
Qualitative interview
Utility Value—Agency social work staff need to see the value in work–life
balance.
Qualitative interview
Self-efficacy—Agency social work staff need to believe that they are
capable of effectively engaging in work–life balance activities.
Qualitative interview

Organizational Influences
The achievement of organizational performance goals can be hindered by insufficient
processes and resources (Clark & Estes, 2008). Additionally, Clark and Estes (2008) identify
that organizational barriers such as lack of resources or processes that are not aligned with the
organizational mission, vision, and values can create a performance gap. Moreover, to avoid
failure it is necessary for the specialized knowledge, motivation, and skills of employees to be
aligned with the organizational performance goal (Clark & Estes, 2008). Furthermore, if
knowledge and motivation can be ruled out as a barrier, then it can be ascertained that it is an
organizational barrier (Clark & Estes, 2008). Ultimately, the goal is to close organizational
CHILD WELFARE TURNOVER 33
performance gaps and integrate knowledge and motivation changes into the improvement
program and organizational culture (Clark & Estes, 2008). Hence, organizational culture and
climate impacts the employee's experience in an organization. Thus, organizational commitment
to employee well-being, supervisory support, and adequate access to organizational resources for
increasing work–life balance skills are key organizational influences that impact turnover in
child welfare.
Organizational Culture and Climate
Organizational culture is the shared assumptions, values, and beliefs that determine how
people interact in an organization, while organizational climate is how the employee experiences
the organizational culture (Kezar, 2001; Schein, 2010). Additionally, Clarke and Estes (2008)
identify that there are three approaches to culture in organizations, which include culture in the
environment, culture in groups, and culture in individuals. Also, Harrison (1993) identifies three
typologies of organizational culture, which include power-oriented, achievement-oriented, role-
oriented, and support-oriented. Organizational culture in the environment focuses on how
organizations can influence performance by changing the work environment (Clark & Estes,
2008) while the typology of the organizational culture is attributed to the organization's primary
focus (Harrison, 1993). For example, the cultural essence of a nonprofit or religious organization
is typified as a support-oriented while bureaucracies are typified as role-oriented (Harrison,
1993). Hence, creating a supportive environment in which organizations demonstrate
organizational commitment to the well-being of the employee is essential to diminishing worker
turnover.
Organizational commitment to the well-being of the employee. Workers desire an
organization that demonstrates a commitment to the well-being of the employee. Yankeelov et
CHILD WELFARE TURNOVER 34
al. (2009) identified that organizational culture and climate are significant predictors when
determining an employees’ intent to leave the organization. Glisson et al. (2006) define the
organizational climate of a child welfare organization as the workers’ perceptions of the
psychological impact of their work environment on their functioning. Moreover, a people-
oriented organizational climate is described as an environment that cultivates a sense of
belonging to the organization and care for the employees’ well-being (Chatman & Jehn, 1994).
For example, Williams et al. (2011) surveyed 260 child welfare workers to measure worker
retention and related factors and concluded that employees who perceive the organization as
supportive are more likely to remain employed. Likewise, Kim and Stoner (2009) conducted a
longitudinal study of child welfare workers’ turnover intention and determined that workers that
perceive the organization as supportive are less likely to leave the organization. Moreover, Kim
and Kao (2014) conducted a meta-analysis of turnover intention predictors among child welfare
workers and ascertained that organizations that demonstrate support of the worker’s health and
well-being have a higher retention rate. Thus, organizations that are committed to workplace
well-being and facilitating supportive relationships between employees are less likely to
experience worker turnover. Additionally, the provision of supervisory support by the
organization is essential to decreasing turnover.
Supervisory support. The provision of supervisory support through case consultation
and mentoring to guide child welfare workers is an essential aspect of decreasing turnover in the
child welfare field. Researchers have identified that individuals who remain employed in the
organization are more likely report that they view their supervisor as supportive (DePanfilis &
Zlotnik, 2008; Ellett et al., 2007; Yankeelov et al., 2009). Additionally, organizations that
facilitate a supportive workplace environment through work processes that are focused on
CHILD WELFARE TURNOVER 35
creating better workplace relationships between workers, supervisors, and administrators also
have a higher retention rate (Kim & Kao, 2014). For example, a 2008 study of 1,729 child
welfare workers in 92 child welfare agencies in the United States identified that the quality and
quantity of supervision is positively associated with employee retention (Barth, Lloyd, Christ,
Chapman, & Dickinson, 2008). Moreover, Quinn, Ji, and Nackerud (2018) conducted a cross-
sectional survey of 500 social workers and deduced that employees that perceived higher levels
of supervisor empathy, unconditional positive regard, and an accepting environment are more
likely to flourish in the work environment. Hence, the provision of quality supervision that is
supportive and provides unconditional positive regard for the employee is influential in creating
a supportive environment for the employee. Furthermore, the provision of organizational
resources for increasing work–life balance skills also plays a role in improving the culture in the
work environment.
Organizational resources for increasing work–life balance skills. Increasing training
resources pertaining to work–life balance skills provides the foundation for improving
organizational culture and climate. As such, a 2010 study of 536 front-line child welfare workers
determined that providing immediate access to training resources and increasing the number of
training resources available to staff increased employee satisfaction and positive regard for the
agency (Strolin-Goltzman et al., 2010). Moreover, Lizano and Barak (2015) conducted a 3-wave
longitudinal study from a sample of 361 child welfare workers in Southern California and
identified that workers who received specialized training were at less risk of emotional
exhaustion and depersonalization and were less likely to experience burnout. For example,
Glisson et al. (2006) conducted a longitudinal, quantitative analysis of 235 child welfare workers
in which the Availability, Continuity, and Responsibility (ARC) model was implemented. The
CHILD WELFARE TURNOVER 36
ARC model is guided by social cognitive theory and is designed to improve an organization’s
social context to decrease role conflicts, emotional exhaustion, and role overload (Glisson et al.,
2006). A pretest and posttest survey determined that workers and teams who engaged in the
study have more positive perceptions of their well-being and were less likely to quit their jobs
(Glisson et al., 2006). Thus, increased access to training resource plays an influential role in
increasing employee satisfaction, increasing positive regard for the organization, decreasing
stress and burnout, and ultimately diminishes worker turnover. Table 4 below outlines the
organizational influences and the proposed methods of assessing organizational influences.
Table 4
Organizational Influences and the Proposed Methods of Assessing the Organizational Influence
for the Identified Stakeholders (Agency social work staff)
Organizational Mission
To enhance the well-being of children and families by healing relational trauma.
Organizational Global Goal
By 2025 ABC Family Services will establish permanent connections for 90% of the youth served.
Stakeholder Goal
By December of 2019, agency social work staff will engage in a minimum of one work–life balance activity per
week.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Setting 1: The organization needs to provide
agency workers with training resources pertaining to
work–life balance skills.
Interview questions regarding training resources
provided to employees.
Cultural Setting Influence 2: The organization needs to
provide agency workers with supervisory support.
Interview questions regarding access to supervisory
support and how they have incorporated work–life
balance into their practice.
Cultural Setting Influence 3: The organization needs to
demonstrate a commitment to the well-being of the
employee.
Interview questions regarding organizational
commitment to the well-being of the employee.

CHILD WELFARE TURNOVER 37
Interactive Conceptual Framework: The Interaction of
Stakeholders’ Knowledge and Motivation and the Organizational Context
The purpose of the contextual framework is to illustrate the researcher’s theory
development of what is being studied and to propose relationships among the concepts in the
study (Maxwell, 2013). Additionally, the contextual framework provides context for
understanding the relationships between concepts, provides a visual representation of the
concepts, and serves to guide the research process (Maxwell, 2013). Moreover, the conceptual
framework illustrates how those concepts are related to the researcher’s beliefs, theories,
expectations, and assumptions (Maxwell, 2013). Additionally, the conceptual framework
provides the foundation for understanding the concepts of the research question, the synthesis of
relevant literature and existing theory, and serves as a tool to advance the research investigation
(Maxwell, 2013; Rocco & Plakhotnik, 2009). The conceptual framework also provides the
researcher with an opportunity to demonstrate how the knowledge and motivational influences
intersect with the organizational culture and related influencers. Ultimately, the goal of the
conceptual framework is to categorize concepts relevant to the study and visually map the
relationships between the concepts (Rocco & Plakhotnik, 2009).
CHILD WELFARE TURNOVER 38

