Individual Training Needs Assessment (ITNA) for FCMs

The purpose of the ITNA is to help Supervisors and FCMs develop a plan to enhance knowledge and skills pertinent to the job and assist with Work Profile revisions.

Directions

Directions for completing the ITNA

  1. Speak with your immediate supervisor and review the statements before completing the ITNA. (Your immediate supervisor will have a copy of the ITNA statements).
  2. Read each skill statement carefully and answer every statement in hard copy form.
  3. For each statement:
    1. Select the level of importance to your job.
    2. Select your level of mastery.
  4. Review the completed hard copy with your immediate supervisor. Make changes as needed.
  5. Fill out the ITNA via web-link provided using the ratings agreed upon with your immediate supervisor.
  6. Double check your answers and ensure that all sections are complete and accurate including identifying information such as name, local office/base, PeopleSoft ID, e-mails, etc.
  7. Click "Submit." Upon successful completion, you will receive a summary report of your ratings.
  8. Provide your immediate supervisor with the summary report (step 7) and final version hard copy (step 4) of the completed ITNA for your fact file.

Clarification about answering the skill assessments

There are two parts to complete this assessment. You will provide two answers to each skill set statement. First, you will select one of four answers by rating the level of importance each skill statement has to your work. Secondly, you will select one of four answers which more closely matches your level of mastery.

How do I determine the level of importance to my job?

  1. Determine whether the activities represented by the skill statement are part of your job.
  2. Determine whether the skills are “central” or “peripheral” to the job.
  3. Determine the frequency with which these skills are needed. On the ITNA score sheet you will determine a level of importance for each skill set statement, the levels being:
    • Very important to job
    • Moderately important to job
    • Minor part of job
    • Not a part of job

How do I determine my level of mastery?

  1. Determine whether knowledge and skills are needed.
  2. Determine the level of knowledge and skills needed.
  3. Review each skill set statement carefully and then select your response from the key below:
    • High
    • Medium
    • Low
    • Not at all

Frequently Asked Questions

What is the ITNA?

It is the Individual Training Needs Assessment.

Why complete the ITNA?

The information you give will identify your highest priority training needs so that, together with your immediate supervisor, you can select workshops that best meet those needs.

Do all Family Case Manager Supervisors, Managers and Directors complete the ITNA?

Yes. The ITNA should be completed jointly by the Family Case Manager Supervisor, Division Manager, Director and their direct supervisor. The Family Case Manager Supervisor, Division Manager, and Director will complete the tool and their supervisor will carefully review and discuss the results with the worker.

What is the difference between the ITNA and performance evaluation?

The performance evaluation measures how well you are doing your job. In contrast, the ITNA measures the extent to which you have the knowledge and skills you need to do your job.

What does the ITNA measure?

The ITNA measures your level of mastery on specific areas of knowledge and skill, as well as the level of importance of each to your own job.

How is need computed for the ITNA?

The combination of mastery and knowledge is multiplied to estimate your need on a specific area of knowledge and skill. For instance, low importance and low mastery result in low need. Low importance and high mastery result in low need. High importance and low mastery result in high need.

Is lack of training the only reason I might not be able to do my job well?

Not necessarily. Other factors may prevent you from doing your job well. These are called non-training barriers to performance. If you should identify non-training barriers you should discuss these with your immediate supervisor in the review meeting.

What is done with the ITNA data?

The Staff Development Unit compiles data from all ITNAs to determine the highest priority training needs throughout the state and/or region. Based on those needs, workshops are developed for training schedules.

The purpose of the ITNA is to help Supervisors, Division Managers and Directors develop a plan to enhance knowledge and skills pertinent to the job and assist with Work Profile revisions.

Contact Information

Please send any additional questions to:

Valerie Decker, MSW
Project Manager
Child Welfare Training Evaluation Partnership
Indiana University School of Social Work
vdecker@iupui.edu
317-274-5163

Demographics

 
 
