Critical Success Factors of Critical Success Factors of Residential Child and Youth Residential Child and Youth

Care in IrelandCare in Ireland

Gay GrahamGay Graham

Constructivist paradigmConstructivist paradigm

• Constructivism sees reality as relative to a Constructivism sees reality as relative to a particular way of understanding.particular way of understanding.

• Knowledge is situation and time determinedKnowledge is situation and time determined

• Derived from interpretation - not value free.Derived from interpretation - not value free.

• Knowledge of key success factors in Knowledge of key success factors in Ireland’s residential youth care likely to be Ireland’s residential youth care likely to be derived from the perspectives of key derived from the perspectives of key players in the sector within a particular players in the sector within a particular time frametime frame

HermeneuticsHermeneutics

•Meaning making in life space Meaning making in life space encountersencounters

•Understanding through Understanding through interpretationinterpretation

•There are 4 factors of hermeneutics There are 4 factors of hermeneutics that are significant to a better that are significant to a better understanding of practices in Irish understanding of practices in Irish residential child and youth careresidential child and youth care

Factors of Hermeneutics (1)Factors of Hermeneutics (1)

• Interpretation: (as meaning) is the Interpretation: (as meaning) is the core of hermeneutics.core of hermeneutics.

•Our reality is based on our Our reality is based on our interpretationsinterpretations

•To understand another person we To understand another person we need to recognise and take into need to recognise and take into consideration their meaningsconsideration their meanings

Factors of Hermeneutics (2)Factors of Hermeneutics (2)

•Connectedness: Understanding Connectedness: Understanding young people (or staff) requires young people (or staff) requires uncovering something of their uncovering something of their connections to particular connections to particular contextscontexts

•We use family and other We use family and other background information to gain a background information to gain a better understanding of young better understanding of young people in our carepeople in our care

Factors of Hermeneutics (3)Factors of Hermeneutics (3)

World:World:

• The context of one’s being and the social The context of one’s being and the social forces that shape it constitute one’s worldforces that shape it constitute one’s world

• Behaviour is influenced by one’s Behaviour is influenced by one’s perception of one’s environment or worldperception of one’s environment or world

• To understand children and influence their To understand children and influence their behaviour we must gain insight into their behaviour we must gain insight into their perception of their world and recognise perception of their world and recognise what triggers their actionswhat triggers their actions

Factors of Hermeneutics (4)Factors of Hermeneutics (4)

Time:Time:

•¨Meaning making¨ is specific to ¨Meaning making¨ is specific to particular points in timeparticular points in time

• In our work with children in their In our work with children in their life- space it is necessary to life- space it is necessary to consider the factors presenting consider the factors presenting at a given time in order to at a given time in order to respond sensitively to themrespond sensitively to them

Specifications of Specifications of HermeneuticsHermeneutics• Concerned with understanding Concerned with understanding

human experience as lived by the human experience as lived by the participants of that experienceparticipants of that experience

• Investigator is a central player in the Investigator is a central player in the research experienceresearch experience

• Inductive (participative) paradigm Inductive (participative) paradigm rather than a hypothetical/deductive rather than a hypothetical/deductive (abstract) paradigm (abstract) paradigm

• Use of tacit or experiential knowledgeUse of tacit or experiential knowledge

SamplingSampling• Purposive SamplingPurposive Sampling (Patton 1980) (Patton 1980)• Neither Neither representative representative nor nor randomrandom• Maximum Variation SamplingMaximum Variation Sampling• Serial selectionSerial selection: the data collected : the data collected

from early participants analysed prior from early participants analysed prior to selecting next participantsto selecting next participants

• Contingent selectionContingent selection: succeeding : succeeding participants are chosen for their participants are chosen for their differences and in ways that best differences and in ways that best serve the inquiry at that moment serve the inquiry at that moment

