Supervisor Training Curriculum - Part 2: Assessing, Supporting, and Improving Work Performance

Supervisor Training Curriculum - Part 2: Assessing, Supporting, and Improving Work Performance 

Whether you were promoted into a supervisory position at the same company, or were hired as a supervisor in a new place, knowing how to supervise the work performance of support staff can be the hardest thing to learn. Some new supervisors are lucky to have an attentive mentor at work, while others work at places with some form of manager training. Regardless of where you work, as a new manager, you need to know what makes a good supervisor. In this course, you will learn what defines the job of supervisor and how to help staff provide 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 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 two of three for this curriculum. It is designed for training supervisors, both current and prospective, to take an evidence-based approach to training, supervising, and motivating support staff. This part two curriculum explores the topic of how to assess work performance using both formal and informal monitoring. This course also offers instructions on how to improve and support workplace performance using diagnostic feedback and staff training. 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.

$20.00

Hours: 2.00
REL-IDD-AAIDD-STC2

Certificates

Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

2.0 HOURS


This activity is approved for 2.00 contact hours.

National Alliance for Direct Support Professional Frontline Supervisor Training

2.0 HOURS


Course Details

Course Code: REL-IDD-AAIDD-STC2
Hours: 2
Type: Online Course
Content Expiration Date: 5/31/2022
Learning Objectives:
Identify the purposes of monitoring in supervision.
Describe the differences between formal and informal monitoring.
Summarize the process of giving diagnostic feedback.

Outline:
I. SECTION 1. Introduction A. Course Contributors B. About This Course C. Learning Objectives II. SECTION 2. Assessing Work Performance through Informal and Formal Monitoring A. Meet Angela B. Purpose of Monitoring Staff Work Performance C. Three Types of Monitoring in Supervision D. Tools for Monitoring Performance E. Job Duty Checklist F. Counting How Often Behavior Occurs G. Using a Performance Monitoring Sheet H. Monitoring Work Products I. Examples of Products of Staff Work Commonly Monitored J. Key Points for Successful Monitoring K. Three Tips for Avoiding Problems When Monitoring L. Keep It Simple M. Collect Only Usable Information N. Conduct Monitoring in an Acceptable Way O. Steps for Making Monitoring Acceptable to Staff P. Step 1: Inform Staff Why and What Will Be Monitored Q. Step 2: Greet Staff When Arriving to Monitor R. Step 3. Know When to Call Off the Monitoring S. Step 4: Inform Staff When Done and Provide Feedback T. Section Summary III. SECTION 3. What Is Informal Monitoring? A. What is Informal Monitoring? B. Importance of Informal Monitoring C. Why Supervisor Visibility Is Important D. Why Supervisor Invisibility Can Be Detrimental E. Characteristics of Successful Informal Monitoring F. Knowing What Staff Should Be Doing at Specific Times G. Being Able to Quickly Tell If Staff Performance is Adequate H. Focusing on Desirable Aspects of Staff Performance I. Key Indicator of Good Supervision J. Meet Samantha K. Section Summary IV. SECTION 4. Improving and Supporting Work Performance A. Importance of Feedback B. A Definition of Diagnostic Feedback C. How to Give Diagnostic Feedback D. Step 1: Begin with a Positive Statement E. Step 2: Tell What Was Correct F. Steps 3 and 4: Tell What Was Incorrect and How to Correct G. Step 5: Ask if There Are Questions H. Step 6: Tell When the Next Feedback Will Occur I. Step 7: End with a Positive Statement J. Special Considerations When Giving Diagnostic Feedback K. Supervisor Presents Feedback Authentically L. Present Feedback in a Manner that Seems Sincere M. How to Present Feedback in a Genuine Way N. Final Thoughts on Giving Diagnostic Feedback O. Quality of Supports and Good Staff Training P. Why Supervisors Need to Be Able to Train Staff on the Job Q. Performance- and Competency-Based Staff Training R. Steps of Performance- and Competency-Based Staff Training S. A Benefit of Performance-Based Training on Staff Work Enjoyment T. Putting the Steps in the Right Order U. Put Into Practice: Hands-On Experiences V. Put Into Practice: Work Portfolio W. Section Summary V. SECTION 5. Conclusion A. Summary B. References C. Congratulations

Instructor: 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; General Staff; 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.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
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.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.