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Training and Supervision

Purpose

The organization supports staff andpromotes staff competence by providingregular supervision and training onrelevant service delivery topics.

INTRODUCTION

COA's Training and Supervision standards focus on preparing incomingstaff to fulfill their roles at the organization and on providing employees withongoing opportunities for continued learning and professional development.These training opportunities, along with supportive supervision, areessential to the development of a competent workforce capable of providingservices effectively.

COA recognizes that staff competence cannot be defined solely bysupervision nor training, but instead, is a dynamic combination of bothelements, along with a variety of other factors including educationalbackground, work experience, and workload. This multi-faceted approach tocompetency allows organizations to respond to the individual needs ofemployees by providing them with the appropriate combination of trainingand supervision.

Interpretation: Unless otherwise indicated the term "personnel" coversboth full-time and part-time employees (paid personnel) as well asvolunteers (unpaid non-employees) throughout the organization . The use ofthese terms is governed by the following guidelines:

- "direct service personnel" are personnel who work directly with clients,as well as the administrators or supervisors of direct services;

- direct service, clerical, professional, or management volunteers areconsidered to be part of an organization's personnel and will be includedin the accreditation self-study;

- if the organization does not use volunteers in its management, directservice, or any other ongoing activity, standards that only refer tovolunteers do not apply to the organization; and

- COA will not consider occasional or casual volunteers in its evaluation ofan organization's compliance. For example, a volunteer who is present afew times to assist in addressing mail campaign envelopes has noongoing role. In contrast, a volunteer custodian, cook, or secretary whoworks on a regularly scheduled basis has an ongoing role and will beconsidered in evaluating an organization's human resource practices.

Interpretation: Network personnel can include:

- employees of the network management entity, including administrativepersonnel and direct service providers;

- employees of network partner organizations who provide direct networkservices, if the network is a membership network;

- employees of subcontracting network provider organizations; and- independent, individual providers.

Council on Accreditation - Copyright 2018


Purpose


Research Note: Findings from studies on training and supervision aretypically skill-specific and not generalizable to all services. However, theliterature in all fields indicates that training and supervision are critical toproviding effective services. The standards in this section are the result ofmerging comparable best practices in child welfare, behavioral health, andcommunity services.

Note: Written agreements with independent contractors should includetraining and competency expectations that meet the requirements of thestandards. The organization is responsible for regularly monitoring andevaluating the competency of contracted service providers andimplementing corrective action if necessary. COA does not expectorganizations to include independent contractors in their training programs;however, the organization may wish to offer training opportunities to itsaffiliates as a voluntary training opportunity.

Note: Please see Volunteers, Interns, and Consultants: Applicability of COAStandards to Non-Employee Personnel - Private, Public, Canadian and Documentation of Training Worksheet - Private, Public, Canadian foradditional assistance with this standard.

Note: Please see TS Reference List and Suicide Prevention Reference List for a list of resources that informed the development of these standards.

Table of Evidence

Self-Study Evidence

- Describe your organization's system of supervision- Provide any additional information that would increase the Peer

Team's understanding of how your organization's training andsupervision activities support staff and promote staff competence.

On-Site Evidence

No On-Site Evidence

On-Site Activities

No On-Site Activities



Purpose


TS 1: Personnel Development and Training

The organization implements a training and development program thatenhances the knowledge, skills, and abilities of personnel and preparespersonnel to assume their responsibilities.

Related: EES 3.04, EES 5.03, MS 6, ILS 6.02, EES 6.05, EES 6.06, OS7.03, EES 7.05, CSE 8.01, JJCM 8.01, CCI 8.01, CCI 8.02, CSE 8.03, WDS9.01, MS 9.02, CRI 9.02, WDS 9.02, CSE 9.02, CRI 9.03, PSR 9.03, WDS9.03, CRI 10.02, CM 10.03, APS 10.04, APS 10.05, ICA 10.05, ICA 10.06,RC 11, PS 11.01, AG 11.02, PS 11.02, HSCL 11.03, WT 11.03, ECE 11.03,HSCL 11.05, WT 11.05, EAP 11.05, EAP 11.06, ECE 11.08, SVE 12.01,JJD 12.01, SVE 12.02, SVE 12.03, AD 12.03, ECE 12.03, SVE 12.04, YIL12.05, SVE 12.05, SVE 12.06, RTX 12.08, SH 13.01, SH 13.02, WT 13.03,SVE 13.03, MHSU 13.04, MHSU 13.06, DV 13.07, DV 14.01, VOC 14.02,VOC 14.03, WT 14.05, WT 14.06, CFD 15.01, CFD 15.02, CFD 15.03, FEC15.03, FEC 15.04, RTX 16.03, WT 16.05, YD 17.01, YD 17.03, YD 17.04,YD 17.05, JJR 18.01, DV 18.02, DV 18.03, DV 18.04, GLS 19.01, WT20.01, OTP 20.05, OTP 20.06, WT 21, RTX 22.01, FKC 24.03, FKC 24.04

