Copy of Attachment A-Training Categories v11.xlsx
XLSX spreadsheet 29 KB Posted
- Attached to
- Child and Family Well-Being Personnel Training
- Solicitation number
- ITB-12596
- Issued by
- Leon County, Florida
About this file
The document is an Excel spreadsheet (Attachment A) detailing training categories for the Florida Department of Children and Families (DCF), which issued Invitation to Bid (ITB) 2425 055 for Child and Family Well-Being Personnel Training. The solicitation seeks a training provider to deliver comprehensive instructor-led sessions across six Florida regions, covering five primary training categories: Frontline Skill Development, Leadership Development, Trainer Development, Speaking Engagements, and Customized Training. The training will target 25-100 participants per category, with a focus on soft skills including time management, problem-solving, leadership, supervision, communication, and personal development. The contract is set to commence on July 1, 2025, for an initial three-year period, with a response deadline of June 12, 2025, at 10:00 AM, and potential renewal options under Florida Statutes.
The procurement emphasizes vendor expertise in child welfare training, requiring submission of three previous training evaluations and potential subcontractor details. The Florida Department of Children and Families will award the contract to the lowest responsive bidder, with a preference for woman-, veteran-, and minority-owned business enterprises. The training will be processed through MyFloridaMarketPlace using a fixed-rate payment method with monthly invoicing, and no advance payments will be permitted. Vendors must complete a comprehensive Required Certifications form, confirming compliance with state statutory requirements. While specific budget ranges are not explicitly stated, the diverse training categories—ranging from cultural competency to leadership coaching—suggest a significant investment in workforce development, with vendors responsible for developing training plans, conducting needs assessments, and submitting quarterly status and annual summary reports.
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Sheet1
ATTACHMENT A, TRAINING CATEGORIES
| No. | Service Category | Service Subcategory | Description of Services | General Certification Requirements | |
| 1 | Frontline Skill Development | Culture Development | The process of building awareness, knowledge, and respect for diverse cultural perspectives and values to create inclusive and equitable child welfare systems. | Not required | |
| Substance Abuse Trends | Understanding current patterns and statistics regarding substance use and abuse, particularly in populations served by child welfare, and its impact on families and child safety. | Not required | |||
| Business writing | Developing professional writing skills for effective documentation, communication, and reporting in a child welfare context, such as case notes, assessments, court reports, and interagency correspondence. | Not required | |||
| Situational Awareness | |||||
| (Range Application Deployment - RAD) | Training on recognizing and assessing environmental and interpersonal dynamics to ensure personal safety and make informed decisions during home visits and other interactions. | Not required | |||
| Carseat Certification | Certification training to ensure child welfare workers can educate families on proper car seat use and installation to improve child passenger safety. | Certification from a recognized organization, such as the National Child Passenger Safety Certification Program (CPS). | |||
| Behavioral Health Training | Education on identifying, understanding, and responding to behavioral health challenges in children and families, including mental health and substance use disorders. | Not required | |||
| Trauma Informed Care Training | Training on recognizing the effects of trauma on children and families, incorporating strategies to provide support that avoids re-traumatization and promote strategies for increasing resiliency. | Not required | |||
| Adult and Child CPR, First Aid, AED TTT | Training to equip child welfare professionals with lifesaving skills, including Cardiopulmonary Resuscitation (CPR), first aid, and Automated External Defibrillator (AED) use, with a "Train the Trainer" (TTT) component for teaching others. | Current, recognized certification in CPR, first aid, and AED, such as from the American Heart Association or Red Cross. Certification or experience in "Train the Trainer" (TTT) programs to effectively teach others how to deliver CPR, first aid, and AED training. | |||
| Communication Skills | |||||
| (Crucial Conversations) | Enhancing verbal and non-verbal communication abilities to effectively interact with children, families, colleagues, and stakeholders in a child welfare setting. | Not required | |||
| Time Management | Training to help child welfare workers prioritize tasks, meet deadlines, and manage caseloads efficiently to reduce stress and improve outcomes. | Not required | |||
| Drug Identification and Recognition Training | Educating child welfare professionals on recognizing signs of drug use, identifying various substances, and understanding their potential effects on children and families. | In-depth knowledge of various drugs, their signs of use, and their potential effects on children and families. Familiarity with the impact of substance use on child welfare cases, family dynamics, and child safety. | |||
| Worker Safety | Training on strategies to protect oneself from physical and emotional harm while working in potentially dangerous environments or with volatile individuals. | Not required | |||
| Mental Health Training | Providing child welfare workers with knowledge about common mental health conditions and resources for effective intervention and support. | Background in mental health, social work, psychology, or a related field, with experience in child welfare or mental health services. | |||