A. Fundamentals of Family-Centered Child Protective Services Importance Mastery
  1. Can conduct child welfare practice consistent with the mission, vision, and values of the Indiana Department of Child Services.
  1. Can identify potential indicators of children who have been physically abused, neglected, sexually abused, and emotionally abuse.
  1. Can work within a community-based system of child protection and family support through partnerships.
B. Fundamentals of Engaging Families Importance Mastery
  1. Can find a balanced approach between using the least intrusive interventions and using the coercive intervention of the court.
  1. Can use engagement methods to create the conditions for empowerment, assist the family in forming a team for support, and build a collaborative worker/family relationship.
  1. Can use core values (empathy, professionalism, genuineness and respect) at all times and relate to families in a culturally respectful and competent manner.
C. Legal Aspects of Child Protection Importance Mastery
  1. Can gather, prepare, and document case information for court.
  1. Can testify in juvenile court hearings.
D. Fundamentals of Assessment in Child Protective Services Importance Mastery
  1. Can determine the potential indicators and level of future risk for child abuse or neglect using multiple interviewing techniques and strategies suitable for specific clients and situations.
  1. Can assess and identify underlying needs, strengths, contributors to maltreatment, and resources to inform interventions.
  1. Can design and implement safety plans to protect children in immediate danger of serious harm.
E. Foundations of Case Planning and Family-Centered Casework Importance Mastery
  1. Can collaborate with the family (including extended family members and service providers through the CFTM process) to plan and coordinate services.
  1. Can initiate permanency planning activities through the CFTM process (including supplemental case planning) to assure child safety and stability.
  1. Can describe the process of establishing paternity, access child support orders, and make recommendations regarding child support modifications.
  1. Can make service referrals, monitor quality of services, and document service outcomes.
F. Fundamentals of Child Development: Implications for Family-Centered Child Protective Services Importance Mastery
  1. Can recognize indicators of developmental delays, disabilities, illness and other conditions that impact child development and obtain services timely.
  1. Can help families access appropriate community resources to address child developmental needs.
  1. Can help parents/caregivers identify parenting strategies that meet their child(ren)'s developmental needs.
G. Separation, Placement and Reunification Importance Mastery
  1. Can assess, plan, and match placements that reduce child stress, promote child safety, lessen (parent/child) trauma, and promote placement stability and permanence for children.
  1. Can complete background checks and connect relative caregivers with DCS licensing staff to identify least restrictive placements.
  1. Can coordinate, collaborate, educate and advocate for educational needs and services of children in placement.
  1. Can secure and monitor parent/child visitation plans and sibling contacts.
  1. Can collaborate with and support resource caregivers to promote placement stability and meet the needs of children in placement.
  1. Can assess family strengths and needs, develop case plans (through Case Conferences or through CFTMs), and implement case activities that promote reunification and provide post-reunification services to children and their families.
  1. Can use concurrent case planning to develop alternative permanency plans for children who cannot be reunified with their families.
H. Fundamentals of Documentation Importance Mastery
  1. Can access and input information into all modules of MaGIK, including KidTracks, Salesforce, and Quest (if necessary) within established timeframes.
  1. Can complete all required documentation for a prep meeting and a CFTM sharing written records with team members.
  1. Can complete a Child and Adolescent Needs and Strengths (CANS) assessment within the required time frame.
  1. Can document case information using clear and objective language.
I. Fundamentals of Child and Family Team Meetings Importance Mastery
  1. Can use the essential practice skills of engaging, teaming, assessing, planning and intervening when working with children and families.
  1. Can complete a prep meeting with each family member, facilitate CFTMs, identify formal and informal supports, and contribute to the group decision making process.
J. Adoption, Foster & Kinship Care Importance Mastery
  1. Can locate and provide information related to post adoption services and support adoptive parents and children to promote placement stability and prevent adoption disruption.
  1. Can obtain available services timely to address identified needs for children in out-of-home care with a fit and willing relative or foster care.
K. Adolescent Services Importance Mastery
  1. Can provide developmentally appropriate casework services to adolescents consistent with court approved permanency plans.
  1. Can identify and assess the individual, family & social factors that contribute to challenges experienced by adolescents and address needs through the CFTM.
  1. Can assess adolescents for transitional planning and develop, coordinate, and implement a successful transitional service plan for teens, including appropriate referrals for services.
L. Assessment Importance Mastery
  1. Can engage families to elicit, gather, evaluate, analyze and integrate pertinent information to form assessment conclusions.
  1. Can work with social service providers & stakeholders within the fields of mental health, medical, law enforcement, and partner agencies in developing comprehensive assessments and recommendations for service intervention.