The Hermeneutic CircleThe Hermeneutic Circle• Understanding involves reference to what is Understanding involves reference to what is

already known, operating in a circular already known, operating in a circular fashion fashion

• The Circle has two arcs: a forward Arc of The Circle has two arcs: a forward Arc of Projection and a return Arc of ValidationProjection and a return Arc of Validation

• The Arc of Projection involves a worker The Arc of Projection involves a worker engaging with & reading particular situations engaging with & reading particular situations from an informed, knowledge perspectivefrom an informed, knowledge perspective

• The Arc of Validation requires the worker to The Arc of Validation requires the worker to make meaning of what is required in a given make meaning of what is required in a given situationsituation

• Valid knowledge is a matter of relationship Valid knowledge is a matter of relationship between knowing and meaning at given between knowing and meaning at given moments in timemoments in time

Elements of Hermeneutic Elements of Hermeneutic CircleCircleSummary:Summary:•Purposive SamplingPurposive Sampling•Continuous interplay of data Continuous interplay of data

collection and analysis as inquiry collection and analysis as inquiry proceedsproceeds

•The grounding of findings in the The grounding of findings in the constructions of respondentsconstructions of respondents

•An emergent designAn emergent design

Preliminary FindingsPreliminary Findings•Present system relies heavily on Present system relies heavily on

regulationsregulations•Senior administrators/managers Senior administrators/managers

committed to meeting set standards, committed to meeting set standards, quality assurance, and value for moneyquality assurance, and value for money

•Need to present findings in a framework Need to present findings in a framework easily understood by senior managers easily understood by senior managers

•Critical Success Factors is such a Critical Success Factors is such a frameworkframework

Critical Success FactorsCritical Success Factors

• ‘‘The few key areas that must go right The few key areas that must go right for a business (or service) to flourish’ for a business (or service) to flourish’ (Rockart,1979)(Rockart,1979)

• ‘‘Those few variables that management Those few variables that management can influence through its decisions that can influence through its decisions that can affect significantly the overall can affect significantly the overall competitiveness (effectiveness) of the competitiveness (effectiveness) of the various firms (services) in an industry (a various firms (services) in an industry (a sector) (Hofer & Schendel, 1978)sector) (Hofer & Schendel, 1978)

Critical Success Factors Critical Success Factors (CSF)(CSF)• CSF analysis provides a means to CSF analysis provides a means to

identify the essential competencies, identify the essential competencies, resources and skills necessary to be resources and skills necessary to be successful in a service environmentsuccessful in a service environment

• Resource analysis involves an Resource analysis involves an inventory of strengths and inventory of strengths and weaknessesweaknesses

• Also, identification of the variables Also, identification of the variables that have contributed to a service’s that have contributed to a service’s success in a sector.success in a sector.

Sources of Critical Success Sources of Critical Success FactorsFactors

• Concept applies at 3 levels of analysisConcept applies at 3 levels of analysis

• Each level provides a source of factorsEach level provides a source of factors

• Service levelService level:: links to practice factors links to practice factors

• Sector level:Sector level: factors in the structure factors in the structure of the sector that influence of the sector that influence performanceperformance

• EnvironmentEnvironment:: historical, socio- historical, socio-political factors that impact on service political factors that impact on service and sector performanceand sector performance

Historical Overview Historical Overview SummarySummary

• Industrial Schools Act (1868) reflected Industrial Schools Act (1868) reflected the paternalistic ideology of Victorian the paternalistic ideology of Victorian era, also shared by the Catholic Churchera, also shared by the Catholic Church

• The newly independent Irish State was The newly independent Irish State was willing to delegate full responsibility for willing to delegate full responsibility for child care to the Catholic Churchchild care to the Catholic Church

• Close State/Church relationship meant Close State/Church relationship meant the State failed to monitor the Church’s the State failed to monitor the Church’s practices and its implementation of practices and its implementation of existing child care legislationexisting child care legislation