Note: TS 1 does not apply to independent contractors.

Rating Indicators

1) The organization's practices fully meet the standard as indicated by fullimplementation of the practices outlined in the TS 1 Practice standards.

2) Practices are basically sound but there is room for improvement as notedin the ratings for the TS 1 Practice standards.

3) Practice requires significant improvement as noted in the ratings for theTS 1 Practice standards.

4) Implementation of the standard is minimal or there is no evidence ofimplementation at all, as noted in the ratings for the TS 1 Practicestandards.Â

Table of Evidence

Self-Study Evidence

- Annual assessment of training needs- Outline of required training for different positions or job categories

and timeframes for completion- Annual training and development plan- Procedures for tracking training for all staff



Purpose


- Annual budget with line for training and professional development

On-Site Evidence

No On-Site Evidence

On-Site Activities

- Interview:a. Clinical or program directorb. Relevant personnelc. Volunteers

TS 1.01

The organization supports personnel development and training through astructured program that uses a variety of educational methods.

Interpretation: The organization supports training and professionaldevelopment by any or all of the following:

- direct supervision;- formal internal staff training- internal and external conferences and workshops;- encouraging staff to join and participate in professional organizations; - helping staff to identify training and educational experiences that are

credit bearing; and - offering tuition reimbursement, financial assistance, or time off.

Research Note: Research suggests that insufficient training programs cancause both a recruitment and retention problem for organizations. Workersmay choose to leave an organization when they have not been adequatelyprepared and supported for the position they have been hired to fill.

Rating Indicators

1) The organization's practices reflect full implementation of the standard.

2) Practices are basically sound but there is room for improvement; e.g.,Â

- Only internal training resources are used; or- Training for non-direct service staff needs strengthening.

3) Practice requires significant improvement; e.g.,

- The training program is informal; or- Training quality is compromised by a lack of qualified or knowledgeable



Purpose


trainers; or- Many trainings provided are not relevant to the current work that staff are

involved in.

4) Implementation of the standard is minimal or there is no evidence ofimplementation at all.

TS 1.02

The personnel training and development program:

a. is reviewed annually and revised in accord with an assessment of theorganization's training needs;

b. outlines specific expectations regarding training required of personnel indifferent positions and categories;

c. promotes awareness of, and sensitivity to, cultural backgrounds andneeds;

d. provides the opportunity for personnel to fulfill the continuing educationrequirements of their respective professions; and

e. provides opportunities to support advancement within the organizationand profession.

Related: HR 3.02, RPM 5.01, GOV 6.07

Rating Indicators



- A system is in place but procedures need clarifying; or- Information for some programs or departments is out-of-date.


- Training documentation is poorly maintained or entirely missing for someprograms or departments.


TS 1.03

The organization has a system of tracking training received by all staff to



Purpose


facilitate planning, scheduling, and monitoring fulfillment of trainingrequirements.



Purpose


(FOC) TS 2: Training Content

Personnel throughout the agency are trained to fulfill their jobresponsibilities.