  1. Can conduct assessment interviews with alleged child victims and siblings to gather full information and to provide evidence for determining child safety and level of intervention.
  1. Can conduct assessment interviews with alleged non-offending parents to gather information and provide evidence for determining child safety and level of intervention.
  1. Can conduct assessment interviews with alleged perpetrators to gather information and to provide evidence for child safety and level of intervention.
  1. Can determine whether parent/caretaker history and/or recollection of the child's injuries is plausible and develop a hypothesis regarding how the child was maltreated.
  1. Can complete, review, and/or update a Plan of Safe Care for each infant under the age of one year who is identified as born affected by or exposed in-utero to substance use (legal or illegal), experiencing symptoms of withdrawal, diagnosed with Neonatal Abstinence Syndrome, and/or diagnosed with Fetal Alcohol Spectrum Disorder (FASD).
  1. Understands and is able to talk to parents, guardians, and caregivers about safe sleep for infants.
M. Casework with Abused Children and Their Families Importance Mastery
  1. Can address conflict and challenging behaviors to build trust-based relationships and engage families in cooperative casework relationships.
  1. Can coordinate a comprehensive approach through CFTMs and deliver community-based services which address underlying needs contributing to abuse.
N. Casework with Neglected Children and Their Families Importance Mastery
  1. Can coordinate a comprehensive team approach through the CFTM process to deliver in-home and community-based services which remediate neglect and sustain support to families.
O. Legal Issues in Child Welfare Importance Mastery
  1. Can document and provide factual information and testimony to the court.
  1. Can prepare children and family members for court hearings.
P. Sexual Abuse Importance Mastery
  1. Can plan, conduct and document assessments in sexual abuse cases in a manner that will protect the child from further abuse, and support fair and accurate decision-making in the child welfare.
  1. Can evaluate and select services to children who have been sexually abused, for their siblings; and their offending and non offending parents within and outside of the CFTM process.
  1. Can make appropriate placements for children at risk of further sexual abuse; implement and coordinate services to parents and substitute caregivers providing out-of-home care to children who have been sexually abused and/or to children and adolescents who have sexually offended others within and outside of the CFTM process.
Q. Developmental Disabilities and Psychopathology of Children Importance Mastery
  1. Can recognize the degree to which developmentally-disabled and emotionally and/or behaviorally-disturbed children are at risk of abuse and neglect.
R. Parenting Skills Importance Mastery
  1. Can transmit information to parents and caregivers about realistic expectations for their children's behavior using a variety of approaches.
S. Collaboration, Teamwork and Customer Service Importance Mastery
  1. Can collaborate and coordinate with agency staff, community service providers, and state-level personnel in a team approach for services to children and families in collaboration with the CFTM.
T. Culture and Diversity Importance Mastery
  1. Can provide culturally-competent casework services and demonstrates a willingness to learn from others.
U. Developmental Disabilities and Psychopathology of Adults Importance Mastery
  1. Can identify emotional/behavioral disorders and developmental disabilities in adult family members and determine when they increase the likelihood of child abuse and/or neglect.
  1. Can coordinate services for parents with emotional/behavioral disorders or developmental disabilities to promote their ability to provide safety and permanency for their child(ren).
V. Substance Abuse Importance Mastery
  1. Can identify indicators of alcohol and drug abuse in family members and obtain further assessment when needed.
  1. Can assess risk to children as a result of substance abuse of caregivers in case planning and permanency planning through the CFTM.
  1. Can access, coordinate, and monitor treatment and supportive services to caregivers who abuse substances.
W. Domestic and Family Violence Importance Mastery
  1. Can identify the presence of domestic violence in families, assess risk to the children, and develop and implement safety plans for the victim and children.
  1. Can plan and coordinate services to children and family members who have been maltreated as a result of domestic or family violence through the CFTM process, if appropriate.
X. Health and Medical Issues Importance Mastery
  1. Can collaborate with families and health care providers to ensure that children receive preventive health, medical care, and developmental services.
  1. Can collaborate with families and health care providers to ensure that children receive coordinated treatment and supportive interventions for chronic or terminal illness and physical disabilities.
Y. Staff Safety Importance Mastery
  1. Can recognize potentially dangerous conditions and situations in the workplace or in the field and react to prevent harm to self and/or others.
Z. Conflict, Hostility, and Resistance for Caseworkers Importance Mastery
  1. Can manage conflicts with staff members, clients, and personnel from other agencies to resolve issues and maintain productive collaborative relationships.
AA. Self-Care Importance Mastery
  1. Can recognize risk factors that lead to burn-out and secondary traumatic stress.
  1. Can develop a self-care plan that includes strategies to build resilience and personal and professional balance.
  1. Can implement a self-care plan that includes strategies to build resilience and personal and professional balance.

Additional Training Needs: