When implementing welfare technology such as a digital tool in a selected staff group, it’s easy to think that it’s simply a matter of holding an introductory course, giving them the tool, and then observing their work with it. Done and dusted.
Because of course, the employees will throw themselves into the tool with the same eagerness and enthusiasm as the project manager did when discovering its potential. And of course, it will immediately become the staff group’s top priority to make the tool a part of everyday pedagogical practice. Or will it?
Leadership support is key to implementation
At CSBB, where I am part of a team that specifically works with implementing welfare technology, our experience (as in many other places) is that such an implementation requires constant follow-up and support from the project manager. To ensure focus on the tool – or in our case; tools – it is essential that there is clear and consistent support from leadership.
Several staff groups have expressed that this means a lot to them, as it makes it even clearer that the effort is taken seriously.
Welfare Technology CV
We have also chosen to use a self-developed method called a VT-CV (Welfare Technology CV), which both staff and citizens fill out.
The CV helps focus on the team’s technological competencies and their chosen areas of improvement. Most importantly, it creates a forum where staff can express possible technological gaps – something they might not otherwise bring up.
Citizens who wish to try out a technology also get their own VT-CV, making it easier for staff to see their specific needs and which technologies can best match them.
Based on the “team CV” and the citizens’ CVs, the project manager knows where and how to focus efforts in order to create a foundation for implementation. In addition, each staff group must appoint a VT-responsible person, who acts as the local coordinator, shares knowledge with others, spreads success stories, and receives sparring when challenges arise.
Start small – and scale up later
Our experience also shows that it pays off to start small, meaning to initially work with only 2–3 citizens using the technology. This ensures minimal disruption to the group’s other tasks and allows the staff to quickly gain experience and see the potential of the technology in practice – which can later be introduced to other citizens.
An important factor is that staff speak up when they need support, so that problems can be solved immediately. Otherwise, small obstacles risk growing into major barriers and valuable momentum is lost.
What does welfare technology implementation require from staff?
Our experience with implementing LiMo shows that staff need to:
- Be aware of their own technological skills.
- Appoint a VT-responsible person who has the time to act as coordinator.
- Contact the project manager immediately when problems arise.
- Focus on how the technology can support the individual citizen and connect this to the citizen’s pedagogical plan.