SOCIAL COGNITIVETHEORY
ORGANIZATION CULTUREAND CLIMATE
Organizational commitment to employee wellbeing, provision of supportive
ORGANIZATIONAL LEARNING THEORY
supervision, and provision of adequate training resources)
CHILD WELFARE
WORKERS
Worker knowledge of work-life
balance skills (WLB), how to
incorporate WLB activities into daily
life, and how to reflect on the
effectiveness of their WLB activities
Worker motivation to see value and
gain enjoyment from WLB activities
Stakeholder satisfaction
equals decreased worker turnover
Knowledge & M otivation
Influences
Organizational Influences Theor etical Influences Stakeholder Results
Figure 1. Conceptual framework for understanding the link between work–life balance
and worker turnover.
CHILD WELFARE TURNOVER 39
Based on the review of the literature, Figure 1 provides a conceptual model that links
social cognitive theory and organizational learning theory to the knowledge, motivation, and
organizational influences related to work–life balance and worker turnover. Additionally, the
diagram contains three concentric circles to accentuate how the theoretical framework,
organizational influences, and the stakeholder influences of knowledge and motivation are
interrelated. The outer circle demonstrates that social cognitive theory and organizational
learning play an influential role in the formation of the knowledge, motivation, and
organizational influences. The next circle represents the organizational influences related to
work–life balance. This includes the organization’s commitment to the health and well-being of
employees, the provision of supportive supervision, and the provision of adequate training
resources. Additionally, the inner circle illustrates the stakeholders, or the worker’s, knowledge
and motivation influences. Moreover, knowledge influences consist of the worker’s
understanding of how to incorporate work–life balance strategies into daily life and how to
reflect on the effectiveness of their work–life balance strategies. Furthermore, the motivation
influences include the worker’s ability to see the value and gain enjoyment from engaging in
work–life balance activities. Hence, the arrow represents how the organizational influences
interact with the stakeholder’s knowledge and motivation influences to create increased
employee satisfaction and decreased turnover.
Historically, worker turnover in the field of child welfare field has been a problem since
the inception of the profession. Thus, the research related to the problem of practice of high
turnover in the child welfare field in the United States is abundant. Researchers have identified
that annual turnover rates range between 20% and 90% (Child Welfare Information Gateway,
2014). Consequently, worker turnover diminishes the likelihood that children and families in the
CHILD WELFARE TURNOVER 40
child welfare system will experience positive outcomes (Flower et al., 2005). Moreover,
children who experience worker turnover are more likely to experience a higher number of foster
care placements and less likely to return to their family of origin (Strolin-Goltzman et al., 2010).
Hence, addressing the problem of practice of high turnover in the child welfare field in the
United States is critical to addressing the needs of the children and families served by the child
welfare system.
Existing research provides the basis for understanding the organization influences that
impact the worker's knowledge and motivation influences that impact worker turnover.
Researchers identify that increasing training resources pertaining to work–life balance skills
provide the foundation for improving organizational climate, increasing employee satisfaction,
and decreasing turnover (Glisson et al., 2006; Strolin-Goltzman et al., 2010). In 2014, Kim and
Kao conducted a meta-analysis of existing literature regarding child welfare worker turnover and
deduced that organizational influences, such as organizational support and supervisor support
played a key role in predicting turnover. Furthermore, knowledge influences and motivation
influences, such as the worker’s knowledge of work–life balance activities and the ability to see
the value in work–life balance activities are essential to improving employee satisfaction
(DePanfilis & Zlotnik, 2008; Ellett et al., 2007; Yankeelov et al., 2009). Also, the provision of
quality supervision and supervisory support is linked to increased satisfaction and decreased
turnover (DePanfilis & Zlotnik, 2008; Ellett et al., 2007; Yankeelov et al., 2009). In other words,
if the organization demonstrates commitment to the employee by providing adequate training
resources and supervisory support, and this is combined with the worker’s knowledge of work–
life balance skills, how to incorporate the skills into daily life, and how to reflect on the
CHILD WELFARE TURNOVER 41
effectiveness of the skills, then increased work–life balance is obtained by the worker and the
organization experiences decreased turnover.
Qualitative Data Collection and Instrumentation
This study is qualitative in nature and is designed to develop a deeper understanding of
agency social workers experiences related to work–life balance. The interviewer utilized one-
time interviews to collect data. A semistructured interview format was utilized to best capture
the participant’s unique perspectives and to guide the interview process (Merriam & Tisdell,
2016). This involved utilizing open-ended questions that are less structured and are guided by
the questions outlined in Appendix A (Merriam & Tisdell, 2016). Moreover, Patton’s (2015) six
types of interview questions have been used as a guide to create the questions and capture
responses that elicit information regarding the participant’s background, experience, opinions,
feelings, and knowledge. Additionally, the researcher utilized various probes, such as “tell me
more about that…” or “tell me about a time when…” to elicit a deeper understanding of the
participant’s responses (Merriam & Tisdell, 2016, p. 121). Finally, this researcher utilized
clarifying statements that restate the participant’s views and ensure a clear understanding of the
responses (Patton, 2015).
Interview Protocol
The study employed a one-time semistructured interview to develop a deeper
understating of social workers experiences related to work–life balance. The interviews were
conducted by telephone during working hours. All of the interviewees had completed a Master
of Social Work or Bachelor of Social Work from an accredited Council on Social Work
Education (CSWE) program and are employed at ABC Family Services. As recommended by
Merriam and Tisdell (2016), the open-ended questions served as a guide for the interviewer, and
CHILD WELFARE TURNOVER 42
the interviewer used probes to elicit more detailed information. The interviews for this study
were formal and semistructured and included open-ended questions outlined in Appendix B.
Interview Procedures
Interviews were conducted via telephone at a time that was agreed on between the
interviewer and interviewee. The researcher conduced 10 interviews that were approximately
60–90 minutes as per Maxwell’s recommendation (2013). The interviewer asked the participants
the questions outlined in Appendix B.
Credibility and Trustworthiness
Credibility, trustworthiness, and transferability in the context of qualitative research are
key terms that the researcher addressed. Creswell (2014) asserts that qualitative research focuses
on the trustworthiness and credibility of the data and incorporates qualitative validity strategies,
which allowed the researcher to engage in practices that check the accuracy of data collection.
The latter allows for the research findings to become transferable (Creswell, 2014). Credibility
in qualitative research speaks to the research matching reality (Merriam & Tisdell, 2016). In
other words, the research findings must be congruent with what is known to be true in the world.
Hence, researchers Merriam and Tisdell (2016) explain that transferability, or the degree to
which the research study is applicable to other circumstances, is related to the trustworthiness of
the research. Thus, in this study, the strategies used to address credibility, trustworthiness, and
transferability include triangulation, member checking, and peer debriefing. Appendix C
includes additional information regarding credibility and trustworthiness.
Triangulation involves examining two or more data resources to achieve an
understanding of the themes, or comprehensive picture, that evolves in the research study
(Creswell, 2014; Padgett, 1998). In this research study, two data resources were utilized to
CHILD WELFARE TURNOVER 43
increase the rigor and accuracy of the findings. First, the researcher conducted an analysis of
agency documents. Next, the interviews with the participants were conducted. Document
analysis provided a deeper understanding of the culture of the meetings in the organization.
Furthermore, the researcher was able to utilize this information to create a clearer picture of the
knowledge, motivation, and organizational influences on work–life balance. Hence, combining
the use of the two data resources yielded more fruitful results with increased validity (Creswell,
2014) and prepared the researcher to engage in member checking.
Member checking is another strategy that was utilized to increase the accuracy and
trustworthiness of the findings. This strategy involves compiling the major themes into a
semipolished product and sharing that information with the research participants so that they
have an opportunity to comment on the findings (Creswell, 2014). In this study, member
checking was done by providing the transcripts to the participants and scheduling a brief
teleconference or meeting to provide the individuals with an opportunity to share comments and
feedback regarding the findings (Creswell, 2014). After member checking was complete, the
researcher engaged in peer reviews.
Peer review was utilized to improve the accuracy of the data collected. Creswell (2014)
describes peer review as locating a person who reviews and asks questions regarding the
qualitative study to increase the likelihood that the information resonates with individuals. Peer
review was conducted in a group setting with several individuals with a Master of Social Work.
Additionally, ethics related to the study are outlined in Appendix E, followed by validity and
reliability in Appendix F.

