Abstract：
OBJECTIVE: Since 2013 the MCH Bureau has supported the National MCH Workforce Development Center to strengthen the Title V MCH workforce. This article describes the Center\'s Cohort Program and lessons learned about work-based learning, instruction, and coaching.
METHODS: The Cohort Program is a leadership development program that enrolls state-level teams for skill development and work-based learning to address a self-identified challenge in their state. Teams attend a Learning Institute that teaches concepts, skills, and practical tools in systems integration; change management and adaptive leadership; and evidence-based decision-making and implementation. Teams then work back home on their challenges, aided by coaching. The Program\'s goals are for teams to expand and use their skills to address their challenge, and that teams would strengthen programs, organizations, and policies, use their skills to address other challenges, and ultimately improve MCH outcomes.
METHODS: This process evaluation is based on evaluation forms completed by attendees at the three-day Learning Institute; six-month follow-up interviews with team leaders; and a modified focus group with staff.
RESULTS: Participants and staff believe the Cohort Program effectively merges a practical skill-based curriculum, work-based learning in teams, and coaching. The Learning Institute provides a foundation of skills and tools, strengthens the team\'s relationship with their coach, and builds the team. The work-based learning period provides structure, accountability, and a \"practice space\" for teams to apply the Cohort Program\'s skills and tools to address their challenge. In this period, teams deepen collaborations and often add partners. The coach provides accessible and tailored guidance in teamwork and skill application. These dimensions helped teams in develop skills and address state-level MCH challenges.
CONCLUSIONS: Continuing professional development programs can help leaders learn to address complex state-level MCH challenges through integrated classroom-based skills development, work-based learning on state challenges, and tailored coaching.
METHODS: The Cohort Program is a leadership development program that enrolls state-level teams for skill development and work-based learning to address a self-identified challenge in their state. Teams attend a Learning Institute that teaches concepts, skills, and practical tools in systems integration; change management and adaptive leadership; and evidence-based decision-making and implementation. Teams then work back home on their challenges, aided by coaching. The Program\'s goals are for teams to expand and use their skills to address their challenge, and that teams would strengthen programs, organizations, and policies, use their skills to address other challenges, and ultimately improve MCH outcomes.
METHODS: This process evaluation is based on evaluation forms completed by attendees at the three-day Learning Institute; six-month follow-up interviews with team leaders; and a modified focus group with staff.
RESULTS: Participants and staff believe the Cohort Program effectively merges a practical skill-based curriculum, work-based learning in teams, and coaching. The Learning Institute provides a foundation of skills and tools, strengthens the team\'s relationship with their coach, and builds the team. The work-based learning period provides structure, accountability, and a \"practice space\" for teams to apply the Cohort Program\'s skills and tools to address their challenge. In this period, teams deepen collaborations and often add partners. The coach provides accessible and tailored guidance in teamwork and skill application. These dimensions helped teams in develop skills and address state-level MCH challenges.
CONCLUSIONS: Continuing professional development programs can help leaders learn to address complex state-level MCH challenges through integrated classroom-based skills development, work-based learning on state challenges, and tailored coaching.
摘要：
目标：自2013年以来，MCH局一直支持国家MCH劳动力发展中心加强标题VMCH劳动力。本文介绍了该中心的队列计划和经验教训的工作为基础的学习，指令,和教练。
方法：队列计划是一项领导力发展计划，它招募州级团队进行技能发展和基于工作的学习，以应对所在州的自我识别挑战。团队参加了一个学习学院，教授概念，技能,以及系统集成中的实用工具；变更管理和适应性领导；以及基于证据的决策和实施。然后团队回到家中应对挑战，在教练的帮助下。该计划的目标是让团队扩展和使用他们的技能来应对他们的挑战，团队会加强项目，组织,和政策，利用他们的技能来应对其他挑战，并最终改善MCH结果。
方法：此过程评估基于为期三天的学习研究所的与会者填写的评估表；与团队负责人进行为期六个月的后续访谈；以及与员工一起修改的焦点小组。
结果：参与者和工作人员认为队列计划有效地融合了基于实用技能的课程，以工作为基础的团队学习，和教练。学习研究所提供了技能和工具的基础，加强球队与教练的关系，并建立团队。基于工作的学习期提供了结构，问责制,和一个“实践空间”，供团队应用队列计划的技能和工具来应对他们的挑战。在这个时期,团队加深合作，并经常增加合作伙伴。教练在团队合作和技能应用方面提供可访问和量身定制的指导。这些维度帮助团队发展技能并应对州级MCH挑战。
结论：持续的专业发展计划可以帮助领导者学习通过基于课堂的综合技能发展来应对复杂的州级MCH挑战。以工作为基础的学习应对国家挑战，和量身定制的教练。
方法：队列计划是一项领导力发展计划，它招募州级团队进行技能发展和基于工作的学习，以应对所在州的自我识别挑战。团队参加了一个学习学院，教授概念，技能,以及系统集成中的实用工具；变更管理和适应性领导；以及基于证据的决策和实施。然后团队回到家中应对挑战，在教练的帮助下。该计划的目标是让团队扩展和使用他们的技能来应对他们的挑战，团队会加强项目，组织,和政策，利用他们的技能来应对其他挑战，并最终改善MCH结果。
方法：此过程评估基于为期三天的学习研究所的与会者填写的评估表；与团队负责人进行为期六个月的后续访谈；以及与员工一起修改的焦点小组。
结果：参与者和工作人员认为队列计划有效地融合了基于实用技能的课程，以工作为基础的团队学习，和教练。学习研究所提供了技能和工具的基础，加强球队与教练的关系，并建立团队。基于工作的学习期提供了结构，问责制,和一个“实践空间”，供团队应用队列计划的技能和工具来应对他们的挑战。在这个时期,团队加深合作，并经常增加合作伙伴。教练在团队合作和技能应用方面提供可访问和量身定制的指导。这些维度帮助团队发展技能并应对州级MCH挑战。
结论：持续的专业发展计划可以帮助领导者学习通过基于课堂的综合技能发展来应对复杂的州级MCH挑战。以工作为基础的学习应对国家挑战，和量身定制的教练。
