Supervisor Training Curriculum - Part 3: How to Discipline and Promote Positive Work Place Enjoyment

Supervisor Training Curriculum - Part 3: How to Discipline and Promote Positive Work Place Enjoyment 

Managing staff is often a misunderstood and challenging job that a supervisor must perform. The many aspects of a supervisor's job make being a good supervisor even harder to learn and practice. Too often, doing only some of a supervisor's required duties keeps the important task of learning how to be a great supervisor from being addressed. This course will help you understand what defines the job of a supervisor and how you can help your staff excel in their jobs of providing the best supports and services possible for people with disabilities. This course contains helpful interactive exercises, detailed case examples, and instructive information so that you can begin to apply 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 three of three parts of this curriculum. For both current and prospective training supervisors, this course explains how to take an evidence-based approach to training, supervising, and motivating support staff. This part three curriculum covers how to make work more enjoyable overall, as well as ways to make those undesirable work duties, which are often a source for poor work performance, more fun. This course also explores the topic of work place discontent, the reasons behind it, and when it is time to resort to discipline for recurring performance problems. The ideal audience for this course includes supervisors and prospective supervisors working in, or about to work in, any setting providing supports and services for people with intellectual or related disabilities.

$25.00

Hours: 2.25
REL-IDD-AAIDD-STC3

Certificates

Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

2.25 HOURS


This activity is approved for 2.25 contact hours.

National Alliance for Direct Support Professional Frontline Supervisor Training

2.25 HOURS


Course Details

Course Code: REL-IDD-AAIDD-STC3
Hours: 2.25
Type: Online Course
Content Expiration Date: 5/31/2022
Learning Objectives:
List several ways to promote staff work enjoyment.
Describe the steps for making disliked work more enjoyable.
Name the five evidence-based steps for improving an area of staff work performance.

Outline:
I. SECTION 1. Introduction A. Course Contributors B. About This Course C. Learning Objectives II. SECTION 2. Promoting Work Place Enjoyment A. Meet William B. Importance of Promoting Staff Work Enjoyment C. Goal for Staff Work Enjoyment D. Specific Strategies for Promoting Staff Work Enjoyment E. What Supervisors Can Do to Promote Work Enjoyment F. Using Indirect Praise to Commend Performance G. Formal Ways to Commend Staff Performance H. Special Considerations for Formal Recognition Procedures I. Formal Recognition Should Be Infrequent J. Sincerely Recognize Noteworthy Achievements K. Make Known the Reason for the Recognition L. Reducing Work Place Discontent M. Section Summary III. SECTION 3. Supervisor Actions That Lead to Discontent A. Being Negative or Discourteous B. Being Absent Too Often C. Not Being of Help D. Not Helping to Resolve Staff Issues E. Ways to Prevent Staff Discontent with Supervisor F. Being Courteous and Pleasant G. Being Present Often H. Helping When Needed I. Working to Resolve Staff Issues J. Reducing Staff Discontent with Unpleasant Job Duties K. How to Make Disliked Work More Enjoyable L. Step 1: Ask Staff Why the Task Is Disliked M. Step 2: Ask for Advice on How to Make the Job Less Displeasing N. Step 3: Make Possible Changes from Step 2 O. Step 4: Meet with Staff After Steps 1-3 and Assess P. An Example of Making a Disliked Job More Liked Q. Meet Jacob R. Section Summary IV. SECTION 4: Knowing When and How to Discipline A. When Staff Performance Issues Arise B. What to Do First When Resolving Recurring Performance Problems C. Lack of Skills to Perform a Work Duty D. Lack of Time or Resources E. Lack of Physical Capability to Do a Task F. Lack of Motivation to Do a Task G. Taking Severe Corrective Action H. Handling Unacceptable Behavior I. Handling Correctable Behavior J. Problems with Frequent Reliance on Disciplining K. Five Guidelines for Effectively Using Discipline L. Guideline 1: Use Evidence-Based Supervision M. Guideline 2: Follow All Policies and Procedures N. Guideline 3: Keep Your Superior Informed O. Guideline 4: Understand the Effects P. Guideline 5: Discipline Should Be Last Resort Q. Putting It All Together to Improve Staff Performance R. Steps for Improving Selected Areas of Staff Work Performance S. Step 1: Specify Areas of Improvement T. Step 2: Develop a Way to Monitor the Work Behavior U. Step 3: Train Staff in the Desired Work Skills V. Step 4: Provide Feedback W. Step 5: Provide Follow-Up Action X. Example of Evidence-Based Approach to Improving Staff Performance Y. What Is the Outcome of This Example? Z. Meet Maria AA. Put Into Practice: Hands-On Experiences BB. Put Into Practice: Work Portfolio CC. Section Summary V. SECTION 5. 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.
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.