CHILD WELFARE TURNOVER 44
Findings
The objective of this study was to evaluate the knowledge, motivation, and organizational
influences related to the organizational goal of increasing the work–life balance skills of agency
social work staff. The findings for this study include interviews with agency social work staff
from ABC Family Services, document analyses, and member checking. The stakeholder of focus
for this study was the agency social work staff. There was a total of 10 agency social work staff
that were eligible and available to participate in the study and 10 opted to participate. Hence,
findings were quantified, and percentages were calculated dividing the number of responses by
the total number of participants (n=10). Additionally, there were 6 staff that provided direct
services to clients. Their names are Sarah, Sue, Sam, Shelly, Sadie, and Sandy (pseudonyms).
There were 4 staff that provided both direct services and supervision of staff. Their names are
Ava, Abby, Ally, and Amy (pseudonyms). The number of participants was due to the use of
purposeful sampling, and the interviewees were selected due to their educational background.
The participants have a Bachelor or a Master of Social Work. Purposeful sampling allows this
researcher to generalize the findings to the larger social work population (Maxwell, 2013).
There were 4 participants with a Bachelor of Social Work and 6 participants with a Master of
Social Work. Demographic information is not provided in the findings to protect the
confidentiality of the participants. None of the participants report directly to the researcher.
Participating stakeholders and interview sampling criteria are included in Appendix A.
The primary source of data collection included semistructured interviews with bachelor
and master level social workers. Participants shared their experiences related to organizational
culture and work–life balance skills. Document analysis and member checking was conducted
CHILD WELFARE TURNOVER 45
and provided the researcher with insight into organizational practices related to work–life
balance.
The goal of gap analysis is to close organizational performance gaps and integrate
knowledge and motivation changes to create performance improvement (Clark & Estes, 2008).
Conducting interviews allows the researcher to gather information regarding the views of
participants so that organizational barriers can be identified, verified, and addressed (Clark &
Estes, 2008). It is necessary to understand the knowledge and motivation needs of agency social
work staff to achieve the organizational goal of increasing work–life balance skills. It is also
necessary to understand the interaction between organizational culture, knowledge, and
motivation to increase the work–life balance skills of agency social work staff. The Clark and
Estes (2008) knowledge, motivation, and organizational (KMO) conceptual framework is
utilized to address the research questions and the data that emerged.
Factual, Procedural, and Metacognitive Knowledge Needs
The knowledge portion of the research question that guides this study focuses on the
agency social work staff’s knowledge needs to increase work–life balance skills. The knowledge
influences addressed in this study include factual, procedural, and metacognitive knowledge
needs of employees which provides insight into addressing the gaps that exist in each knowledge
influence. As such, the research findings are organized into three areas of focus which include
factual, procedural, and metacognitive knowledge. In the first section, factual knowledge related
to defining work–life balance and self-care is examined to provide the context for understanding
agency social work staff’s knowledge related to self-regulating behaviors. In the next section
procedural knowledge related to agency social work staff’s knowledge regarding how to
incorporate work–life balance activities into daily life. The last knowledge section examines the
CHILD WELFARE TURNOVER 46
agency social work staff’s process of reflecting on the effectiveness of their work–life balance
practices. The knowledge findings are further explained below.
Definition of Work–Life Balance and Self-Care
Factual knowledge pertaining to work–life balance and self-care serves as a starting point
for understanding the findings of the study. Participants described work–life balance as
“knowing when you need a break” or “being able to be available to the family when needed.”
Member checking was also utilized to assess the accuracy of the agency social work staff’s
definition of work–life balance. Participants reinforced the definition of work–life balance and
reiterated that “work–life balance and self-care are related but different.” One participant further
explained that that “work–life balance is about the ability to shut one thing off and walk away
and the ability to recognize what needs to be a priority.” Abby described work–life balance as
“setting good boundaries with the hours of work.”. This was consistent with the remaining
participants who also referenced boundaries and separation between work and life when
describing work–life balance. Researchers explain that work–life balance is defined relative to
the availability of discretionary time and reflects those practices used to fulfill responsibilities
associated with the roles that an individual assumes (Melo, Ge, Craig, Brewer, & Thronicker,
2018). In all the examples provided by the participants, the participants demonstrated a factual
understanding of the work–life balance and activities associated with work–life balance.
While describing work–life balance participants also described self-care activities that
contribute to work–life balance. Specific activities that were identified included reading,
connecting with others, sharing feelings, having good boundaries, taking a walk, taking vacation,
not answering emails while on vacation, yoga, giving the mind a break, mindfulness, taking time
to notice your surroundings, taking time to get oneself a coffee or tea, checking in with a support
CHILD WELFARE TURNOVER 47
person, getting adequate sleep, eating right, engaging in activities that bring joy, giving your
mind a break, and taking time away from work throughout the workday. Member checking
reinforced the idea that self-care activities are specific activities that participants engage in to
improve work–life balance. Researchers in the child welfare field define self-care as an activity
that an individual intentionally and proactively engages in to enhance mental, emotional and
physical health to mitigate the impact of working with traumatized individuals (Alkema, Linton,
& Davies, 2008; Lee & Miller, 2013; Salloum et al., 2015). In all the examples provided by the
participants, the participants demonstrated a factual understanding of self-care and activities
associated with self-care.
Self-Regulating Behaviors
Factual knowledge plays an important role in engaging in self-regulating behaviors and
providing workers with the capacity to engage in effective decision making (Baker, 2006; Kim &
Kao, 2014; Strolin-Goltzman et al., 2010). Agency social work staff described self-regulating
behaviors as deep breathing, a calming technique, and taking a pause. One hundred percent of
participants were able to describe the benefits of engaging in self-regulating behaviors.
Additionally, 100% of agency social work staff provided examples in which they had engaged in
self-regulating behaviors to calm themselves or to calm the client. Benefits described included
increased focus, being present in the moment, feeling calm, feeling relaxed, feeling better able to
respond appropriately, and feeling more in control of emotions. One staff, Sandy, explained that
“I use relaxation techniques pretty much every day.” She went on to say:
Every morning, when I try to get the kids out the door to school. I do it because,
well, I am stressed out, so I’m trying to calm myself down before I start snapping
on someone. I’m also teaching it to my kids at the same time. It is very, very
CHILD WELFARE TURNOVER 48
intentional. We set aside 1 minute in the morning, and I make them sit down, and
they close their eyes, and I turn off the light. It’s just breathing, and we try to
empty our minds.
For Sandy, setting aside time to engage in deep breathing allowed her to feel more focused and
provided an opportunity to role model the skill to her children. Another participant, Shelly,
described how “we oftentimes mirror what we see.” She further elaborated by saying:
So, when kids are in crisis, it’s very easy for us to mimic that and start getting
dysregulated ourselves, increasing anxiety for everyone. So, I must be conscious
about how I’m breathing so that they mimic me, not me mimic them. So, we can
just calm down and try to relax, or come to a place of safety. Or at least a pause
before we go on to the next thing.
Shelly also shared how deep breathing assisted her in regulating her emotional responses. Shelly
stated that she would “stop, step away, and just breathe” before responding to an email that is
upsetting. Shelly further explained that stepping away allows her to “come back with a clear
mind.” Amy also explained that “If I take a deep breath before I respond, it gives me a second to
think to make sure I am giving an appropriate answer, not just a reaction.”
Participants also described how taking a short break to engage in deep breaathing led to
increased awareness of stress levels and a reduction in their overall stress. For example, Sandy
described how taking a 5-minute break and led to reduced stress levels. Additionally, Abby
described that she “is more present” when she engages in deep breathing. Abby also described
how “taking a break or doing some deep breathing leads to being very aware of the stress in my
body.” Sue elaborated by saying “instead of me reacting emotionally to a stressor, breathing in
allows me to calm down before I respond.” Hence, deep breathing techniques are recognized by
CHILD WELFARE TURNOVER 49
agency social work staff as an essential tool to support self-regulation and to engage in better
decision making. Thus, the findings demonstrated that agency staff benefit from the provision of
tools and resources that support incorporating self-regulation practices in the decision-making
process.
Incorporating Work–Life Balance Strategies into Daily Life
Knowing how to incorporate work–life balance strategies into daily life contributes to the
overall well-being of the employee (Shier & Graham, 2011). Procedural knowledge refers to the
ability to know how to do something and having the skills to do so (Krathwohl, 2002; Matuska,
2011; Matuska & Christiansen, 2008). Understanding how to incorporate work–life balance
skills into daily life is influential in diminishing work-related stress (Matuska, 2011; Matuska &
Christiansen, 2008; Shier & Graham, 2011). Of agency social work staff, 40% percent of the
participants reported engaging in daily work–life balance activities. Additionally, research
participants were able to describe how they incorporated work–life balance activities into their
daily life. One participant, Abby, explained that she is now aware of her work–life balance skills
on a daily basis. She went on to say:
It comes across in my emails, in supervision with staff, in myself, in my work
with my clients. It’s almost just embedded in my daily work, where in the past, it
wasn’t at all. I mean it would be talked about to some degree, but it was never
really practiced or supported in that sense.
Another participant, Shelly, reflected that she is self-aware of the skills she uses daily. She
explained:
I have an awareness of my breathing and when my anxiety gets raised, and what’s
causing that, and what I do on a daily basis. Just really being self-aware. So, it’s
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completely different than when I first started. I now know that if I take a walk, I
will feel better. My understanding has expanded and grown completely, and it
continues to.
For Shelly, engaging in work–life balance activities daily meant “I had to be really strict with
myself at first because it was a new skill,” but as time went on she explained that it became part
of her daily routine. Another participant, Abby, described how self-care is “embedded in my
daily work, where in the past, it wasn’t at all.” Sadie described how she used to believe that self-
care was selfish and know she understands the importance of “just getting into that routine and
caring for myself first.” Sadie further elaborated regarding how a regular routine of self-care
allowed her to become a “calmer person.” Hence, agency social workers identified that
incorporating various self-care strategies into daily life led to decreased stress and the practices
becoming part of the daily routine. Thus, agency staff need training and resources that support
incorporating work–life balance practices into daily life.
Reflective Practice
The ability to think about one’s thinking is referred to as reflective practice in the social
work profession (Shier & Graham, 2011). Engaging in reflective practice allows social work
practitioners to assess and challenge their perceptions pertaining to their personal and
professional experiences (Schön, 1983; Shier & Graham, 2011). Participants were asked to
respond to the statement “I take time to reflect on my work–life balance skills” with strongly
agree, agree, disagree, or strongly disagree. Of agency social work staff, 30% strongly agreed
with this statement, 50% agreed, and 20% strongly disagreed. Additionally, three participants
described using a self-care plan to identify stress-related warning signs and identify strategies
that “make sure that I get myself in a better place.”
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Maxwell (2013) supports triangulation or using multiple methods to confirm the
qualitative findings. Document analysis revealed a document titled “Self-Care Plan.”
Participants explained that the “Self-Care Plan” document is used in individual and group
supervision to assist employees in identifying signs of stress, what you would want someone to
say to you when they are concerned about you, and what self-care activities help you when you
are showing signs of stress. Document analysis of staff meeting minutes and agency supervision
tools also identified a document titled “Supervision Tracking,” and a survey titled “Work–Life
Balance Inventory” which further highlighted the reflective tools that are used to support the
agency social work staff in their reflective process. Hence, the findings identified that it is
necessary to provide staff with the tools and resources that they need to improve their skills
related to the reflective process. Additionally, the findings revealed that setting aside work time
to engage in the reflective process regarding the benefits of engaging in work–life balance
increases the likelihood that employees will do so.
Motivation Influences Related to Work–Life Balance Skills
Motivation is essential for learning to occur, and motivation influences the learner’s
ambition to engage in the cognitive processes that support meaningful learning (Mayer, 2011).
In other words, the learner must put forth the effort to engage in the thought processes necessary
for learning to occur. In the next section, intrinsic value, utility value, and self-efficacy were
explored in relation to the research question which seeks to understand the motivational needs of
agency social work staff to achieve the organizational goal of increasing work–life balance skills
of agency social work staff.
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Intrinsic Value
Intrinsic value is the enjoyment that is gained from engaging in the task at hand (Wentzel
& Miele, 2009). Clark and Estes (2008) identified that positive emotions support the
motivational needs of learners. Hence, the more an individual enjoys an activity, the more likely
they are to engage in the activity (Clark & Estes, 2008). Participants described positive
emotions, such as joy, that came from engaging in gratitude, relaxation skills, and yoga. Sarah
described how she utilized a relaxation script with her client. Sarah went on to say:
She really did enjoy it and she felt good afterward and I loved it! Like, that felt
great! It really did because it just felt so calming…it’s just good and relaxing, a
good thing for your body to do so you can really focus on and take your mind off
of things and just put yourself in the present moment.
For Sarah engaging in the relaxation script with her client provided her client with enjoyment
and produced enjoyment for Sarah. Sue also described how engaging in relaxation allowed her
to turn off distractions and “just enjoy work.” Abby reported that engaging in self-care has led to
“others noticing it in me.” Abby went on to describe a situation in which a friend stated, “you
just seem so happy and so relaxed.” Sandy shared that when she was new to the profession she
did not understand the importance of self-care and relaxation skills. Sandy stated, “You really
have to change that mindset and you can really see it in people who don’t do it.” Interestingly, it
was the perception of the researcher that the tone of the participants voice changed when
describing their work–life balance experiences indicating that the experiences were pleasurable.
Participants also described positive emotions related to work–life balance activities.
Participants were also asked to respond to the statement “I always enjoy engaging in
activities that enhance my overall well-being” with strongly agree, agree, disagree, or strongly
CHILD WELFARE TURNOVER 53
disagree. Of the participants, 40% strongly agreed with the statement while 60% agreed.
Document analysis of meeting minutes also provided specific examples of work–life activities
that agency social work staff engaged in and the enjoyment in those activities was expressed
through emoticons, exclamation points, and recommendations for others to engage in specific
activities. For example, one staff indicated that they attended puppy social hour. They went on
to state “everyone should attend puppy social hour whether you have a puppy or not!” Hence,
agency social workers identified that engaging in activities that enhance their overall well-being
are enjoyable. Thus, the findings demonstrated that agency staff benefit from taking time to
recognize the benefits of participating in work–life balance activities.
Utility Value
Utility value involves recognizing that the usefulness or benefit of an activity increases
the likelihood that an individual will engage in the activity (Clark & Estes, 2008). All of the
participants identified benefits related to engaging in work–life balance practices. One
participant identified that the benefit of engaging in work–life balance activities was “important
so that you can be strong for all of the people that you are helping.” Shelly described the
benefits of engaging in work–life balance activities as:
I see the positive benefits of well-being and the different ways to reach work–life
balance. Even if it’s just changing the language, like instead of sick days, they are
well-being days. Which encourages you to take care of yourself before you’re
really sick. So, it’s just even little mind shifts like that…the benefits trickle to the
client.
For Shelly engaging in work–life balance activities mean that she can take care of her own needs
so that she can effectively engage in the helping process with the client. Another staff person,
CHILD WELFARE TURNOVER 54
Sadie, recognized that engaging in work–life balance activities made her “a much calmer person
overall.” Additionally, Ally identified that she sees the benefits of teaching work–life balance
skills to her supervisees and to her clients. Ally elaborated and explained that “In order to do
that, I have to practice it myself. Other benefits that participants identified included feeling more
connected to their thoughts, feeling calmer, being able to make better decisions, being more
present with others, having a sense of clarity, being able to refocus, feeling less stuck, and
alleviating physical symptoms of stress. Document analysis of staff meeting minutes also
included reflections related to the benefits achieved from taking time off and being “unplugged”
from electronic devices and work-related activities. Hence, participants who engaged in in
work–life balance activities were able to see the benefits of doing so, which reinforced the value
of engaging in work–life balance activities. Thus, recognizing the positive benefits achieved
from engaging in work–life balance activities increased agency staff’s engagement in work–life
balance activities.
Self-Efficacy
Self-efficacy or the belief that one can effectively engage in a task is positively associated
with the ability to successfully complete a task (Clark & Estes, 2008). Moreover, Clark and
Estes (2008) assert that progress towards specific goals is increased when positive feedback is
received. All of the participants were asked to respond to the statement “I can remain calm when
faced with challenges at work because I can rely on my coping abilities.” Fifty percent of the
participants responded with strongly agree, and 50% of the participants responded with agree.
Additionally, participants described how all professionals in the helping profession need to
practice self-care and how they had not received the training needed to build their skills and
confidence. Shelly stated:
CHILD WELFARE TURNOVER 55
Oh, it’s essential, or you will fizzle out. In the beginning of my career, we didn’t
have that. It wasn’t talked about. It wasn’t even on the radar back then. We
weren’t trained about it in college. No one was talking about it. And so, we were
expected to go into the field and see pretty horrific, traumatizing things.
Shelly further shared “there was no rule book or guidelines on how to process that, or what to do
with what you were seeing.” Shelly went on to describe how holding in those experiences led to
“cynicism and deterioration as a person and a human being.” Shelly also shared how she is a
role model for others. Shelly stated “if I am taking care of myself, then I can give them (clients)
real life examples of how to do that. Then I can say it with confidence, with passion, and they
can actually absorb it.” Another participant, Ava described how self-care and work–life balance
activities are important because “the majority of people who are in the helping profession have a
strong passion for it, and it can sometimes get heavy.” Ava went on to say that “sometimes the
work gets tough and it’s hard to not take it home or work long hours”. Ava further shared that as
her skills have increased she has had the confidence to help staff outside of the organization who
have confided in her about their struggles. Ava explained a situation in which another helping
professional confided in her regarding her stress levels. Ava suggested that they take a walk
while discussing the task at hand. Ava explained,
You build relationships and they confide in you about what is going on…I’ve
said, “Let’s go take a walk” and we walked and talked. We worked, but we
walked. Sharing it with another helping professional that doesn’t get the support
and understanding of well-being that we do.
Ava also emphasized that she experienced success related to engaging in work–life balance
activities and that she felt so rejuvenated that “once I did it, then I was so refreshed and if felt so
CHILD WELFARE TURNOVER 56
good that it allowed me to continue to pursue it”. Additionally, peer review was conducted
related to the idea that experiencing success in work–life balance activities, led to engaging in
additional activities. Participants affirmed this idea and provided examples. For example, taking
a 2-week vacation without checking their email gave them confidence to engage in this practice
again. Thus, the research findings identified that agency staff benefit from engaging in activities
that increase their confidence in their work–life balance skills. Moreover, the benefits
experienced led to continued engagement in work–life balance activities.
Organizational Influences
Organizational influences, including culture and climate, impact the employee's
experience in the organization. Organizational culture is described as the shared assumptions,
values, and beliefs that determine how people interact in an organization, while organizational
climate is how the employee experiences the organizational culture (Kezar, 2001; Schein, 2010).
Cultural settings are described as the environment in which two or more individuals come
together to accomplish a common purpose (Gallimore & Goldenberg, 2001). Researchers
identify that organizational culture and climate of a child welfare organization impacts the
workers’ perceptions of the psychological impact of their work environment on their functioning
(Glisson, Dukes & Green, 2006; Glisson et al., 2006; Yankeelov et al., 2009). Thus,
organizational models include values and beliefs that are invisible while cultural settings include
incentives and resources that are visible. Thus, the cultural settings are discussed in relation to
the research question which seeks to understand the interaction between organization culture and
stakeholder knowledge and motivation in relation to the goal of increasing work–life balance
skills of agency social work staff.
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Work–Life Balance Training Resources
The cultural setting includes tangible resources that are provided by the organization. A
document analysis of meeting minutes revealed a variety of training resources that had been
provided to agency staff including the “Self-Care Plan,” the “Work–Life Balance Inventory,” and
relaxation and mindfulness scripts. Additionally, 100% of respondents described the training
they received related to work–life balance. The document analysis of meeting minutes also
revealed training topics that were addressed in program meetings and all agency meetings.
Shelly described how leaders in the organization provide information regarding balancing
work and life. Shelly explained “we do it during monthly trainings and training during our
weekly staff meetings.” Another participant, Sam, shared:
There are a lot of assessment-type things for people to assess where they are, as
far as work–life balance. There are a few tools that the agency uses, and with
that, we come together as an agency and talk about the results and what we can
do. Individually or as an agency or even just in our teams.
Sam further described how training also included discussion regarding the work–life balance
topic and personal experiences related to the topic at hand. Sam stated, “it doesn’t always feel
like training to me, but it helps.” Sam also shared:
We do the work–life balance survey quarterly, where you score yourself on
different areas. And it addresses a lot of different things. And then we talk about
it. And one of the things that always is a talking point is where people score the
lowest is the thing that they have the most control over.
Sam identified that training and discussion related to the application of the training supported the
learning process and goal setting. Another participant described attending training outside of the
CHILD WELFARE TURNOVER 58
organization and presenting that information in the program staff meeting. Thus, the findings
indicate that training related to work–life balance skills support the needs of the agency staff and
discussions in the program staff meetings help the staff to achieve their goals.
Supervisory Support
Supervisory support during individual and group supervision was recognized by the
participants as influential how they incorporated work–life balance into their daily life. One
hundred percent of the participants in the study discussed how open communication, support,
and feedback influenced their engagement in work–life balance activities. One participant, Ava,
explained:
Having communication with your team, your supervisor, or someone in the
organization so that if they are not aware of it, or there isn’t self-awareness, that
other people see the signs and are comfortable pointing out to you that you need a
break. So, having open communication, asking the right questions and really
pointing it out in a professional but kind way. It’s just pointing out things that I
am seeing.
Ava elaborated and explained how open communication and dialogue regarding signs of stress
that she observed supported coworker successes. Ava shared the following example:
I have talked to an employee and described what I am seeing. I just pointed out
something that I had been seeing. A tough conversation, but a good conversation.
She was like “wow, I didn’t even realize that!” and I said, “You haven’t taken a
week’s vacation in a long time. You have lots of vacation. I will never tell you
that you have to take a vacation. But maybe, for both your personal and your
professional life, maybe that's in your best interest.”
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Ava further explained how having that situation and open communication regarding the need to
engage in work–life balance activities led to additional positive interactions:
People that I have pointed it out to have always come back to me and said, “Wow,
I didn’t even realize it was that bad” or “I didn’t realize I was that stressed out.”
One employee came back to me and thanked me over and over. The employee
stated, “That's exactly what I needed, so thank you.”
For Ava, having open communication with her coworkers assisted others in recognizing their
signs of stress and the dialogue also seemed to encourage work–life balance and self-care
practices. Thus, employees are more likely to engage in work–life balance activities if there is
“regular conversations” or “tough, but good conversations” regarding stressors and work–life
balance, which supports further conversation regarding the benefits of engaging in work–life
balance activities.
Document analysis of staff meeting minutes identified that agency social work staff are
provided with opportunities to share self-care activities that were impactful at the beginning of
the weekly staff meeting. Staff meeting minutes also reflected goal setting by supervisors and
staff. Additionally, the minutes revealed that supervisors and staff shared self-care and well-
being goals. Thus, the research findings support the need to provide supervisory support during
individual and group supervision.
Role Modeling of Work–Life Balance Practices
Organizational culture influences agency social work staff’s knowledge and motivates
employees to engage in work–life balance practices. One hundred percent of the participants
identified a role model that had been influential in their work–life balance practice. Participants
discussed how work–life balance practices are role modeled from the top down. Ally shared that
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“those above me in the hierarchy are watching what they’re doing to take care of themselves and
role modeling.” Participants provided examples such as agency leaders taking 2-week vacations
in which “nobody hears from them for two weeks.” One participant, Shelly, stated, “they’re role
modeling it from the top down.” Another participant, Ally, stated:
So, having that awareness and having it present in conversations within the
organization, so everyone is bringing light to it. It's important, so from the top
down everybody has to be okay. It's a parallel process. And that concept of
putting your own oxygen mask on before helping others. If I'm not breathing, I
can't help you.
Participants also discussed agency staff and leaders using “well-being days” instead of sick days
to “take care of yourself before you’re really sick.” Document analysis also revealed that well-
being days replaced sick days in the Employee Handbook.
Participants also discussed how their work–life balance skills had improved since
becoming employed by the organization. One employee explained that her understanding of
self-care and work–life balance has changed since becoming employed at the organization 7
years ago. She said “I don’t believe that I had well-being or self-care skills. She went on to say:
Let me back that up. I probably had them, but I did not utilize them. They were
not utilized professionally, or at home. I think because I saw the success when I
was allowed, or my supervisor said, “It’s okay. Go do this.” And it’s like, wow I
feel so rejuvenated. I feel so good.
For Ava practicing self-care skills led to feeling rejuvenated, which encouraged her to continue to
utilize self-care skills, “once I did it then I was so refreshed, and it felt so good that that allowed
me to continue to pursue it and know it was okay to do it.” Hence, encouragement to engage in
CHILD WELFARE TURNOVER 61
self-care motivated her to continue to practice self-care skills. Document analysis also supported
that agency social work staff receive coaching and modeling of mindfulness activities that
included deep breathing and visualization activities.
Organizational Commitment to the Well-Being of Employees
Organizational commitment to the well-being of employees influences the employee’s
capacity to increase work–life balance skills. Many of the participants in the study indicated that
they knew that the organization was committed to their well-being because work–life balance
and self-care were openly discussed at all levels of the organization. Document analysis of staff
meeting minutes confirmed these statements. Shelly, an agency social work staff, explained how
the agency has an ongoing focus on teaching employees about work–life balance skills and the
agency leaders model it from the top down. Shelly continued by saying:
Every time we have a staff meeting it is brought up. So, what I realize is when I
am looking at little counties, where I used to be is, no one even talks about well-
being. It’s almost like if you say it out loud, then you have to acknowledge it and
do something with it and no one knows what to do with it. But at ABC Family
Services we talk about it. We at least say the words. And so, even if we don’t
have the answers, we want to figure it out. Because we see how important it is
and we see the positive benefits of having well-being.
For Shelly, having an open dialogue regarding work–life balance and well-being gave her
permission to engage in self-care practices. She described this as “people giving you permission
to just explore and do what you need to do.” Additionally, agency social work staff identified
that people in leadership positions “will take 2-week vacations” which shows that it is “truly
okay to take care of yourself.” Thus, role modeling work–life balance behaviors and facilitating
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open dialogue regarding work–life balance creates a sense of permission giving from the
employer and supports the employee’s engagement in work–life balance practices.
Conclusion
The data suggested that the organization’s focus on knowledge and motivation influences
is influential in achieving the organizational performance goal of increasing work–life balance
skills of employees. Additionally, the research study identified knowledge and motivation
influences that can be utilized to address the gaps and barriers to increasing the employee’s
engagement in work–life balance activities. Applying the findings to the solutions and
recommendations throughout the organization serves as a way to achieve the organizational
performance goal of increasing the work–life balance skills of employees.
Discussion of Findings
There are many studies that seek to understand turnover in the child welfare profession
and recent studies are beginning to address how turnover impacts outcomes for the clients who
experience inconsistencies in the workforce. The goal of this study was to understand agency
social work staff’s knowledge and motivation needs related to achieving the organizational goal
of increasing the work–life balance skills of agency staff. The second goal of the study was to
understand the interaction between organizational culture and agency staff’s knowledge and
motivation related to engaging in work–life balance. The findings suggest that agency leadership
plays an integral role in creating an organizational culture in which work–life balance practices
are embraced. The organization must go beyond providing training to agency staff. The
organization's leadership staff must engage in a “top-down” approach in which leadership staff
role model work–life balance practices such as self-regulation, relaxation, mindfulness, taking
meaningful breaks throughout the day, and taking “unplugged” vacations. Role modeling by
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agency leadership provides agency staff with the permission needed to engage in work–life
balance practices that nurture and sustain their well-being. Role modeling by agency leadership
allows the employees to observe the benefits achieved. Additionally, providing opportunities to
engage in reflective practices related to the benefits achieved by engaging in work–life balance
practices further reinforces these behaviors. In other words, agency leaders must role model the
behaviors that they wish to see in staff and provide opportunities to reflect on the benefits
achieved. Agency staff will in turn role model those behaviors for the clients. Thus, providing
an organizational culture that supports the work–life balance needs of the employee through role
modeling, support, and reflective practices can be replicated in other work settings such as
education and health care.

