You are in an archived section of the Child Family Community Australia (CFCA) site. Publications in this section were produced by the former Communities and Families Clearinghouse Australia which is now part of CFCA. Please visit Child Family and Community Australia website for a full list of our publications and other resources.

Key ingredients of effective interventions

8. Capacity-building for service providers and enhancement of service provision

These programs aim to strengthen the capacities, skills and knowledge of service providers and enhance service provision in the communities they serve. Thus, the provision of learning and professional development activities are common program components, although the mode of delivery may vary.

In-service training includes visits from specialist staff, as well as programs and initiatives administered by a staff member. The style and content of these programs vary, from workshops and information sessions to more hands-on approaches. A number of the programs have standardised information packages and training modules to assist with implementation and ensure quality of service delivery. Resources are typically made available to workers as part of the training. Other forms of professional development include experiential learning, mentoring and dialogue meetings, as well as formal study at university or online study through a university.

The scheduling of training is also important, whether to avoid local festivals and cultural events, or to provide workers the opportunity to participate during regular working hours. In respect of training to Indigenous workers, consultation, negotiation and careful consideration of program content, manner of delivery and who delivers the training are all important.

Other forms of ongoing support offered to workers include individual telephone support, peer support, regular dialogue meetings with staff, interagency meetings, quarterly community newsletters, regular de-briefing sessions, “drop-ins” at partner services and the establishment of learning hubs (e.g., learning hubs established in regional areas are effective in delivering formal training and peer support to rural and regional practitioners).

“Reflective practice” is a key ingredient for enhancing service provision. This process involves purposive planning, data collection and analysis and reflection/evaluation. A good understanding of local needs is another ingredient in responsive service provision, particularly for those working with Indigenous or CALD communities, and this is achieved in some programs by undertaking a community asset inventory or needs analysis, as well as liaison and networking with key community members.

Across the programs, creating networks and partnerships with other services is an effective way to enhance service provision. Strategies in developing and maintaining successful partnerships include: a single coordinator/contact person, a reference group, regular communication (e.g., dialogue meetings between different services), extensive preliminary and ongoing promotion, common goals, and a practice and “solution” focus. Partnerships were reflected in a range of activities and initiatives, from formal collaborative agreements, to joint one-off activities, informal time-limited projects, or participation in community events organised by other organisations and regular visits to other services for the purpose of information exchange.

Source: Promising Practice Profiles: Final report (PDF 2.2 MB) (Soriano, Clark & Wise. 2008). p41

Key ingredients of effective interventions

8. Capacity-building for service providers and enhancement of service provision

List of key ingredients:

Footer information