Understanding the Role of Academic Partners as Technical Assistance Providers: Results from an Exploratory Study to Address Precarious Work

Bonney, Tessa; Welter, Christina R.; Jarpe-Ratner, Elizabeth; Conroy, Lorraine M.

doi:10.3390/ijerph16203903

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…Second, among studies that do include TA definitions, definitions are highly variable, reflecting different understandings of TA’s purpose, process, and provision. For example, some definitions reflect a general aim for TA (e.g., “to build the capacity of individuals or organizations” [ 32 ]), while other definitions offer a more specific aim (e.g., “to facilitate knowledge and skill acquisition” [ 44 ]). In terms of implementation, some TA definitions encompass a variety of processes or activities (e.g., a “multi-tiered approach” [ 32 ]; “different types of activities including community-friendly manuals, on-site consultation, regional workshops, train-the-trainers models, and interactive Web-based systems” [ 43 ]).…”

Section: Discussionmentioning

confidence: 99%

“…For example, some definitions reflect a general aim for TA (e.g., “to build the capacity of individuals or organizations” [ 32 ]), while other definitions offer a more specific aim (e.g., “to facilitate knowledge and skill acquisition” [ 44 ]). In terms of implementation, some TA definitions encompass a variety of processes or activities (e.g., a “multi-tiered approach” [ 32 ]; “different types of activities including community-friendly manuals, on-site consultation, regional workshops, train-the-trainers models, and interactive Web-based systems” [ 43 ]). Others use less specific language (e.g., “support to help…” [ 36 ]; “tailored or targeted support to…” [ 38 ]).…”

Section: Discussionmentioning

confidence: 99%

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A scoping review of the evaluation and effectiveness of technical assistance

Scott

Jillani

Malpert³

et al. 2022

Implement Sci Commun

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Background Although the benefits of evidence-based practices (EBPs) for advancing community outcomes are well-recognized, challenges with the uptake of EBPs are considerable. Technical assistance (TA) is a core capacity building strategy that has been widely used to support EBP implementation and other community development and improvement efforts. Yet despite growing reliance on TA, no reviews have systematically examined the evaluation of TA across varying implementation contexts and capacity building aims. This study draws on two decades of peer-reviewed publications to summarize the evidence on the evaluation and effectiveness of TA. Methods Guided by Arksey and O’Malley’s six-stage methodological framework, we used a scoping review methodology to map research on TA evaluation. We included peer-reviewed articles published in English between 2000 and 2020. Our search involved five databases: Business Source Complete, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), PsycInfo, and PubMed. Results A total of 125 evaluation research studies met the study criteria. Findings indicate that publications have increased over the last two decades, signaling a growth in the recognition and reporting of TA. Technical assistance is being implemented across diverse settings, often serving socially vulnerable and under-resourced populations. Most evaluation research studies involved summative evaluations, with TA outcomes mostly reported at the organizational level. Only 5% of the studies examined sustainability of TA outcomes. This review also demonstrates that there is a lack of consistent standards regarding the definition of TA and the level of reporting across relevant TA evaluation categories (e.g., cadence of contact, and directionality). Conclusions Advances in the science and practice of TA hinge on understanding what aspects of TA are effective and when, how, and for whom these aspects of TA are effective. Addressing these core questions requires (i) a standard definition for TA; (ii) more robust and rigorous evaluation research designs that involve comparison groups and assessment of direct, indirect, and longitudinal outcomes; (iii) increased use of reliable and objective TA measures; and (iv) development of reporting standards. We view this scoping review as a foundation for improving the state of the science and practice of evaluating TA.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A scoping review of the evaluation and effectiveness of technical assistance

Scott

Jillani

Malpert³

et al. 2022

Implement Sci Commun

View full text Add to dashboard Cite

show abstract

“…TA to support systems change has begun to show progress (Asada et al, 2019) and involves both process and content components (Le et al, 2016). In the HWC, TA occurred in two ways: (a) labor sector activists were paid to share content expertise on PE as well as to support transformative skill building process expertise (e.g., power analysis; Bonney et al, 2020); and (b) University researchers provided process TA to help facilitate action learning (Bonney et al, 2019).…”