CHILD WELFARE TURNOVER 64
Solutions and Recommendations
Knowledge Recommendations
The data findings for the needs’ assessment of the agency social work staff’s knowledge
and skills to achieve the organizational goal of having 100% of agency social work staff engage
in work–life balance activities identified several knowledge influences. The Clark and Estes
(2008) gap analysis framework was utilized to identify solutions to improving the performance
gaps. The qualitative data analysis identified knowledge influences and gaps that influence the
achievement of the organizational goal. Table 5 outlines the assumed knowledge influences that
are validated in this study including factual, procedural, and metacognitive knowledge. Table 5
also outlines the context-specific recommendations that are based on theoretical principles.
CHILD WELFARE TURNOVER 65
Table 5
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated as a
Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
Agency social work
staff need to know
that self-regulating
behavior is necessary
to engage in effective
decision-making.
(Factual Knowledge)
V Y Encourage the use of
self-regulatory strategies,
including goal setting and
self-evaluation to
enhance learning and
performance (Dembo &
Eaton, 2000; Wentzel &
Miele, 2009).
Provide a job aid that
illustrates the different
ways to incorporate self-
regulation strategies into
decision-making.
Agency social work
staff need to know
how to incorporate
work–life balance
strategies into daily
life. (Procedural
Knowledge)
HP Y Modeling to-be-learned
strategies or behaviors
improves learning and
performance (Wentzel &
Miele, 2009).
Provide training in which
a peer role model
demonstrates how work–
life balance strategies are
used daily.
Agency social work
staff need to know
how to reflect on the
effectiveness of their
work–life balance
practices.
(Metacognitive
Knowledge)
HP Y Use of metacognitive
strategies facilitates
learning (Baker, 2006).
Provide a job aid that
includes reflective
questions related to
work–life balance
strategies.