Social Risk ModelSocial Risk Model

• Viewed the child as a risk/threat to societyViewed the child as a risk/threat to society

• Prioritised the perspective of the systemPrioritised the perspective of the system

• Facilitated subjectivity in the way children Facilitated subjectivity in the way children were categorised and practices prescribed were categorised and practices prescribed by external sourcesby external sources

• Little acknowledgment given to the needs Little acknowledgment given to the needs of children and abuse went unnoticedof children and abuse went unnoticed

• Aspects of historical perspective can Aspects of historical perspective can prevail over contemporary perspectives prevail over contemporary perspectives

Primary Care in Secondary Primary Care in Secondary SettingsSettings

• Reconcile primary care with Reconcile primary care with organisational demandsorganisational demands

• Lewin & Bronfenbrenner emphasise Lewin & Bronfenbrenner emphasise the importance of the environment in the importance of the environment in primary careprimary care

• Behaviour is influenced by one’s Behaviour is influenced by one’s perception of one’s environmentperception of one’s environment

• Bronfenbrenner’s levels of systems Bronfenbrenner’s levels of systems useful in selection of critical success useful in selection of critical success factorsfactors

Secondary SettingsSecondary Settings

• ‘‘Child care issues, clinical Child care issues, clinical considerations, and staff considerations, and staff considerations decline or flourish in considerations decline or flourish in the arms of bureaucratic organisation’ the arms of bureaucratic organisation’ (Maier 1985)(Maier 1985)

• Bureaucracy: form of organisation Bureaucracy: form of organisation designed to induce impersonal and designed to induce impersonal and rational orientations to tasks rational orientations to tasks conducive to efficient administration conducive to efficient administration (Weber 1947) (Weber 1947)

BureaucracyBureaucracy

Bureaucracy can result in :Bureaucracy can result in :1.1. FormalisationFormalisation: an unchallenged : an unchallenged

insistence on punctilious adherence insistence on punctilious adherence to formalised procedures.to formalised procedures.

2.2. LegalisationLegalisation: displacement of the : displacement of the objectives of a law by the techniques objectives of a law by the techniques designed to achieve it. designed to achieve it. (Blau 1963)(Blau 1963)

Present SituationPresent Situation

•Reports of child sexual abuse Reports of child sexual abuse resulted in politicisation of child resulted in politicisation of child welfarewelfare

•Prioritisation of child protection Prioritisation of child protection in child welfare practicein child welfare practice

•Paternalistic PerspectivePaternalistic Perspective

•Reliance on rules and regulationsReliance on rules and regulations

Environmental AnalysisEnvironmental Analysis

• Regulation and Control became Regulation and Control became prominent prominent

• Largely re-active in natureLargely re-active in nature• Paternalistic perspective evidenced in Paternalistic perspective evidenced in

both social risk model and in present both social risk model and in present situationsituation

• The aims are different there are risks that The aims are different there are risks that need to be pro-actively avoidedneed to be pro-actively avoided

• Without an analysis of Critical Success Without an analysis of Critical Success Factors, the sector is at risk of Factors, the sector is at risk of formalisation and/or legalisationformalisation and/or legalisation

Environmental AnalysisEnvironmental Analysis

Critical Success Factor (1)Critical Success Factor (1)::

•Need to prioritise responsibilities of Need to prioritise responsibilities of duty of care mandate and ensure duty of care mandate and ensure that bureaucratic inputs that bureaucratic inputs transparently support and promote transparently support and promote a client centred culture of child and a client centred culture of child and youth servicesyouth services

Sector Analysis (from data)Sector Analysis (from data)

• Increased statutory involvement in Increased statutory involvement in delivery and regulation of servicesdelivery and regulation of services

• Belief that bureaucratic models ensure Belief that bureaucratic models ensure orderorder

• Lack of strategic planning, service Lack of strategic planning, service development and monitoring at senior development and monitoring at senior management level (re-active focus on management level (re-active focus on quality assurance)quality assurance)

