Project Translation and Planning

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Identify the solution that you determined would be most effective in resolving the stated problem and define the intended outcomes of implementing the change (e.g., your improvement goal). For quality to improve, a change must occur. That change must be quantifiable. In other words, it must be measurable.

Create an implementation plan in which you:

Explain how you will measure the change and how you will know when you have reached your improvement goal.

Create a list of outcomes required to reach your outcomes goal. This will allow you to determine the actions needed and the priority of tasks that will result in the desired outcome.

Determine who will be responsible for each outcome (typically each is assigned to a team member who is motivated to see the successful implementation of the plan).

Determine the actions needed to take place for each outcome to occur. Questions to consider when determining what action needs to take place:

Who do we need to talk to?
Departments
Stakeholders
What needs to be decided?
What resources are needed?
Budget
Personnel
Supplies and equipment
What milestones need to be set to know we’re on track?
When do we need to check on the progress of those milestones?
Develop an overall time frame for the project.

What potential setbacks do we need to plan for?
Develop a risk management plan.

Do any tasks need to be done before taking this action?
Establish a budget, roles, and who will be responsible for what.

Determine how you will monitor progress. This will provide you with the means of tracking actions as they are completed and will make you aware of actions that are late or off track.

Select an EBP model to guide the implementation of the plan.
Remember that without a measure, progress becomes a matter of opinion, and opinions can easily change over the course of an implementation timeline.

 

Sample Solution

When working with offenders, many of whom may have already been labelled (Becker 1963) as career criminals or persistent offenders, the concept of secondary desistence is crucial. At times, offenders may find themselves relegated to being considered second class citizens or even an ‘underclass’ (Murray 1996). This way of thinking, if it becomes normalised, can lead to society deciding that the offenders have become ‘undeserving’ through their own choice. A further potential impact of this may be what Merton (1968) calls self-fulfilling prophecy. Where individuals do exactly what is expected from them in a negative way. This can especially be seen when dealing with young people and can result in a ‘master status’ (McAlister et al 2009). A quote from a young person illustrates the thought processes; “It just makes us do more…if they have a name, they may as well live up to it.” (ibid 2009:42). Labelling can lead to ‘forced choices, to unnecessary competition, and to unequal relationships in which one half of the pair is viewed as inferior and the other as superior’ (Kolb-Morris 1993).

The use of theory in the social work process is critical to effective practice; it gives a working knowledge of the underpinning theory and the theory to intervene. Indeed, the very definition of social work is “a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing” (www.ifsw.org).

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