Related: EES 3.04, EES 5.03, MS 6, HR 6.02, ILS 6.02, EES 6.05, EES6.06, OS 7.03, EES 7.05, YD 7.05, JJCM 8.01, CSE 8.01, CCI 8.01, CSE8.03, WDS 9.01, CRI 9.02, WDS 9.02, CSE 9.02, MS 9.02, CRI 9.03, PSR9.03, WDS 9.03, CRI 10.02, CM 10.03, APS 10.04, APS 10.05, ICA 10.05,ICA 10.06, RC 11, PS 11.01, EAP 11.02, AG 11.02, PS 11.02, HSCL 11.03,WT 11.03, HSCL 11.05, EAP 11.05, ECE 11.05, WT 11.05, YD 11.05, EAP11.06, ECE 11.06, ECE 11.07, ECE 11.08, ECE 11.10, SVE 12.01, JJD12.01, SVE 12.02, SVE 12.03, AD 12.03, ECE 12.03, SVE 12.04, SVE12.05, YIL 12.05, SVE 12.06, RTX 12.08, SH 13.01, SH 13.02, WT 13.03,SVE 13.03, MHSU 13.04, MHSU 13.06, DV 13.07, DV 14.01, VOC 14.02,VOC 14.03, WT 14.05, WT 14.06, CFD 15.01, CFD 15.02, CFD 15.03, FEC15.03, FEC 15.04, RTX 16.03, WT 16.05, YD 17.01, YD 17.03, YD 17.04,JJR 18.01, DV 18.02, DV 18.03, DV 18.04, GLS 19.01, OTP 20.05, WT20.06, OTP 20.06, WT 21, RTX 22.01, FKC 24.03, FKC 24.04

Note: Please see Documentation of Training Worksheet - Private, Public,Canadian for additional assistance with this standard.


Rating Indicators



3) Practice requires significant improvement as noted in the ratings for theTS 2 Practice standard; and/or

- One of the TS 2 Fundamental Practice Standards has been rated 3 or 4.

4) Implementation of the standard is minimal or there is no evidence ofimplementation at all, as noted in the ratings for the TS 2 Practicestandards; and/or

- Two of the TS 2 Fundamental Practice Standards have been rated 3 or4.



Purpose


Table of Evidence

Self-Study Evidence

- Table of contents of the organization's orientation and trainingcurricula

- Annual training calendar and/or training schedules

On-Site Evidence

- Training files or database that demonstrate attendance at requiredtrainings

- Training curricula

On-Site Activities

- Interview:a. Clinical or program directorb. Relevant personnel

TS 2.01

New personnel are oriented within the first three months of hire to:

a. the organization's mission, philosophy, goals, and services;b. the cultural and socioeconomic characteristics of the service population;c. the organization's place within its community;d. the organization's personnel manual;e. the organization's performance and quality improvement system; andf. lines of accountability and authority within the organization.

Related: PQI 3.03, PQI 3.04, HR 5.02, MS 6.01, YD 17.02

Rating Indicators



- Occasionally orientation extends beyond the three months; or- The curriculum related to one of the elements is not fully developed or

lacks depth.


- The curriculum related to two of the elements is not fully developed orlacks depth; or



Purpose


- Training does not address one of the elements at all; or- A significant number of staff have not been oriented.


(FP) TS 2.02

All personnel who have regular contact with clients receive training on legalissues, including:

a. mandatory reporting and the identification of clinical indicators ofsuspected abuse and neglect, as applicable;

b. federal and state laws requiring disclosure of confidential information forlaw enforcement purposes, including compliance with a court order,warrant, or subpoena;

c. duty to warn, pursuant to relevant professional standards and asrequired by law;

d. the agency's policies and procedures on confidentiality and disclosure ofservice recipient information, and penalties for violation of these policiesand procedures;

e. the legal rights of service recipients; andf. requirements associated with consent decrees, as applicable.

Related: CR 2, RPM 2.01, ECE 4.10, RPM 8.01

Interpretation: Personnel should be familiar with federal, state, and locallaws and know how to identify, document, and report cases of suspectedabuse and neglect.

Research Note: Every state has a mandatory reporting process forsuspected child abuse and neglect. Details about the mandatory reportinglaws in each state can be found on the Child Welfare Information Gatewaywebsite, formally known as the National Clearinghouse on Child Abuse andNeglect.

Note: Elements a, c, and f do not apply to credit counseling organizations.

Rating Indicators



- The curriculum related to one of the elements is not fully developed orlacks depth; or



Purpose


- A few personnel have not been trained, but are scheduled to be trained.



- Training does not address one of the elements at all; or- A significant number of staff have not been trained.


