Supervisor Training Curriculum - Part 1: Defining Work Expectations

Course Code: REL-IDD-AAIDD-STC1

Hours: 1

Type: Online Course

Content Expiration Date: 12/31/2023

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.

Outline:
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 no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

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 no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

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 no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Target Audience:
The target audience for this course is: Advanced, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.

Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.

Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.

Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.