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

Course Code: REL-IDD-AAIDD-STC3

Hours: 2.25

Type: Online Course

Content Expiration Date: 12/31/2023

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 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.