Supporting Evidence-Informed Practice in Human Service Organizations: An Exploratory Study of Link Officers

Abstract

Human service organizations seeking to infuse research and other forms of evidence into their programs often need to expand their knowledge sharing systems in order to build their absorptive capacities for new information. To promote their engagement in evidence-informed practice, human service organizations can benefit from connections with intermediary organizations that assist with the dissemination and utilization of research and the use of internal knowledge brokers, called link officers. These boundaryspanning individuals work to embed external research and internal evidence in order to address current organizational priorities and service demands. This exploratory study describes the characteristics, major activities, and perceptions of link officers connected with three pioneering intermediary organizations. Quantitative and qualitative data from a survey of 137 Canadian and UK link officers provide a profile of these professionals, including how they engage practitioners to promote evidence-informed practice and the degree to which they are supported within their organizations and by intermediary organizations. The article concludes with practice and research implications for the development of the link officer role in human service organizations.

Implementation Support Skills: Findings From a Systematic Integrative Review

“…On the formal end of the spectrum, ISPs conducted, for example, an “ onsite 6-hour experiential workshop ” (Carson et al, 2014, p. S14), “ a series of six learning sessions ” (Anaby et al, 2015, p. 3), a “ two-day initial training ” (Bradshaw et al, 2012, p. 181), or “ study days ” (Gerrish et al, 2011, p. 2010). The use of less formal gatherings aimed at educating stakeholders included, for example, “ addressing the subject informally during lunch breaks ” (Aasekjær et al, 2016, p. 35), offering one-to-one tutoring (Bice-Urbach & Kratochwill, 2016; Kaasalainen et al, 2015), integrating educational elements into an agency’s routine staff meeting (Byrnes et al, 2018; Graaf et al, 2017), or initiating ad hoc informal training sessions upon request by those supported (Tierney et al, 2014). Study reports that presented the techniques used to educate stakeholders in these meetings reflected a consistent combination of didactic and dynamic, interactive teaching elements (Becker et al, 2013; Beidas et al, 2012; Brownson et al, 2007; Chaffin et al, 2016; Dobbins et al, 2018; Ryba et al, 2017; Tierney et al, 2014; Yano et al, 2008), the latter of which typically aimed at integrating the concrete and individual/local work experience of those supported.…”

“…The importance of network weaving to the work of ISPs was reflected in poignant terminology used in study reports, characterizing them as a bridge (Elnitsky et al, 2015), linking agent (Dogherty et al, 2012), boundary spanner (Dogherty et al, 2012; Graaf et al, 2017), connector (Franks & Bory, 2015), liaison (Dogherty et al, 2012), and convener (Worton et al, 2018). ISPs were described as fulfilling this function in two ways.…”

Building Knowledge to Support Human Service Organizational and Management Practice: An Agenda to Address the Research-to-Practice Gap

“…Because requests for assistance from practitioners often reflect current or forecasted challenges, researchers may be challenged to provide the just-intime information being requested, particularly given that it may take time to secure research funding and institutional review board approval, engage in pilot study development prior to data collection, and complete data analysis and reporting. This raises the issue of contributing to regular agency dialogues and integrating research practices at HSOs on an ongoing basis (Austin, 2018;Graff et al, 2017).…”

“…Initially, research collaboration can begin with the sharing of ideas or a proposal with leaders in different HSO roles or levels of the organization. For example, researchers might invite a group of organizations to a special workshop or training for shared learning, or invite agencies to partner with graduatelevel research projects, thereby creating opportunities for agencies to engage with researchers around specific, small-scale practice needs (Graff et al, 2017). Productive early experiences can lead organizations to invest in longer-term research relationships, particularly if HSOs and researchers can value the tangible benefits of partnering.…”

“…This research capacity-building topic is significant, considering the current tensions experienced by social workers and applied professionals working in HSO settings. These managerial tensions include (a) increased pressures to use research evidence and other information to advocate for service programs while demonstrating service effectiveness (Almog-Bar & Schmid, 2014;Meyer, Cohen-Callow, Hopkins, & Victorson, 2017;Mosley & Gibson, 2017); (b) challenges to implementing and sustaining evidence-based practices and best or promising practices (Aarons, Hurlburt, & Horwitz, 2011;Palinkas et al, 2017); (c) little training and resources for evidence-informed management practice (Dill & Shera, 2015;Graff, McBeath, & Austin, 2017); and (d) limited institutional resources for macro-practice education and agency-based research in schools of social work (McBeath, 2016).…”