• These factors in the structure of the These factors in the structure of the sector influence performance sector influence performance

Critical Success Factors Critical Success Factors (cont’d)(cont’d)

(2)Leadership at all levels of the (2)Leadership at all levels of the organisation focused on performance organisation focused on performance improvement at service delivery levelimprovement at service delivery level

(3)Service development, responsiveness (3)Service development, responsiveness to presenting issues, where to presenting issues, where monitoring and accountability at all monitoring and accountability at all levels of a service are related to front levels of a service are related to front line practiceline practice

Sector Analysis Sector Analysis (preliminary (preliminary findings)findings)

• The sector is experiencing major The sector is experiencing major change which brings both threats change which brings both threats and opportunities. and opportunities.

• Many services were undergoing a Many services were undergoing a review of residential care review of residential care

• Views of managers varied according Views of managers varied according to presence of key factorsto presence of key factors

Review seen as OpportunityReview seen as Opportunity

•Managers who felt supported by Managers who felt supported by senior management and who saw senior management and who saw themselves as lthemselves as leadingeading a service a service aimed primarily at meeting young aimed primarily at meeting young people’s needs saw the residential people’s needs saw the residential care review as an opportunitycare review as an opportunity

View of Review as ThreatView of Review as Threat

• Where managers expressed serious Where managers expressed serious lack of support from their line lack of support from their line managers there was a climate of managers there was a climate of mistrust and little or no evidence of mistrust and little or no evidence of child centred practice. child centred practice.

• Priority was given ‘to dotting ¨I’s¨ and Priority was given ‘to dotting ¨I’s¨ and crossing ¨T’s¨crossing ¨T’s¨

• Bureaucratic aims were prioritisedBureaucratic aims were prioritised• Review was seen as a threatReview was seen as a threat

CSFs and Strategic OptionsCSFs and Strategic Options

•Critical Success Factors that are Critical Success Factors that are service specific can be compared service specific can be compared with threats and opportunities of with threats and opportunities of the sector that will aid the the sector that will aid the identification of strategic optionsidentification of strategic options

Service Analysis Service Analysis (preliminary (preliminary findings)findings)

Positive Services:Positive Services: • Senior managers had previous frontline Senior managers had previous frontline

management experience; management experience; • Protected the service from over Protected the service from over

bureaucratisation; bureaucratisation; • Focused on development of ‘Child-Friendly Focused on development of ‘Child-Friendly

Culture’;Culture’;• Promoted leadership in front line managers;Promoted leadership in front line managers;• Understood the care task; Understood the care task; • Focused on the care relationship; and Focused on the care relationship; and • Designed processes around critical factors Designed processes around critical factors

which were continuously monitored. which were continuously monitored.

Service AnalysisService Analysis• Services with noticeable rigidity, with concerns Services with noticeable rigidity, with concerns

around staff protection and fears of allegations around staff protection and fears of allegations saw children as a threat ( Social Risk Model) . saw children as a threat ( Social Risk Model) .

• Senior managers did not show clear Senior managers did not show clear understanding of the care task and remained understanding of the care task and remained distant from it, distant from it,

• They saw residential care as being problematicThey saw residential care as being problematic• Saw their input as minimising problemsSaw their input as minimising problems• Focused on regulation and measurement at Focused on regulation and measurement at

unit levelunit level• Tolerated a total lack of monitoring at senior Tolerated a total lack of monitoring at senior

management levelmanagement level

Critical Success Factors Critical Success Factors (cont’d)(cont’d)(4) Staff recruitment, development and (4) Staff recruitment, development and

retentionretention

(5) Support from all levels of the (5) Support from all levels of the organisation for clarity of purpose organisation for clarity of purpose and a needs-led ethos and a needs-led ethos

(6) Ability to meet all government (6) Ability to meet all government standardsstandards