Factual Knowledge Solutions
The results and findings of this study indicated that agency social work can benefit from
increased factual knowledge regarding the self-regulating behavior necessary to engage in
effective decision making. A recommendation rooted in social cognitive theory has been
selected to close this factual knowledge gap. Researchers Dembo and Eaton (2000) found that
performance can be improved by teaching learners how to become self-regulated. This would
CHILD WELFARE TURNOVER 66
suggest that providing learners with a visual aid would support their learning needs. The
recommendation then is to provide agency social work staff with job aids that illustrates the
different ways to incorporate self-regulation strategies into decision making.
Kim and Kao (2014) found that social workers who engaged in self-regulating behaviors
were more likely to engage in an effective decision-making process. Additionally, providing
learners with the opportunity to check their progress and adjust their learning goals through the
provision of job aids strengthens the learner’s skills (Wentzel & Miele, 2009). The evidence
supports providing a job aid that illustrates the different ways to incorporate self-regulation
strategies into decision making as an effective learning strategy for agency social work staff.
Procedural Knowledge Solutions for Incorporating Work–Life Balance Strategies
The results and findings of this study identified that agency social work staff can benefit
from receiving additional assistance incorporating work–life balance strategies into daily life. A
recommendation rooted in social cognitive theory has been chosen to close the procedural
knowledge gap. Social cognitive theory asserts that learning occurs in a social context and
people learn through the observation of models (Wentzel & Miele, 2009). This would suggest
that providing learners with training by a peer role model would support their learning. The
recommendation then is to provide agency social work staff with training in which a peer role
model demonstrates how work–life balance strategies are used daily.
The goal of agency social work staff professional development is to demonstrate
improvement in the work–life balance strategies that are incorporated into their daily life.
Individuals learn through watching the behaviors of others, and live demonstrations of skills by a
peer provides an effective learning format (Wentzel & Miele, 2006). Additionally, Koch and
Binnewies (2015) found that supervisors serving as role models for work–life balance were
CHILD WELFARE TURNOVER 67
positively associated with workers incorporating work–life balance skills and boundaries into
their routine. Thus, the recommendation to provide agency social work staff with training in
which a peer role model demonstrates how work–life balance strategies are incorporated into
daily life serves as a viable learning strategy.
Metacognitive Knowledge Solutions for Reflecting on Work–Life Balance Strategies
The results and findings of this study identified that 20% of agency social work staff did
not reflect on the effectiveness of their work–life balance strategies. A recommendation rooted
in information processing theory has been chosen to close the knowledge gap. Baker (2006)
explains that learning is rooted in the effective use of cognitive strategies and awareness and
control of cognitive processes. This would suggest that providing learners with a job aid would
support their learning. The recommendation then is to provide agency social work staff with a
job aid that includes reflective questions related to work–life balance strategies.
Metacognitive strategies, such as taking time to reflect on the effectiveness of work–life
balance and answering follow-up questions provide the foundation for understanding how to
improve work–life balance practices (Baker, 2006). Matuska (2011) asserts that taking time to
assess work–life balance skills serve as a tool for reflecting on areas the need-based areas for
improving work–life balance. Hence, the recommendation to provide agency social work staff
with a job aid that includes reflective questions related to work–life balance strategies is an
effective learning strategy.
Motivation Recommendations
Motivation influences the learner’s choice to work towards a goal, their persistence to
achieve the goal and the mental effort that is set forth until the goal is achieved (Clark & Estes,
2008). The data collected for this study identified three motivation influences which include
CHILD WELFARE TURNOVER 68
intrinsic value, utility value, and self-efficacy. Table 6 identifies the assumed motivational
influence and outlines the context-specific recommendations that are based on theoretical
principles.
Table 6
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Validated as a
Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
Agency social work
staff need to gain
enjoyment from
engaging in work–
life balance activities.
(Intrinsic Value)
V Y Positive emotional
environments support
motivation (Clark &
Estes, 2008).
Provide agency social
work staff with
opportunities in team
meetings to share positive
work–life balance
experiences.
Agency social work
staff need to see the
usefulness in work–
life balance activities.
(Utility Value)
V Y Rationales that include a
discussion of the
importance and utility
value of the learning can
help develop positive
values (Pintrich, 2003;
Wigfield & Eccles,
2000).
Provide agency social
work staff with
opportunities in team
meetings to share
rationales about the
benefits of engaging in
work–life balance
activities.
Agency social work
staff need the
confidence to
implement work–life
balance activities.
(Self-Efficacy)
V Y Positive feedback
regarding specific tasks
increases self-efficacy
(Clark & Estes, 2008).
Provide agency social
work staff with spaces to
plan, practice, and
discuss progress toward
specific work–life
balance goals and
activities.
CHILD WELFARE TURNOVER 69
Intrinsic value. The research findings of this study indicated that 60% of agency social
work staff need to find increased enjoyment in engaging in work–life balance activities. A
recommendation rooted in emotions theory has been selected to close this motivational gap.
Pekrun (2011) found that enhancing positive emotions such as enjoyment improves the learner’s
capacity to learn. This would suggest that continuing to provide learners with opportunities in
team meetings to share positive work–life balance experiences would support their motivation
needs. Thus, the recommendation is to provide agency social work staff with opportunities in
team meetings to share positive work–life balance experiences.
Researchers Buff, Reusser, Rakoczy, and Pauli (2011) identified that enjoyment of
learning had a positive correlation with the amount of effort that students put forth in their
studying. In a sample of 682 students in grades 8 and 9 the authors further elaborate that
activating positive emotions also increases academic performance and the student’s depth of
learning course content (Buff et al., 2011). Pekrun, Goetz, Titz, and Perry (2002) also assert that
emotions are also closely tied to the student’s self-assessment of competence that they attached
to learning. Hence, from a theoretical perspective, it appears that increasing emphasis on
positive emotions associated with work–life balance activities would increase the likelihood of
agency social work staff engagement in work–life balance activities.
Utility value. The results and findings of this study indicated that agency social work
staff need to see the usefulness of work–life balance. A recommendation rooted in expectancy
value theory has been selected to address this utility value gap. Researchers Wigfield and Eccles
(2000) and Pintrich (2003) assert that individuals are more likely to engage in an activity when
they can identify how they benefit from the activity. This would suggest that providing learners
with opportunities to share the benefits that they have experienced from engaging in work–life
CHILD WELFARE TURNOVER 70
balance activities would improve their utility value. Therefore, the recommendation is to provide
agency social work staff with opportunities in team meetings to share the benefits that they have
experienced from engaging in work–life balance activities.
Wigfield and Eccles (2000) assert that the utility value or the applicability of a task to
one’s future goals and planning impacts the likelihood that an individual will engage in an
activity. Pintrich (2003) postulates that performance goals are enhanced by the levels of
importance or usefulness that are attached to mastering a performance goal. Therefore, from a
theoretical perspective, it would appear that providing agency social work staff with
opportunities in staff meetings to share the personal benefits obtained from engaging in work–
life balance activities would support their personal growth.
Self-Efficacy. The results and findings of this study identified that 30% of agency social
work staff do not believe that they are capable of effectively engaging in work–life balance
activities. A recommendation rooted in self-efficacy theory has been selected to close this self-
efficacy motivation gap. Wentzel and Miele (2009) found that providing positive feedback that
is specific to the task at hand increases an individual’s self-efficacy. This would suggest that
providing learners with positive feedback regarding their work–life balance goals and activities
would support their learning needs. Hence, the recommendation is for supervisors to provide
agency social work staff with positive feedback regarding their specific work–life balance goals
and activities.
A 2017 study of 1,010 Australian employees identified that self-efficacy or personal
confidence in one’s ability to mediate the roles of work demands and family demands positively
impacts the employee’s ability to navigate role demands and achieve work–life balance
(Drummond et al., 2017). Moreover, Matuska (2011) posits that when individuals experience
CHILD WELFARE TURNOVER 71
success in work–life balance activities, they develop mastery of the activity. Matuska (2011)
further explains that the mastery of activity increases the individual’s self-confidence and
reinforces engaging in the activity. Bandura (1997) reinforces this theory and states that
“personal triumphs serve as transforming experiences (p. 57).” Thus, it can be theorized that
providing agency social work staff with spaces to plan, practice, and discuss their progress
towards specific work–life balance goals and activities would increase the likelihood that
employees would engage in work–life balance activities.
Implementation of Organizational Recommendations
Burnout and turnover in the helping profession are an ongoing threat to achieving
positive organizational outcomes. Thus, ongoing attention to work–life balance practices that
promote employee self-care are critical to achieving the organization’s mission. The research
and findings can be applied through the existing organizational infrastructure at ABC Family
Services. For example, agency leaders engage in weekly meetings in which a variety of topics
are addressed. The leadership meeting could provide a forum for implementing microtrainings
that include job aids that support work–life balance knowledge and reflective practices. Agency
leaders could also take turns providing these resources. The microtrainings would provide an
opportunity to utilize the most recent research to engage leadership staff in innovative work–life
balance activities with their teams. The activities could then be role modeled and replicated in
staff meetings or individual supervision. The practice of providing training to leaders who then
provide training to agency staff supports current organizational practices and would be congruent
with other agency practices. Thus, improving the likelihood and success of implementation.
Role modeling work–life balance practices is also a key concept that was prevalent in the
findings. Participants identified individuals internally, and externally that role modeled work–
CHILD WELFARE TURNOVER 72
life balance practices and reported that role models had a positive impact on their work–life
balance practices. The organization could provide peer work–life balance mentors to employees.
Pairing agency staff for work–life balance mentoring would provide peer support and an
opportunity to reflect on work–life balance practices, the benefits of engaging in work–life
balance practices, and areas of development needed. Providing peer support and mentoring also
creates communication across agency programs and peer accountability. It is anticipated that
peer mentoring would be well received due to the relational nature of the organization.
Organizational Recommendations
An organization is comprised of the cultural setting and the cultural model that is
embedded in the organization. Gallimore & Goldenberg (2001) describe cultural settings as the
environment in which individuals come together to accomplish a common purpose or goal.
While the cultural setting is specific to the environment, the cultural model includes group
norms, values, shared meanings, and mental models. Table 7 identifies the cultural model and
cultural settings and the influence on the performance goal. Table 7 also outlines the context-
specific recommendations that are based on theoretical principles.
CHILD WELFARE TURNOVER 73
Table 7
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Validated as a
Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
The agency leaders
need to insure
employees have the
resources needed to
achieve work–life
balance. (Cultural
Setting)
V Y Organizational
effectiveness increases
when the agency staff’s
needs are being met
(Waters, Marzano, &
McNulty, 2003).
Agency leadership staff
will provide training
and resources to support
the organization’s goal
of increasing work–life
balance skills.
Agency leaders need
to provide supervisory
support that includes
open lines of
communication
through consultation.
(Cultural Setting)
V Y Adult learners resist
learning when they feel
others are imposing
information, ideas or
actions on them
(Fidishun, 2000).
Agency leaders will
inquire and consult
about what to do rather
than telling agency staff
what to do.
Agency leaders need
to role model work–
life balance activities.
(Cultural Model)
V Y Leading by example is
the most powerful
teaching tool leaders
have (Akker, Heres,
Lasthuizen, & Six,
2009).
Agency leaders will
demonstrate behaviors
that are consistent with
the organizational
values of engaging in
work–life balance
activities.

