Technical Assistance

Integrating services on a scale broad enough to make a measurable difference in child and family well-being requires an equally broad range of fiscal, organizational, political, and management expertise. To get the job done, most communities will need focused, sustained, and flexible technical assistance in a variety of areas. Resources are being developed to assist localities in identifying the help they need, finding it, and using it effectively (Scott & Perlowski, 1994; Cohen & Ooms, 1993; Bruner, 1993).

Bruner (1993) summarizes some key points:

"Key Points in Making Effective Use of Technical Assistance in Service Integration Initiatives:

• Identify, as clearly as possible, the problems for which outside technical assistance is sought and the ways that technical assistance can be useful in identifying and implementing solutions.

• Enlist the cooperation, support, and involvement of key individuals within the initiative in securing the outside technical assistance.

• Gain a clear commitment from initiative participants to share the initiative's 'real' problems with the provider so that disputes can be resolved promptly and not hinder progress.

• Identify the skills needed from the technical assistance provider, both related to technical expertise and process expertise, and the scope and duration of the technical assistance that will be needed to complete the task.

• Establish a process for selecting a technical assistance provider that both clarifies what the expectations of the provider are and allows the initiative to select a provider with the necessary skills.

• Conduct reference checks that cover all key aspects of the provider's responsibilities under the current initiative, and seek personal contact prior to selection to ensure that the provider is compatible with all participants in the initiative.

• Assure that the technical assistance provider serves the needs of the initiative as a whole and does not represent (or appear to represent) a single organizational or professional interest within that initiative.

• Develop a mechanism of communications through which both the technical assistance provider and the initiative's members are kept informed of all relevant work activities within the initiative.

• Establish clear expectations for the technical assistance provider, including a framework for evaluating the provider's work continually through the process.

• Make clear that the relationship is interactive and that the expectation for the provider is to impart skills to initiative members--so they can address future problems and challenges without as much need for outside assistance." (p. 20)

References