Supervisor Training Curriculum - Part 1: Defining Work Expectations

Supervisor Training Curriculum - Part 1: Defining Work Expectations 

Supervising the work performance of support staff is a process that is often misunderstood. Although there are several reasons why confusion exists about how to supervise, there is one very common reason: knowing what makes a good supervisor. This course will focus on defining a supervisor's job, as well as how to assist staff in providing the best supports and services possible for people with disabilities. Interactive exercises, detailed case examples, and instructive information make this course helpful for applying this knowledge whenever you may need it. The main goal of this course is to prepare supervisors with knowledge and skills to improve inadequate staff work performance, to support and maintain good staff performance, and to help staff enjoy their work. The American Association on Intellectual and Developmental Disabilities (AAIDD) first developed this course based on results of over three decades of applied research on staff training and supervision. Drawing upon the information presented by Reid, Parsons, and Green in The Supervisor Training Curriculum by the American Association on Intellectual and Developmental Disabilities, this course is part one of three for this curriculum. It is designed for training supervisors, both current and prospective, to take an evidence-based approach in their training, supervising, and motivating of support staff. This first course begins with an explanation of how to make performance expectations clear for staff by using specific methods and tools. The ideal audience for this course includes supervisors, both current and prospective, working in any setting that provides supports and services for people with intellectual or related disabilities.


Hours: 1.00


Certificates provided by accrediting body (4 Match)

National Alliance for Direct Support Professionals


This activity is approved for 1.00 contact hours.

Florida Board of Nursing - Certified Nursing Assistants


This is not an accredited course for professional license renewal. Florida CNAs may use this inservice toward meeting their annual inservice requirement.This activity is approved for 1.00 contact hours.

Non-Licensed Direct Care (DSP, HHA, CNA, DCW, PCA, IHA, NA)


National Alliance for Direct Support Professional Frontline Supervisor Training


Course Details

Hours: 1
Type: Online Course
Content Expiration Date: 5/31/2022
Learning Objectives:
Describe what is meant by an evidence-based approach to supervision and its accompanying benefits.
Name the four guidelines for making clear expectations.
Develop a job duty checklist.

I. SECTION 1. Introduction A. Course Contributors B. About This Course C. Learning Objectives II. SECTION 2. Making Performance Expectations Clear A. Meet Howard B. Essence of a Supervisor�s Job C. Importance of Supporting Good Performance of Staff D. Primary Goal of this Training E. Evidence-Based Supervision F. What is Evidence-Based Supervision? G. Importance of an Evidence-Based Approach to Supervision H. Importance of Making Performance Expectations Clear I. Section Summary III. SECTION 3. Four Guidelines for Making Clear Expectations A. Four Guidelines for Making Performance Expectations Clear B. Guideline 1: Describe the Work Behavior C. Guideline 2: Behavior Must Be Observable D. Guideline 3: Behaviors Must Be Able to Be Counted E. Guideline 4: Two People Must Agree When a Behavior Occurs F. Examples of Clear and Unclear Performance Expectations G. Importance of Job Duty Checklists H. Checklist Examples I. Checklist Example 1: Conducting an Inventory J. Checklist Example 2: Leaving the Work Site K. How to Make a Job Duty Checklist L. When to Make a Job Duty Checklist M. What Duties Work Well as Checklists N. Meet Sridevi O. Put Into Practice: Hands-On Experiences P. Put Into Practice: Work Portfolio Q. Section Summary IV. SECTION 4. Conclusion A. Summary B. References C. Congratulations

Staff Writer: Myra Lavenue, M.A.
Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Dennis Reid, Ph.D.
Dr. Dennis H. Reid is a licensed psychologist and Board Certified Behavior Analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures. Disclosure: Dennis Reid, Ph.D. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Marsha Parsons, M.A.
Marsha B. Parsons is Director of the Dogwood Resource Center at the J. Iverson Riddle Center in Morganton, North Carolina, and has over 45 peer-reviewed journal article publications and has coauthored 3 books. She has over 30 years of supervisory experience and offers a wide range of behavioral support services for individuals with developmental disabilities. She has given more than 75 presentations in staff training, management and motivation, evaluation, and provision of services. Disclosure: Marsha Parsons, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Advanced, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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