Field Training Experiences of Child Welfare Workers: Implications for Supervision and Field Education

Given social workers’ essential connection to child welfare work and the importance of field day training to both worker retention and client wellbeing, this study used a theories of transfer framework and qualitative interviews with newly-hired workers to examine their field day training experiences including the value workers placed on them and the conditions that facilitated successful learning. From a statewide sample of newly-hired child welfare workers (N = 1501), participants (N = 38) were randomly selected to participate in telephone interviews. Almost 50% had positive, meaningful experiences, 40% did not, and the remaining had mixed experiences. Those with positive experiences generally felt that field days exposed them to critical, realistic job content while those with negative experiences felt frustrated that they received incomplete training and wasted time in agency offices without guidance. Congruent with the theories of transfer framework, meaningful field days depended upon the level of: (1) integration of knowledge and skills learned in the classroom with practice; (2) structure; (3) functioning in disrupted environments; and (4) engagement between newly-hired workers and certified workers. Notwithstanding complex work responsibilities and pressured environments, training efforts could benefit from recognizing the need for coordinated integration of classroom and field training content and providing the time necessary for certified workers and newly-hired workers to partner and review training content in a supportive environment.