TS 2.03

Personnel receive training on the following, as appropriate to their positionand job responsibilities:

a. proper documentation techniques;b. the maintenance and security of records; andc. the use of technology and information systems.

Related: CR 2, RPM 2.01, RPM 5, RPM 5.01, RPM 6, RPM 7, RPM 8,RPM 11, RPM 11.06

Interpretation: As technology is constantly evolving, it is important to keeppersonnel up-to-date on any changes or updates made to existing systemsand new technologies adopted by the organization.

Rating Indicators










Purpose


TS 2.04

Direct service personnel demonstrate competence in, or receive training on,as applicable:

a. positive engagement with individuals and families receiving services;b. the needs of individuals and families in crisis including recognizing and

responding to mental health crisis and the special service needs ofvictims of violence, abuse, or neglect and their family members;

c. recognizing and responding to signs of suicide risk;d. basic health and medical needs of the service population;e. procedures for working with foreign language speakers and persons with

communication impairments; andf. public assistance and government subsidies.

Related: CR 1.05, CR 1.06, ECE 4.10, RPM 11.06

Interpretation: Regarding element (b), staff members understand theirresponsibility to assess the need for protective services and makerecommendations or referrals, as appropriate to the services provided.

Interpretation: Mental Health First Aid (MHFA) is one way to prepare staffto recognize, understand, and respond to service recipients and colleaguesexperiencing a mental health crisis. Similarly, "gatekeeper training"programs prepare staff to recognize, interpret, and respond to signs ofsuicide risk.

Research Note: Mental Health First Aid (MHFA) is an evidence-basedpublic education program that educates individuals on the warning signs ofmental health and/or substance use disorders. The holistic training isintended for a variety of audiences, including homeless shelter workers,school administrators and educators, social workers, and substance abuseand mental health professionals. Program participants learn how to aidindividuals in crisis, assess for suicide risk, and connect them withappropriate professional, peer, social, and self-help resources. Preliminarystudies show that MHFA builds mental health literacy, reduces stigma, andempowers individuals to help others.

Research Note: "Gatekeeper training" programs include severalevidence-based education programs that train individuals to identify those atrisk for suicide, assess level of risk, and make appropriate referrals. Thesetraining programs can be specific to a setting such as schools, the broadercommunity, or the military. A wide variety of stakeholders can benefit fromparticipation, for example educators, clergy, social workers, counselors,mental health clinicians, first responders, hospital staff, and military service



Purpose


members. Studies show that gatekeeper training programs can increaseparticipant knowledge about suicide, improve attitudes and beliefs aboutsuicide prevention, and reduce reluctance to intervene with an at-riskindividual.

Rating Indicators









TS 2.05

Training for direct service personnel addresses differences within theorganization's service population, including:

a. interventions that address cultural and socioeconomic factors in servicedelivery;

b. the role cultural identity plays in motivating human behavior; andc. understanding bias or discrimination.

Interpretation: Credit counseling organizations should implement culturalcompetence training that demonstrates the importance of sensitivity tomatters as outlined in the elements the standard. This intent of the trainingis to help staff understand and be sensitive to how people of varyingcultures think about and handle financial situations.

Rating Indicators




Purpose









TS 2.06

Direct personnel demonstrate competence in, or receive training on, theneeds of special populations within the defined service population, such asthe need for normalizing experiences and social inclusion.

Interpretation: "Special populations" include, but are not limited to, thosewho are abused and neglected, those with a developmental disability, andthose with mental health and substance use disorders. Depending on theservices provided and the population served, the organization's training mayvary from different treatment approaches, to procedures for referringindividuals to other providers when those needs cannot be addressed bythe organization.

For example, staff at a credit counseling agency may encounter individualswith substance abuse or mental health disorders or individuals who may beat risk for suicide. In such situations, staff should be aware of the agency'sprotocols and how to refer those individuals to appropriate services.

Rating Indicators



- The curriculum is not fully developed or lacks depth; or- A few personnel have not been trained, but are scheduled to be trained.


- The curriculum is insufficient to ensure competence; or



Purpose


- A significant number of staff have not been trained.