Training Resources
The results and findings of this study indicated that 100% of agency social work staff
were able to identify training resources that the agency has provided to assist staff in achieving
work–life balance. A principle rooted in balanced leadership theory has been selected to
reinforce this commendation. Organizational effectiveness increases when the agency staff’s
resources needs are being met (Waters et al., 2003). This would suggest that providing agency
CHILD WELFARE TURNOVER 74
staff with training resources will support continued employee engagement in work–life balance
activities. This would suggest that agency leaders must mobilize agency resources to support
work–life balance resource. The recommendation then is for agency leaders to continue to
provide training that supports agency social work staff’s engagement in work–life balance
activities. As an example, team meetings serve as a platform for providing training resources
pertaining to work–life balance activities.
In the case of social work staff, worker burnout is related to organizational culture
(Agbényiga, 2009). A study of 260 child welfare workers from Georgia identified that job
exhaustion, and job stressors play a role in worker burnout. Additionally, providing training to
supervisors supports the learning needs of the employee and strengthens the learner’s skills
(Mazerolle et al., 2018; Strolin-Goltzman, 2010; Wentzel & Miele, 2009). As such, the literature
supports the necessity of agency leaders providing training resources regarding the different
ways to incorporate work–life balance activities into daily life.
Supervisory Support
The results and findings of this study indicate that 100% of participants identified
receiving supervisory support related to engaging in work–life balance activities. A principle
rooted in adult learning theory has been selected to reinforce this organizational commendation.
Researchers identify that adult learners will not engage in a task if they are told what to do,
rather they must receive support and consultation (Fidishun, 2000; Knowles, 1980; Wilke et al.,
2018). This suggests that agency leaders must provide supportive supervision related to
engaging in work–life balance practices. The recommendation then is for agency leaders to
continue to provide supportive supervision that includes consultation and support related to
engaging in work–life balance practices.
CHILD WELFARE TURNOVER 75
Fidishun (2000) states that adult learners resist learning when they feel that others are
imposing ideas or actions on them. In the case of social workers, organizational performance is
impacted by high turnover. Benton’s 2016 study of 1,102 child welfare agency workers
determined that supervisor support increased the likelihood of employee retention. Researchers
identified that social workers who viewed their supervisor as supportive were more likely to
remain employed in the agency (Chenot et al., 2009; Yankeelov et al., 2009). Additionally,
engaging in supportive supervision and mentoring of social workers was recognized as critical to
strengthening the worker's skills (Chenot et al., 2009). Thus, the evidence supports agency
leaders engaging in supportive supervision and consultation practices as an effective strategy for
engaging agency social work staff in increasing their engagement in daily work–life balance
practices.
Role Modeling
The results and findings of this study indicated that 100% of agency social work staff
identified a role model related to work–life balance within the organization. A principle rooted
in ethical leadership theory has been selected to reinforce this commendation. Organizational
performance increases when the leaders role model the behaviors desired (Akker et al., 2009;
Moorman & Grover, 2009). This would suggest that agency leaders must continue to role model
the behaviors that they want to see agency staff engage in. The recommendation then is for the
organization is for agency leaders to continue to engage in work–life balance practices that are
consistent with the organization’s values regarding work–life balance. As an example, agency
leaders must take vacations that do not include electronic communication.
Moorman and Grover (2009) state that leading by example is the most powerful tool that
leaders have. In the case of social work staff, work–life balance modeled and supported by
CHILD WELFARE TURNOVER 76
supervisors mitigates stress related to working with clients who have experienced trauma.
McFadden, Mallett, Campbell, and Taylor (2018) identified that the organizational culture must
be supportive in order to mitigate the effects of stress on employees. Researchers Chenot et al.
(2009) also identified that role modeling and mentoring are critical components of social worker
retention. As such, the literature supports the need for agency leadership staff to continue to role
model work–life balance practices for the benefit of agency staff.
Conclusion
The purpose of this study was to understand the stakeholder knowledge, and motivation
needs related to achieving the organization’s goal of increasing the work–life balance skills of
agency staff and to understand the interaction between the organizational culture and the
knowledge and motivation influences. The solutions and recommendations outlined include
knowledge and motivation recommendations and organizational recommendations. Agency staff
knowledge should be supported by engaging staff in training related to work–life balance and
self-care activities. Additionally, the provision of job aids that illustrate how to engage in self-
regulation is also highlighted in the solutions. The solutions also focus on facilitating open
communication and discussion about self-care practices. Supervisory support and role models are
also an important aspect of improving engagement in daily work–life balance activities.
CHILD WELFARE TURNOVER 77
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Appendix A: Participating Stakeholders with Interview Sampling Criteria
Participating Stakeholders
The stakeholder population of focus is the ABC Family Services employed in the agency
who have a Bachelor or Master of Social Work. ABC Family Services employs 54 employees
across four departments. The primary role of staff in each program is to facilitate practices that
heal relational trauma and establish permanent placement resources for the identified clients.
The collective efforts of all employees contribute to the achievement of the organizational
mission to enhance the well-being of children and families by healing relational trauma.
However, for this study, the stakeholder population of focus is the program staff who have a
Bachelor or Master of Social Work.
Interview Criteria and Rationale
The research study is qualitative and consists of the following criterion.
Criterion 1. Research participants must be a current employee at ABC Family Services.
This research study is specific to evaluating the work–life balance skills of staff employed at
ABC Family Services.
Criterion 2. Research participants include program staff who have a Bachelor or Master
of Social Work degree who work directly with the clients of ABC Family Services. This
researcher chose this sample criterion as administrative positions have dramatically different
professional training and background than individuals that work directly with clients.
Additionally, the participants were selected to match the relevant research outlined in the
literature review.
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Interview Sampling (Recruitment) Strategy and Rationale
The sampling strategy that was utilized is a nonprobability, purposeful sample of social
workers with a Master of Social Work or Bachelor of Social Work from an accredited Council on
Social Work Education (CSWE) program who are currently employed at ABC Family Services
were recruited to participate in this study. The interviews for this study were formal and
semistructured and included open-ended questions outlined in below. As recommended by
Merriam and Tisdell (2016), the open-ended questions served a guide for the interviewer, and the
interviewer used probes to elicit more detailed information.
Review of Documents and Artifacts
Data collection in qualitative research through observation can take on a variety of
formats including the observation of documents and artifacts. Merriam and Tisdell (2016) assert
that it is not possible for a researcher to observe everything. Researchers can utilize observation
in a variety of ways by directly observing the physical setting, the participants, the activities, and
the conversations of participants (Merriam & Tisdell, 2016). Hence, for this research project,
data collection occurred via interviews and via the observation of documents and artifacts.
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Appendix B: Protocols
Interview Protocol
This study utilized a semistructured interview with open-ended questions to develop a
deeper understanding of the participant’s experiences related to work–life balance. One-time
interviews were utilized to collect data. A semistructured interview format was utilized to best
capture the participant’s unique perspectives and to guide the interview process (Merriam &
Tisdell, 2016). This allowed the interviewer to utilize open-ended questions that are less
structured and are guided by the questions below (Merriam & Tisdell, 2016).
Interview Guide
The interview guide served as a guide for the interviewer. The interviewer used probes to
elicit more detailed information, as recommended by Merriam and Tisdell (2016). The interview
guide contains several components that were essential to creating a successful interview. First,
engaging in small talk and asking easier questions first allowed the participants to feel more at
ease (Bogdan & Biklen, 2007). After engaging in small talk, the researcher began the interview
by thanking the individual for participating in the research study. Next, the researcher shared
that the purpose of this interview is to better understand the role of work–life balance strategies
in the field of child welfare (Glesne, 2011; Merriam & Tisdell, 2016). The researcher also shared
that high turnover in the child welfare field is predominant and has an impact on outcomes for
children and families in the child welfare system (Child Welfare Information Gateway, 2014).
The researcher further shared that the researcher believes that better understanding work–life
balance strategies is an important aspect of minimizing employee turnover and increasing
positive outcomes for children and families in the child welfare system. After building rapport
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with the participant and sharing the purpose of the interview, the researcher described how the
researcher will protect the participant’s confidentiality throughout the study.
In order to alleviate feelings of unease that may exist related to the content of the
interview, the interviewer addressed confidentiality. The researcher reminded the participant that
their participation in the research study is voluntary and that their responses are confidential as
outlined in the informed consent document that they were previously provided (Glesne, 2011).
Also, the participant was advised that they will be able to determine what content is included or
not included in the study, that they can withdraw from the study at any time, and that they are not
required to answer any of the questions (Merriam & Tisdell, 2016). Additionally, the researcher
asked the participant if it is okay to record the conversation (Bogdan & Biklen, 2007). Also, the
researcher advised the participant that protecting their confidentiality is a priority. Thus, the
researcher is the only person that will listen to the recording, and the recording will be destroyed
after the study is complete (Bogdan & Biklen, 2007). Furthermore, the researcher advised the
participant that their name and the organization’s name will be protected by utilizing a
pseudonym and any identifiable or searchable information will be modified (Merriam & Tisdell,
2016). Finally, the participant was provided with a copy of the questions and was given the
opportunity to ask questions before the interview commenced (Bogdan & Biklen, 2007).
Interview Procedures
Interviews with the interviewee were conducted via telephone by the researcher. A total
of 10 interviews were conducted. Each interview was between 60–90 minutes as per Maxwell’s
recommendation (2013). Prior to the interview, the interviewer advised the participant that all
responses are kept confidential, the participant may end the interview at any time, and the
participant can decline to answer any question or questions (Merriam & Tisdell, 2016).
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Additionally, the interview reviewed the informed consent form and asked the participants for
permission to record the interview (Merriam & Tisdell, 2016). Moreover, the interviewer
advised the participant that the recordings would be destroyed at the conclusion of the research
study and that the interviewers is the only person that would listen to the recording (Merriam &
Tisdell, 2016). The interviewer asked the interviewee the open-ended questions that are outlined
below.
Introductory questions:
I would like to start with a couple of questions to help me understand a little bit about you and
your willingness to participate in this study.
1. What is your current position and how long have you been employed at ABC Family
Services? (Demographics)
2. How long have you been employed at ABC Family Services? (Demographics)
3. Do you provide direct services to clients? (Demographics)
4. Do you have a Master of Social Work or Bachelor of Social Work or Both?
(Demographics)
5. How long have you been employed in the child welfare profession? (Demographics)
6. What interested you in participating in this interview? (Demographics)
Core Questions:
Thank you for your willingness to share information about yourself for this study. I will
now begin to ask you some specific questions regarding your preparation for your work
experience.
7. What was it about this organization that made it a place that you wanted to work?
(Cultural Model/Setting)
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8. Tell me about how you the organization prepared for your current position?
(Organizational Setting)
a. Please share any specific training that the organization provided that were helpful to
you? (Organizational Setting)
9. Please help me understand the roles that you balance between work and life.
10. How important do you think it is it for people in the helping profession to practice self-
care and why? (Motivation–Utility Value)
a. What are some of the self-care or work–life balance skills that you believe people
working in the helping profession should have? (Knowledge–Factual; Motivation–
Utility Value)
11. I would like to make a transition to talking about relaxation and deep breathing. Please
share with me how you have used relaxation and deep breathing at work if you have done
so. (Knowledge–Procedural)
a. How do you think deep breathing or relaxation skills impact your ability to work with
clients? Knowledge–Factual; Motivation–Utility Value)
b. Please share any examples of how deep breathing or relaxation have helped you make
better decisions or be more effective at work. (Knowledge–Factual; Knowledge–
Metacognitive)
12. What are some of the work–life balance skills or self-care skills that you practice?
a. Are there any of those practices that you engage in each day? (Knowledge–
Procedural)
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13. I would also like to talk about your organization’s views on balancing work and life.
Please describe your understanding of your employer’s views on work–life balance and
provide examples. (Organizational–Cultural Model)
14. Please describe how leaders in your organization provide information about balancing
work and life. (Organizational–Cultural Settings)
15. Who from your organization, if anyone, has had an impact on your ability to balance
work and life. Provide an example. (Organizational–Cultural Model; Organizational–
Cultural Setting)
16. Have your work–life balance skills, self-care, or self-regulation skill changed since you
began working at your organization? If so, how? (Knowledge–Factual; Knowledge–
Procedural)
The next four questions are on a Likert scale of strongly agree, agree, disagree, or strongly
disagree. I can repeat those for you as I read the question.
17. When faced with difficult situations, I recognize the need to take time to focus on self-
care. (Motivation–Utility Value)
18. I can remain calm when faced with challenges at work because I can rely on my coping
abilities. (Motivation–Self-Efficacy)
19. I always enjoy engaging in activities that enhance my overall well-being. (Motivation–
Intrinsic Value)
20. I take time to reflect on my work–life balance skills. (Knowledge–Metacognitive)
Final Question/Closing:
Thank you for sharing your experiences regarding work–life balance with me.
21. What else would you like to share with me about balancing work, life, and your career?
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Appendix C: Credibility and Trustworthiness
In an effort to enhance the credibility and trustworthiness of the study this research
addressed reactivity, reflexivity and researcher bias. Maxwell (2013) explains that reactivity, or
the actual influence of the researcher, is next to impossible to eliminate. Notably, Hammersley
and Atkinson (2007) emphasize the concept of reflexivity in which the qualitative researcher
serves as a part of the phenomenon that they are studying. The latter plays a role in unpacking
the researcher’s bias related to the research project. For example, in addition to being employed
as the CEO of the organization, the researcher has worked in the child welfare field since 1993.
As a result of this position and experience, the researcher has a long history of observing the
demise of professionals during times in which they do not engage in work–life balance
strategies. In other words, addressing the trauma and the pain of the clients that professionals
seek to help inevitably leads to emotional distress for the professional. Demise in the profession
looks like, poor boundaries, irrational decisions, and broken relationships. This researcher has
not been immune to the personal and professional impact of child welfare work. Balancing the
role of being a single parent, the unexpected death of a parent, and providing care for aging
family members are just a few of the life challenges that the researcher has had to manage while
also putting the needs of clients in the forefront. These challenges and the recognition that
without one’s own family to go home to, this work has less meaning. Hence, recognizing that
work–life balance is not an optional part of the profession, is not selfish, and is a crucial aspect
of being an effective helper and role models for the children and families we serve has been
foundational in this researcher’s bias and passion for the topic.
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Appendix D: Ethics
This research study seeks to understand the knowledge, motivation, and organizational
influences related to work–life balance and worker turnover in the child welfare profession. This
researcher is committed to engaging in ethical practices throughout this research project. Glesne
(2011) asserts that potential study participants must be advised that their participation in the
research study is voluntary, that they may discontinue participation at any point during the study,
and that their responses are confidential. Hence, potential research participants were provided
with electronic informed consent documents prior to the research study. Also, participants were
verbally reminded that their participation is voluntary and that they may withdraw from the study
at any time. Participants did not receive an incentive for participation in the research study, as
doing so would be inconsistent with current organizational practices. Also, to ensure that this
researcher adhered to the highest ethical practices, the research study was submitted to the
University of California Institutional Review Board (IRB) before engaging in any data
collection. This researcher followed the rules, guidelines, and recommendations of the IRB to
protect the rights and welfare of the research participants.
This researcher is employed as the Chief Executive Officer (CEO) of ABC Family
Services. Potential research study participants are employees of ABC Family Services. As the
CEO of ABC Family Services, this researcher is highly committed to the mission, vision, and
values of the organization which includes whole-system well-being and a commitment to the
health and well-being of the employees and clients. Additionally, this researcher believes that
organizations that support work–life balance practices are more likely to have higher employee
retention rates and better client outcomes. As such, this bias is important to recognize that the
values and beliefs held by this researcher decrease the ability to be subjective and could impact
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the conclusions of the research study (Maxwell, 2013). Also, this researcher recognizes the
importance of doing no harm (Rubin & Rubin, 2012) to research participants. Hence, the
research study was conducted via a letter of invitation that was sent via electronic mail to all staff
outlining the purpose study and providing an electronic link to sign up for an interview time if
the individual provided consent to participate.
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Appendix E: Validity and Reliability
The validity and reliability in qualitative research serve to assist the reader in determining
if the researcher’s conclusion is reasonable (Merriam & Tisdell, 2016). Maxwell (2013) asserts
that the validity of a research study refers to the accuracy of the description, conclusion, and
interpretation of the data. The study focused on understanding the knowledge, motivation, and
organizational (KMO) influences related to employee engagement in work–life balance. The
research findings were supported by reiterating the participant’s responses. Additionally, the
validity and reliability of the study was supported through triangulation and collecting
information through a variety of methods including interviews with participants, document
analysis, and peer reviews. (Maxwell, 2013).
The reliability of the research findings is supported by validity tests such as respondent
validation, conducting rich interviews that verify the conclusions, and providing numerical
results to illustrate the findings (Maxwell, 2013). The researcher engaged in rich interviews
using the KMO framework as a guide. This researcher was able to achieve respondent validation
by soliciting feedback related to conclusions from the participants. For example, the researcher
reviewed the description of work–life balance and self-care with several of the participants to
make certain that the researcher had captured the depiction accurately. The participant's
confirmation regarding the accuracy of the definitions served to increase the reliability of the
findings. The researcher also utilized “quasi-statistics” to quantify the research findings and
provide numerical data that supports the findings (Maxwell, 2013).
The ability to generalize the research findings to a specific population is also a threat to
validity that must be considered (Maxwell, 2013). Maxwell (2013) describes generalization as
extending the research findings to other individuals, settings, or organizations than those that
CHILD WELFARE TURNOVER 101
were studied. The population of the study included only master and bachelor level social
workers. This was intentional on this researcher’s part, as it is anticipated that this research
could benefit the social work profession. Additionally, it is anticipated that focusing on bachelor
and master level social workers instead of individuals from a broader field of study could
increase the researcher’s ability to apply findings to a broader population.