| 1 | Frontline Skill Development | Compassion Fatigue | Recognizing and addressing the emotional exhaustion and reduced empathy that can result from the demands of supporting traumatized children and families. | Not required | |
| CPR | Specific training in life-saving Cardiopulmonary Resuscitation techniques for children and adults. | Current certification in Cardiopulmonary Resuscitation (CPR) for both children and adults from a recognized organization, such as the American Heart Association or Red Cross. | |||
| Emotional Intelligence | Developing self-awareness, empathy, and interpersonal skills to effectively manage emotions and relationships in stressful child welfare situations. | Not required | |||
| Facilitation | Soft-skills training on leading groups, discussions, or training sessions effectively, focusing on teaching techniques of successful facilitation and communication, engaging participants and achieving learning or collaborative goals. | Not required | |||
| Cultural Competency | The ability to interact effectively with individuals from diverse backgrounds by recognizing biases, understanding cultural norms, and adapting services to meet unique needs. | Not required | |||
| Motivational Interviewing (CHILD INTERVIEWING) | A communication approach designed to help child welfare professionals encourage families to identify and commit to positive behavior changes. It emphasizes empathy, active listening, and guiding individuals toward self-motivated solutions. | In-depth knowledge and practical experience with Motivational Interviewing (MI) techniques, particularly in the context of child welfare. Background in social work, psychology, counseling, or a related field, with specific training or certification in Motivational Interviewing. | |||
| Interviewing | The process of gathering information from children, families, and stakeholders to assess safety, risk, and well-being. It emphasizes building trust, using open-ended questions, active listening, and tailoring communication to developmental and cultural needs. Effective interviewing adheres to legal and ethical standards, documents findings accurately, and informs case planning and interventions. | Not required | |||
| Human Trafficking | Training to recognize signs of trafficking in children and families, understand the dynamics of exploitation, and implement appropriate intervention and referral processes while maintaining victim-centered practices. | Background in social work, law enforcement, psychology, or a related field, with training or certification in human trafficking and child protection. | |||
| De-escalation Techniques | Strategies to help child welfare workers safely defuse potentially volatile or high-stress situations with clients, caregivers, or youth, prioritizing safety and effective communication. | Not required | |||
| Secondary Traumatic Stress | Training to identify and address the emotional toll that exposure to trauma, through working with victims and families, can have on child welfare professionals, including stress management and self-care practices, including when and how to seek support and when and how to seek professional intervention. | Not required | |||
| 1 | Frontline Skill Development | Professional Behavior | Guidelines for maintaining ethical standards, clear communication, respect, and professionalism in all interactions with clients, colleagues, and stakeholders. | Not required | |
| Critical Thinking | Skills for analyzing complex family situations, assessing risks, and making informed, objective decisions in child welfare cases under time constraints and high stakes. | Not required | |||
| Mental Health First Aid | Basic training to recognize, respond to, and support individuals experiencing mental health crises, with a focus on referral to professional services and reducing stigma. | Must be certified in Mental Health First Aid | |||
| Trauma and the Brain | Education on how trauma impacts brain development and functioning in children, informing practices to support trauma-informed care and recovery. | Background in psychology, social work, neuroscience, or a related field, with expertise in trauma and its impact on child development. | |||
| Neurodiversity | Understanding variations in cognitive and neurological development (e.g., autism, ADHD, learning disabilities) to ensure inclusive and effective approaches to child welfare interventions. | Not required | |||
| Interviewing Children with Autism | Techniques to effectively communicate with and gather accurate information from children on the autism spectrum, considering their unique communication and sensory needs. | Not required | |||
| Fetal Alcohol Syndrome | Knowledge about the behavioral and developmental challenges associated with prenatal alcohol exposure, including identifying symptoms and planning appropriate interventions and support. | Background in social work, psychology, child development, or a related field, with experience in supporting children with prenatal alcohol exposure or FASD. | |||
| Behaviors of People Under the Influence | Training to recognize and safely manage interactions with individuals affected by drugs or alcohol, with attention to their behavior's potential impact on child safety. | Not required | |||
| Urinalysis Training | Instruction in administering and interpreting urinalysis tests to monitor substance use, ensuring accuracy and legal compliance in child welfare cases. | Proven ability to teach professionals how to properly collect, handle, and interpret urinalysis samples while ensuring accuracy and minimizing errors. | |||
| Computer skills | Proficiency in using software and databases for documentation, case management, and reporting, as well as digital tools for virtual engagement with families and stakeholders. | Not required | |||