TS 2.07

Direct service personnel demonstrate competence in, or receive training on,advocacy, including how to:

a. access financial and other community resources;b. identify the impact of the socioeconomic environment on the service

population; andc. empower service recipients and their families to advocate on their own

behalf.

Interpretation: Community resources can include personal advocates.Training and supervision define conditions under which a personal advocateis needed.

Interpretation: Although credit counseling organizations primarily providefinancial education and counseling services, supporting the success andwell-being of clients can be furthered by providing information on how toaccess resources in the community, strengthening the client's ability to doso, and understanding the obstacles that may affect the service population.

Rating Indicators










Purpose


TS 2.08

Direct service personnel who administer clinical diagnostic tests used toestablish treatment goals are appropriately trained according to testingprotocols.

Related: DTX 3.03

Interpretation: This standard refers to sophisticated clinical testing (forexample, Stanford-Binet or other intelligence scales) that is appropriatelyconducted by personnel with advanced clinical credentials and specializedtraining. It is not applicable to the basic assessment tests that profile ordescribe client functioning, which can be administered by parents orteachers. Additionally, the standard does not apply to outcomemeasurement instruments.

NA Direct service personnel do not administer clinical diagnostic tests.

Rating Indicators



- The curriculum is not fully developed or lacks depth; or- A few personnel have not been trained, but are scheduled to be trained.


- The curriculum is insufficient to ensure competence; or- A significant number of staff have not been trained.


(FP) TS 2.09

Residential services, shelter services, day services, opioid treatmentservices, and youth development services ensure that there is at least oneperson certified in basic first aid and CPR on duty at each program site, atany time the program is in operation.

Related: ECE 4.11, EES 8.04, HSCL 11.02, AD 12.05, SH 13.01, WT 21.03

Interpretation: First Aid and CPR certification programs may includecomponents that are conducted online, but must also include a hands-on,skills-based assessment with a certified instructor. Training and/or



Purpose


certification should be appropriate to the age of the population being served.For example, an organization providing youth development services shouldensure that someone on site is certified in administering CPR to childrenand youth.

NA The organization does not provide residential, shelter, day program,early childhood education, opioid treatment, or youth development services.

Note: The related standards identified above include CPR and First Aidcertification requirements that may be more stringent than the requirementsoutlined in TS 2.09. Organizations seeking accreditation for any of theidentified services must meet requirements outlined in the service standardsfor all applicable programs.

Rating Indicators



- A sufficient number of staff are trained in both first aid and CPR tomaintain coverage, however in rare instances gaps in coverage werereported.


- Insufficient staff have been trained to maintain coverage at all times.




Purpose


(FOC) TS 3: Supervision

The organization has a system of supervision that promotes effective use oforganizational resources and positive outcomes.

Related: MS 6, ILS 6.03, MS 6.03, MS 6.04, OS 7.03, CSE 8.02, CSE 8.06,PSR 9.01, PA-CSE 9.03, HCS 9.03, CSE 9.03, WDS 9.04, CRI 9.04, HCS9.05, ICA 10.02, ICA 10.03, CM 10.04, APS 10.07, AG 11.03, AG 11.04, PS11.04, ECE 11.04, HSCL 11.07, RC 11.08, ECE 11.09, YIL 12.02, AD12.03, SVE 12.05, MHSU 13.01, MHSU 13.03, SVE 13.04, VOC 14.04,FEC 15.01, CFD 15.04, CFD 15.05, YD 17.05, WT 20.01, WT 20.02, WT21, OTP 21.03, RTX 22.07

Interpretation: When providing supervision remotely using technology, thesupervisor and supervisee should adhere to the same practices applied toface-to-face supervisory relationships.


Rating Indicators



3) Practice requires significant improvement as noted in the ratings for theTS 3 Practice standard; and/or

- TS 3.02 received a rating of 3 or 4.

4) Implementation of the standard is minimal or there is no evidence ofimplementation at all, as noted in the ratings for the TS 3 Practicestandards.