CHILD WELFARE TURNOVER 102
Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
Kirkpatrick’s (2016) New World Model served as the foundation for this implementation
and evaluation framework. This model consists of four levels of training from highest to lowest
(Kirkpatrick & Kirkpatrick, 2016). Level 4 focuses on the results and centers on determining if
the intended outcomes are being achieved through the training and support provided. Next,
Level 3 focuses on behavior and the extent to which the training participants can apply their
learning on the job. Level 2 focuses on learning and measures the knowledge, skills, attitude,
confidence, and commitment that participants acquired from the training. Finally, Level 1
focuses on reaction and assesses the extent to which participants find the training favorable,
engaging, and relevant to their job (Kirkpatrick & Kirkpatrick, 2016). The New World model
provides a structure that guides the implementation and evaluation framework for the study.
Organizational Purpose, Need, and Expectations
The mission of ABC Family Services is to enhance the well-being of children and
families by providing services that heal relational trauma. The primary role of agency social
work staff is to facilitate practices that heal relational trauma so that children and families can
engage in healthy relationships. Work–life balance activities support the well-being of agency
social work staff and serve as a proactive way to mitigate the impact of working with
traumatized individuals (Alkema et al., 2008). The organization’s mission, vision, values, and
strategic plan support the need to engage agency social work staff in work–life balance activities
so that they can effectuate change in the traumatized population that is served.
This study assessed the knowledge, motivation, and organizational needs related to
achieving the organizational goal of increasing work–life balance skills of agency social work
CHILD WELFARE TURNOVER 103
staff. There are multiple stakeholders that benefit from this goal including clients and contract
agencies. However, the focus of this study is the agency social work staff. Proposed
recommendations included introducing a job aid that illustrates the different ways to incorporate
self-regulation strategies into decision-making, providing training in which work–life balance
strategies are demonstrated, and providing a job aid that includes reflective questions related to
work–life balance strategies.
Level 4: Results and Leading Indicators
Leading indicators provide the organization with targeted outcomes and a methodology
of monitoring and tracking the organizational results (Kirkpatrick & Kirkpatrick, 2016). If the
internal outcomes are met, then the external outcomes should also be met. The proposed Level 4
results and leading indicators including the internal outcomes and the external outcomes are
outlined in Table F-1.
CHILD WELFARE TURNOVER 104
Table F-1
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase in the number of foster
youths who achieve permanency
through reunification or adoption.
The number of foster youths
discharged to permanency through
reunification or adoption.
Review monthly and annual
discharge data.
Internal Outcomes
Increase in offerings of work–life
balance training topics to agency
social work staff.
The number of work–life balance
skills training offered to agency
social work staff.
Track and review agency training
data in a collaborative web-based
document.
Increase in agency social work staff
engaging in work–life balance
activities daily.
Review of key questions on the
Work–Life Balance Inventory
collected biannually by electronic
survey.
Compare data that is self-reported
in the survey.
Increase in agency social work staff
confidence in implementing work–
life balance activities into daily life.
Positive feedback from supervisors.
Review of key questions on the
Work–Life Balance Inventory
collected biannually by electronic
survey.
Set aside time in individual and
group supervision to reflect on the
effectiveness of work–life balance
activities.
Level 3: Behavior
Critical behaviors. Level 3 involves continuous performance monitoring and connecting
critical behaviors to the desired outcome (Kirkpatrick & Kirkpatrick, 2016). To achieve the
organizational goal of increasing employee engagement in work–life balance activities the
organization must provide support and accountability (Kirkpatrick & Kirkpatrick, 2016). The
first critical behavior that agency social work staff must achieve is attending work–life balance
training. The second critical behavior that must be achieved is the completion of a personal self-
care action plan. The third critical behavior is reporting engagement in work–life balance
activities. Table F-2 below identifies the Critical Behaviors, Metrics, Methods, and the Timing
for the Evaluation.
CHILD WELFARE TURNOVER 105
Table F-2
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Agency social work staff
will complete work–life
balance training
Attendance The training topic and
attendance will be
documented in the
training tracking
document
Monthly during staff
meetings
2. Agency social work staff
will complete a personal
self-care action plan
100% of agency social
work staff will have a
personal self-care action
plan
The supervisor will track
completion
Monthly during individual
supervision
3. Agency social work staff
will report out on the
implementation of work–
life balance activities
The number of completed
activities per staff
Activities will be tracked
in staff meeting minutes
Weekly during staff
meetings
Required drivers. Kirkpatrick & Kirkpatrick (2016) identify the required drivers as the
processes and systems that reinforce, monitor, encourage, and reward the critical behaviors
associated with employee performance. Agency social work staff will be provided with job aids
to reinforce self-regulation and relaxation skills. Staff meetings will be utilized as a forum to
troubleshoot work–life balance challenges and to provide staff with feedback and
acknowledgment of successes. Individual supervision will also serve as a forum to review the
progress towards work–life balance goals. Table F-3 identifies the required drivers to support
critical behaviors of the agency social work staff.
CHILD WELFARE TURNOVER 106
Table F-3
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3, etc.
Reinforcing
Job aid illustrating self-regulation skills Ongoing 1,2,3
Job aid illustrating relaxation skills Ongoing 1,2,3
Job aid with reflective questions regarding progress Ongoing 1,2,3
Staff meetings to troubleshoot Weekly 1,2,3
Encouraging
Feedback and coaching during team meetings Weekly 1,2,3
Feedback during individual supervision Monthly 1,2,3
Rewarding
Acknowledgment during team meetings Ongoing 1,2,3
Monitoring
Supervisor uses individual supervision to review progress towards
work–life balance goals
Monthly 1,2,3

Organizational Support
Level 2: Learning. Level 2 of The New World Model measures the degree to which
participants acquire the knowledge, skills, attitude, confidence, and commitment based on their
participation in the training (Kirkpatrick & Kirkpatrick, 2016). Level 2 evaluation is formative
in nature and should evaluate the degree to which participants learned what they needed to learn
(Kirkpatrick & Kirkpatrick, 2016).
Learning goals. Following the completion of the recommended solutions related to
training the agency social work staff will be able to:
CHILD WELFARE TURNOVER 107
1. Recognize that self-regulating behavior is necessary to engage in effective decision-
making. (factual knowledge)
2. Identify the situations in which engaging in self-regulating behaviors will improve
their decision-making skills. (factual knowledge)
3. Plan and monitor their work–life balance activities. (procedural knowledge)
4. Monitor the effectiveness of their work–life balance practices. (metacognitive
knowledge)
5. Indicate confidence in their ability to apply work–life balance skills to their daily life.
(self-efficacy)
6. Value the usefulness of work–life balance activities. (utility value)
Training program. The training program designed for the agency social work staff will
support the staff in achieving the learning goals outlined above. The training will be regarding a
broad range of work–life balance skills, including mindfulness, relaxation, and self-regulation
skills. The training program will include training modules that can be implemented during in-
person and via web-based sessions and will be implemented by program leaders.
Each training module will include training aids that can be utilized to illustrate the key
concepts addressed in the training module. The training aids will also assist participants in
reflecting on the effectiveness of the skills obtained. The training aids will also be utilized in
individual supervision. Supervisors will provide opportunities to discuss progress toward work–
life balance goals in individual and group settings.
Evaluation of the components of learning. Agency social work staff must be able to
demonstrate the ability to apply factual knowledge related to work–life balance. Thus, factual
and procedural knowledge must be assessed to determine if learning has occurred. Staff also
CHILD WELFARE TURNOVER 108
need to see the value that the training brings to their job. Staff must also demonstrate confidence
in their ability to apply the skills. As such, Table F-4 outlines the evaluation methods and the
timing of the training program.
Table F-4
Evaluation of the Components of Learning for the Program
Method(s) or Activity Timing
Declarative Knowledge “I know it.”
Knowledge checks using a checklist during individual
and group supervision
Periodically during individual supervision or staff
meetings
Knowledge checks during group activities Periodically during individual supervision or staff
meetings
Procedural Skills “I can do it right now.”
Participant demonstrates skills using job aid during
staff meetings via teach back activity
Monthly during in-person meetings
Knowledge checks using role plays with job aids Monthly during in-person meetings
Attitude “I believe this is worthwhile.”
Participant comments on the usefulness of what they
are learning to do on the job
Periodically during individual and group supervision
Participants comments on the usefulness of what they
are learning
During training session pulse-checks
Confidence “I think I can do it on the job.”
Discussion after role plays During the training
Discussion after teach-back activities During the training
Commitment “I will do it on the job.”
Create a personal self-care action plan During individual or group supervision
Discussion regarding goals During individual or group supervision

CHILD WELFARE TURNOVER 109
Level 1: Reaction
Level 1 evaluates the participant's reaction to the training by measuring the level of
engagement, relevance, and satisfaction related to the training program (Kirkpatrick &
Kirkpatrick, 2016). Table F-5 outlines the components to measure the reactions to the program.
Table F-5
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observation by supervisor/trainer During the training
Course evaluation 2 weeks after the training
Relevance
Course evaluation 2 weeks after the training
Pulse-check with participants After every training session
Participant (Agency social work staff) Satisfaction
Course evaluation 2 weeks after the training
Pulse-check with participants After every training session

Evaluation Tools
Formative and summative assessment techniques will be utilized to assess the reaction of
participants in training sessions in the areas of engagement, relevance, and satisfaction.
Formative assessment involves using assessment tools immediately following or during the
training, while summative assessment includes using assessment tools up to a couple of weeks
after the training session (Kirkpatrick & Kirkpatrick, 2016). The evaluation tools and timing of
implementing the tools are summarized below.
CHILD WELFARE TURNOVER 110
Immediately following or during the training program implementation. Observation
and pulse check will be utilized to assess the participant’s reaction to the training sessions. The
trainer will observe the degree to which the participants are attuned to the trainer. The trainer
will also conduct a pulse-check during the training to check-in with the group regarding how the
training is going and if they are finding the training to be useful. The trainer will use this
information to assess the overall reaction to the training program.
Delayed for 2 weeks after the training program implementation. A blended
evaluation approach will be utilized 2 weeks after the training program. The link to the
electronic survey will be sent to employees via electronic email. The purpose of the blended
evaluation approach is to assess the four levels of training outlined in the New World Model.
Appendix H provides an example of the blended evaluation approach.
Summary
The New World Kirkpatrick Model has been utilized to create an implementation and
evaluation plan that supports the stakeholder performance goal engaging in work–life balance
activities. The implementation plan outlines the four levels of Kirkpatrick’s model and assesses
the agency social work staff’s reaction to the training, the knowledge acquired, the degree to
which that knowledge was applied to the job, and the extent to which the outcomes were
achieved (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick’s model allows the organization to
gather and evaluate data throughout the process so that adjustments can be made to maximize the
organization’s performance toward the identified goals (Kirkpatrick & Kirkpatrick, 2016).

CHILD WELFARE TURNOVER 111
Appendix G: Informed Consent Form
Informed Consent

University of Southern California
Rossier School of Education

You are invited to participate in a research study conducted by Mechele Pitt under the supervision of Dr. Fredrick
Freking. This document explains information related to this study. Please read this form and ask any questions that
you have prior to deciding whether you want to participate.

PURPOSE OF THE STUDY
This research study is designed to understand the work–life balance experiences among bachelor and master level
social workers. Information gained from this study may provide valuable information to the field of social work and
social service agencies.

PARTICIPANT INVOLVEMENT
If you agree to participate in this study, you will be asked to participate in a 60- to 90-minute interview via phone at
a time that you designate. You do not have to answer any questions that you do not want to answer, and you may
withdraw from this study at any time.

PAYMENT/COMPENSATION FOR PARTICIPATION
No compensation or payment will be received for participation in this study.

ALTERNATIVES TO PARTICIPATION
Your alternative is not to participate. Your relationship with your employer will not be affected by participation or
non-participation in this study.

CONFIDENTIALITY
All identifiable information obtained in relationship with this study will remain confidential. Your responses will be
coded with an alias (pseudonym) and will be maintained separately. All audiotapes or recordings will be destroyed
after they have been transcribed. You have the right to review your interview transcript one time to ensure accuracy
and provide feedback to the researcher. If you wish to review your transcript, you must provide an email address
during the interview, and the interviewer will provide an email copy of the transcript for your review.

All data related to this research study will be stored in a password protected computer. At the conclusion of the
research study, all direct identifiers will be destroyed. De-identified data may be used for future research studies. If
you do not wish to have your data utilized in future studies, you should not participate.

The members of the research team and the University of Southern California’s Human Subjects Protection Program
(HSPP) may access the data. The HSPP Reviews and monitors research studies to protect the rights and welfare of
research subjects.

Research results that are published or discussed at conferences will not include any identifiable information.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns regarding this research, please feel free to contact Mechele Pitt at
mpitt@usc.edu or call (715) 271-7264 or Dr. Fredrick Freking (Faculty Advisor) at freking@rossier.usc.edu.

IRB CONTACT INFORMATION
Questions, concerns, or complaints related to your rights as a research participant should be directed to University
Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213)
821-5272 or upirb@usc.edu.

CHILD WELFARE TURNOVER 112
Appendix H: Blended Evaluation Tool
Blended Evaluation Tool
Survey Items (a 4-point Likert scale ranging from strongly disagree to strongly agree)
Level 1: Reaction
Engagement
1. My participation was encouraged by the facilitator.
2. The course was interesting.
Relevance
3. What I learned will assist me in my job.
Customer Satisfaction
4. I will recommend this training to my co-workers
Level 2: Learning
5. The training increased my knowledge regarding self-regulation.
6. I believe that it will be worthwhile for me to apply what I learned to my job.
7. I feel confident in applying what I learned to my job.
Level 3: Behavior
8. I have been able to apply what I learned in training to my job successfully.
9. I have the resources that I need to develop my work–life balance skills.
10. I have the support that I need to apply what I learned about work–life balance to my job.
Level 4: Results
11. I believe I will see progress towards my work–life balance goals if I apply what I learned
from the training.
12. I feel more confident about applying my work–life balance skills to my daily life after the
training.

Abstract (if available)

Abstract The purpose of this study was to evaluate the knowledge and motivation needs related to achieving the organizational goal of increasing the work–life balance skills of agency staff. The study further sought to understand the interaction between organizational culture and stakeholder knowledge and motivation in relation to the organizational goal of increasing the work–life balance skills of staff agency. The Clark and Estes (2008) gap analysis framework served as the conceptual and methodological framework for the study. A qualitative study was conducted, and data was collected using document analysis, interviews, and member checking. Interviews were conducted with 10 bachelors and master level social work staff from a child welfare organization in the Midwest. The findings revealed that the agency social work staff were well versed in self-regulation practices and the majority of participants would benefit from additional training and supports related to reflective practice and incorporating work–life balance activities into their daily life. Based on the findings and the literature review, the study recommends the provision of processes and procedures that include supervisory support, open dialogue, and reflection related to work–life balance activities to guide the organization in reducing burnout and employee turnover so that optimal client outcomes can be achieved.

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Asset Metadata

Creator Shipman, Mechele Pitt (author)

Core Title Child welfare turnover: an evaluation study of work-life balance practices

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 04/24/2019

Defense Date 03/04/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,reflection,reflective practice,self-regulation,supervisory support,turnover,work-life balance

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Freking, Fredrick (committee chair), Mora Flores, Eugenia (committee member), Muraszewski, Allison (committee member)

Creator Email mechelepitt@yahoo.com,mpitt@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-142657

Unique identifier UC11675718

Identifier etd-ShipmanMec-7224.pdf (filename),usctheses-c89-142657 (legacy record id)

Legacy Identifier etd-ShipmanMec-7224.pdf

Dmrecord 142657

Document Type Dissertation

Format application/pdf (imt)

Rights Shipman, Mechele Pitt

Type texts

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Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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