P&P August 2015

USER ADOPTION continued from page 27

“The training programwas fabulous because it included that component of thementoring in the field. That’s typically themodel we usewith families so it fit perfectly.”

get comfortable using the new system at their workplaces with live cases. For field-based social workers, this requires intensive, live-action, sce- nario-based training or trainers that shadow workers, offering tips and hints before and after a client visit. Applying a coach model works well for this type of intense, personal user training. With this approach, a head coach from within the agency is estab- lished as the expert for the new system with users before, during, and after training. Most important, the coach provides organization- and worker- specific examples for how the solution is connected to their daily work. In addition, assistant coaches from the agency also help train and support smaller groups of users by holding daily or weekly huddles as part of existing staff meetings to share best practices, answer questions, and discuss chal- lenges using the technology. Learning and integrating new technology in this way gives workers immediate feedback and real-time tips, reducing frustration and increasing adoption. When this model is in place, coaches provide a solid game plan for con- tinued agency and worker success. “If we didn’t have the coach model, I don’t think this project would have gone over as easily. It was impera- tive that we were able to talk with one another and share other people’s experiences using this new tech- nology. It just made the transition that much easier,” said Jason Ost, a Child Protection specialist at CrowWing County Community Services. 2. Ingrain technology into evolving processes Too often, user training is focused on the features and functions of the new technology, instead of the users’ process changes. Because caseworkers and social workers are not willing to put their work or their clients at risk, they must be convinced during training that the new technology will help them do their jobs better or they will abandon it.

—LISA HANKES, A CPS ONGOING SUPERVISOR AT THE DANE COUNTY DEPARTMENT OF HUMAN SERVICES

processes. This way, after the trainers leave, the agency can rely on its head coach and assistant coaches to support users, answer questions, and provide extra one-on-one training when needed. This process allows the coach to keep the technology solution con- nected to the organization’s business processes to maintain user acceptance in the long-term. Because coaches are identified early and start mentoring workers, answering questions, and setting expectations right away, workers trust that the new technology will be ben- eficial. They also feel comfortable that many options to seek help are available before, during, and after the tech- nology rolls out. Ultimately, the goal is to make the technology an invisible extension of the worker’s daily processes so it runs in the background, automating manual, cumbersome processes so workers can focus on their clients. User Adoption Ensures Success When human service agencies ensure that their workers fully inte- grate new systems into their daily lives, the benefit is apparent across the board for the agency, workers, and the com- munity. Agencies realize the return on investment of a successful tech- nology project in terms of improved productivity, streamlined processes, and better ability to provide access to quality services. The end result means more productive and happier workers and, ultimately, better outcomes for the families they serve.

Using technology must be ingrained into workers’ processes, whether estab- lished or modernized. The complex situations that workers face makes it essential for training to take place in a worker’s environment so he or she has no question about how to use the tech- nology in a challenging situation. Even more important, organizations should not attempt to change processes to fit the technology; the technology must be designed to fit workers’ existing processes. “The training program was fabulous because it included that component of the mentoring in the field. That’s typi- cally the model we use with families so it fit perfectly,” said Lisa Hankes, a CPS Ongoing supervisor at the Dane County Department of Human Services, about field-based training for the agency’s mobile document man- agement solution. This is especially vital for field workers. For example, a social worker may have a planned a home visit to review a case plan with a family. However, upon arriving at the home, the worker realizes the family has a new and immediate issue such as being without food. The social worker needs to quickly and seamlessly adjust to the family’s need. The worker has to be able to access the necessary forms and documents unique to this situation to connect the family with a much- needed service. The coach model style of training also supports an organization’s ability to gain buy-in from workers from the very beginning of a technology project. The focus of this training is to mentor coaches until they feel completely comfortable with the tech- nology and how it fits into business

Rich Bowlen is the director of Protective Services at Northwoods.

August 2015   Policy&Practice 37