| Analyzing Criminal History | Training to evaluate criminal records and understand their relevance to child safety and family risk factors, while considering rehabilitation and contextual factors. | Not required | |||
| 2 | Leadership Development | Individual Leadership Coaching | Personalized coaching sessions aimed at helping child welfare professionals develop their leadership skills, improve decision-making, and effectively manage teams. | Not required | |
| Executive Coaching | One-on-one coaching tailored for senior leaders or executives in child welfare organizations to enhance strategic thinking, leadership effectiveness, and organizational impact. | Not required | |||
| DISC Assessment | A behavioral assessment tool used to improve communication, teamwork, and understanding of individual and team dynamics within child welfare settings. | Licensed or certified trainers who can administer, interpret, and teach DISC assessments. | |||
| Leadership and Development Training | Programs designed to build leadership competencies, foster professional growth, and prepare child welfare workers for higher levels of responsibility. | Not required | |||
| Leadership Coaching | Guidance provided to child welfare supervisors and managers to strengthen leadership capabilities, foster team cohesion, and drive performance improvements. | Not required | |||
| True Colors | A personality assessment and communication tool used to improve interpersonal relationships, team collaboration, and understanding of different personality styles within child welfare teams. | Certified to facilitate True Colors | |||
| Leading with Compassion | Training to cultivate empathy and understanding in leadership, fostering a supportive environment for staff and clients while addressing challenges with sensitivity and care. | Not required | |||
| Crucial Conversations | Skills for navigating high-stakes, emotionally charged discussions with clients, families, or colleagues, ensuring clear communication, mutual respect, and productive outcomes. | Certified to facilitate Crucial Conversations | |||
| How to Lead a Consultation | Guidance on facilitating structured, collaborative meetings with stakeholders, focusing on effective agenda setting, active listening, and driving consensus or action plans. | Not required | |||
| Conflict Resolution | Techniques for identifying, addressing, and resolving disputes among staff, families, or teams, ensuring a constructive and respectful approach to maintaining relationships and organizational harmony. | Not required | |||
| 2 | Leadership Development | Myers Briggs | Utilizing the Myers-Briggs Type Indicator (MBTI) to understand personality types and improve communication, teamwork, and leadership in child welfare settings. | Official MBTI Certification Program through The Myers & Briggs Foundation or an accredited provider, such as CPP (the official publisher of MBTI). | |
| How to Retain Staff | Strategies to increase staff satisfaction and retention, such as fostering professional growth, recognizing achievements, addressing burnout, and creating a positive workplace culture. | Not required | |||
| Email Sanity | Best practices for managing email effectively, including prioritization, clear communication, and time management, to reduce overwhelm and maintain productivity. | Not required | |||
| Microsoft Suite | |||||
| (Randall Dean) | Training on the use of Microsoft Office applications (e.g., Word, Excel, PowerPoint, and Outlook) to support documentation, data management, reporting, and communication in child welfare work. | Not required | |||
| Lean Six Sigma | A methodology focused on improving processes and efficiency within child welfare organizations by reducing waste, enhancing service delivery, and using data-driven decision-making. | Must have achieved Master Black Belt status and have 5-10 years of experience with Lean Six Sigma and project management. | |||
| 3 | Trainer Development | Foundational Trainer Skills | Core skills necessary for effective training delivery in child welfare, including adult learning principles, presentation techniques, and classroom management. | Not required | |
| Advanced Trainer Skills | Advanced techniques for experienced trainers, such as facilitation of complex discussions, addressing challenging learner dynamics, and adapting training for diverse audiences. | ||||
| Requires specialized training or certification in Training and 3-5 years of experience training trainers. | |||||
| 4 | Speaking Engagement | Motivational Speakers: Should deliver speeches or presentations with the aim of inspiring and energizing the staff and encourage positive changes in mindset and behavior. | Large group meetings of Child Welfare staff, normally related to motivation, reconnecting to the why, or impacted families. These engagements will provide opportunities tho ne communication and leadership skills, build confidence, and position the staff as a thought leader in their field. Each speaking event should showcase the attendees' knowledge, share valuable message, and stay ahead of industry trends, making the staff a more valuable and credible member. | Not required | |
| Keynotes: high-profile talks designed to inspire and motivate large audiences. | |||||
| Workshops: Interactive sessions focused on teaching specific skills or knowledge, involving smaller, more engaged groups. | |||||
| Seminars: In-depth exploration of topics, blending activities and discussions to enhance learning. | |||||
| 5 | Customized Training | Custom Trainings | Various skill development trainings and customizable training programs with the object of enhancing employee specific needs and goals. | Not required |
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