Section: > > Backgroundmentioning

confidence: 99%

“…Participants learned tools such as Rich Picture—a systems-thinking-based participatory modeling exercise (Checkland, 2000) in Phase 1; Power Analysis—a process for analyzing individual, group, organizational, and systems power and privilege ( Power Analysis, Racial Equity Tools , n.d.) and Current State/Future State—an adapted strategic planning tool for action planning (Conner, 1993) in Phase 2; and Theory of Change—a planning and measurement tool used in complex contexts ( Center for Theory of Change, Theory of Change Community , n.d.) in Phase 3. HWC has been described elsewhere in more depth (Bonney et al, 2019); Table 1 presents the HWC Logic Model.…”

Section: Introductionmentioning

confidence: 99%

Evaluation Results From the Healthy Work Collaborative: A Cross-Sectoral Capacity Building Partnership to Address Precarious Employment

Welter

Jarpe-Ratner

Bonney

et al. 2022

Health Promotion Practice

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Background The COVID-19 pandemic has illuminated the profound health and safety risks of precariously employed workers, many of whom are disproportionately Latinx and Black. Precarious employment (PE) is a social determinant of health (SDOH) characterized by low wages, hazardous conditions, unstable work schedules, no termination protection, and few benefits. Even before COVID-19, calls for more effective health promotion efforts to address SDOH like PE existed. Purpose The University of Illinois at Chicago Center for Healthy Work, Healthy Communities Through Healthy Work developed the Healthy Work Collaborative (HWC) as an evidence-informed capacity building policy, systems, and environmental change (PSE) initiative. The HWC aimed to facilitate cross-sectoral partnerships between health and labor sector partners. The labor sector provided technical assistance (TA) to participants to improve their ability to address PE through PSE. Methods This article reports findings from a mixed-methods evaluation using the Kirkpatrick training model including participants’ reactions, learning, behavior, and outcomes. A pre–post survey was administered to participants ( N = 21) and analyzed descriptively; 3-month post HWC interviews were conducted ( N = 13) and thematically analyzed. Conclusion Findings included positive results at all Kirkpatrick levels. Participants’ reported that the HWC curriculum and delivery was valuable and well received; they demonstrated gains toward addressing PE through PSE knowledge and skills and increased or strengthened health/labor partnerships. In addition, HWC influenced participants’ application of HWC concepts, and in a few cases, participants’ made changes in policies and plans in their organizational settings. The HWC may serve as a model to address other SDOH through cross-sectoral PSE change.

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Role of technical assistance in U.S. labor and health sector collaboration to address precarious work

Bonney¹,

Welter²,

Jarpe-Ratner³

et al. 2020

Health Promotion International

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Summary Precarious work has recognized adverse impacts on the health of workers; however, there are few policy, systems and environmental (PSE) change public health interventions that target the causes and consequences of precarious work. To build the capacity of health organizations to develop and implement such interventions, researchers engaged representatives from health organizations in a six-session learning process, entitled the healthy work collaborative. Representatives of labor organizations were engaged as technical assistance (TA) providers, which involved sharing content and skill knowledge with health participants. Semi-structured interviews were conducted with providers and participants to examine perceptions of the role of TA; providers’ motivations for providing TA; and providers’ and participants’ perceptions of the impact of TA on learning and preparing for subsequent intervention. Results suggest that the provider–participant engagement evolved from one-way knowledge translation to a robust, two-way knowledge exchange with potential for collaborative intervention development and implementation. These results highlight the ways in which this provider–participant model facilitated engagement between representatives from sectors that had not previously worked together and suggests that such a model may be effective in catalyzing multi-level, multi-sectoral PSE change to address precarious work.

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Understanding the Role of Academic Partners as Technical Assistance Providers: Results from an Exploratory Study to Address Precarious Work

Cited by 4 publications

References 26 publications

A scoping review of the evaluation and effectiveness of technical assistance

A scoping review of the evaluation and effectiveness of technical assistance

Evaluation Results From the Healthy Work Collaborative: A Cross-Sectoral Capacity Building Partnership to Address Precarious Employment

Role of technical assistance in U.S. labor and health sector collaboration to address precarious work

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