Who Gets What? Describing the Non-supervisory Training and Supports Received by Home Visiting Staff Members and its Relationship with Turnover Wei-Bing Chen, Donna Spiker, Xin Wei, Erika Gaylor, Abby Schachner, a and Laura Hudson b Highlights • Technical assistance (TA) received by home visiting staff members differed based on staff members’ characteristics. • Supervisors received more TA hours and more remote and individual TA compared to home visitors. • Home visitors more commonly participated in on-site trainings for multiple staff members. • TA received by staff members also differed by program characteristics including model, size, and maturity. • Characteristics of the TA that staff members received did not predict staff members’ turnover. © 2019 Society for Community Research and Action Abstract The early childhood home visiting field lacks a basic understanding of home visiting program staff members’ receipt of on-the-job training from experts outside of their programs who are not their immediate colleagues or supervisors. To address this gap, we created a unique dataset by asking program leaders to log the external technical assistance (TA) that staff members received, and we collected a survey from 288 of the same staff members. We performed descriptive analyses to learn how many hours of TA staff members were receiving, what topics the TA most commonly addressed, and what formats (e.g., in-person or virtual/remote, individual, or group) the TA was most commonly provided in. We then associated characteristics of the TA received with staff and program characteristics, as well as with staff members’ turnover. Multilevel analyses showed the TA supports that home visiting staff members received differed by role (home visitor or supervisor) and program characteristics, including home visiting model— Nurse Family Partnership (NFP) or Parents as Teachers (PAT)—program size, and maturity. About 23% of the home visiting staff members left their programs over the course of 18 months. PAT staff members were more likely to leave their programs than NFP staff members. We did not find that characteristics of TA received were predictive of staff members’ turnover. Implications and the need for further research are discussed. Keywords Home visiting  Workforce development  Staff training  Turnover Introduction Research has shown that early childhood home visiting services can be an effective intervention for families at risk for poor child developmental outcomes, suboptimal parenting, and diminished adult and family functioning (Sweet & Appelbaum, 2004). This evidence has led to increased federal investment through the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program and expansion of the home visiting field (Health Resources & Services Administration (HRSA): Maternal & Child Health, 2019b), but relatively little attention has been paid to issues about the workforce, including how to support staff members in implementing best practices in home visits or supervision of staff members. Working with at-risk families can be stressful, affecting home visi- tors’ mental health and well-being. Similar to other social work professions, home visiting staff members experience high levels of burnout and turnover, which can lead to decreased service quality and poorer client outcomes (Gill, Greenberg, Moon, & Margraf, 2007; Harden, Denmark, & ✉ Wei-Bing Chen wei-bing.chen@sri.com SRI International, Menlo Park, CA, USA a Learning Policy Institute, Palo Alto, CA, USA b Independent Evaluator Am J Community Psychol (2019) 63:298–311 DOI 10.1002/ajcp.12331 ORIGINAL ARTICLE