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

Course Code: REL-IDD-AAIDD-STC2

Hours: 2

Type: Online Course

Content Expiration Date: 12/31/2023

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 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; General Staff; 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.