Table of Evidence

Self-Study Evidence

- Organizational chart(s) that illustrates lines of supervision- Criteria for assigning supervisory responsibilities- HR policy and procedures regarding supervision- Sample job descriptions of supervisors from each program or service- Supervisory ratios for each service



Purpose


On-Site Evidence

- Documentation of supervision or supervision logs (TS 3.03)

On-Site Activities

- Interview:a. Supervisorsb. Relevant personnelc. Community stakeholders, such as universities, utilizing

organization for field placementsd. Student interns

TS 3.01

Supervisors have sufficient time to:

a. provide individual or group supervision as appropriate to staff needs,department, or program type, and

b. to conduct evaluation and training activities.

Interpretation: Supervision procedures should outline the requiredfrequency of supervision for each department or program and for eachposition or job category, e.g., manager to supervisor, or supervisor toworker.

Research Note: Research suggests that workers who receive supportivesupervision are more effective in their work, which can have a positiveimpact on service recipients. Caseworkers that were interviewed at a varietyof state child welfare agencies cited a lack of quality supervision as onereason for reduced productivity and high turnover rates.

Rating Indicators



- With a few exceptions the supervisors have sufficient time to conductsupervision and there are occasional gaps in regular supervision; or

- Time allocated to evaluation and/or training could be improved.


- Supervisors are frequently unable to provide supervision due to timeconstraints; or

- Do not have time to participate in evaluation or training activities; or



Purpose


- Documentation of supervision is poorly maintained.


(FP) TS 3.02

When assigning supervisory responsibilities, the organization considers:

a. the qualifications of the worker and the supervisor;b. the complexity and intensity of job responsibilities for program and

administrative staff; andc. additional organizational responsibilities.

Interpretation: COA recommends that generally supervisory ratios do notexceed 1:8 FTE.

Note: Please see Staff Caseload Size Worksheet - Private, Public,Canadian, MFR and Staff Qualifications Worksheet - Private, Public,Canadian, MFR for additional assistance with this standard.

Note: Program level staffing charts are provided with the personnelstandards in all applicable service sections.

Rating Indicators



- Supervision ratios sometimes exceed 1:8, but generally do not exceed1:10, and at no time exceed 1:12; or

- Written criteria for assigning supervisory responsibilities need clarifying.


- Supervision ratios typically exceed 1:10, and sometimes exceed 1:12; or- There are no formal written criteria for assigning supervisory

responsibilities.


TS 3.03



Purpose


Supervisors are responsible for:

a. delegating and overseeing work assignments; b. ensuring that service delivery is performed according to the

organization's mission, policies and procedures, and service philosophy; c. providing case consultation and in-service training, as appropriate; d. identifying unmet training needs; e. ensuring case reviews are conducted at least quarterly; and f. conducting performance reviews.

Related: PQI 3.04, HR 6, HR 6.01, HR 6.02, RPM 7.02

Interpretation: Supervisors should maintain an administrative file withup-to-date documentation of each supervisory session, including the dateand duration of each session as well as a brief outline or summary of whatwas discussed, including case consultation notes. Please note, onlyinformation directly related to the delivery of services, such as results ofroutine case reviews, should be included in the client's case record. Pleasesee service planning and monitoring standards within each service sectionfor more information on what should be assessed during routine casereviews.

Research Note: Documentation of case review within the client's caserecord not only supports the delivery of quality services but also serves asan effective risk-management tool.

Rating Indicators



- A substantial number of supervisors meet the requirements of thestandard.


- A significant number of supervisors do not meet the requirements of thestandard.

4) Implementation of the standard is minimal or there is no evidence ofimplementation at all; e.g.,

- Supervisors consistently do not meet the requirements of the standard.

TS 3.04



Purpose


Supervisors of direct service personnel are competent to assess:

a. the needs of service recipients; b. the resources available to meet those needs; andc. the legal and policy requirements governing service delivery.

Rating Indicators



- A substantial number of supervisors meet the requirements of thestandard and the organization provides training and/or consultation toimprove competencies.


- A significant number of supervisors do not meet the requirements of thestandard and the organization does not consistently provide training orconsultation to improve competencies.



TS 3.05

Direct service volunteers, student professionals, and interns are directlysupervised by licensed or otherwise accountable professionals.

Related: HR 3.05, HR 6

NA The organization does not use direct service volunteers, studentprofessionals, or interns.

Rating Indicators



- With few exceptions volunteers, etc. are supervised as per the standard.




Purpose


- A significant number of volunteers, etc. are not appropriately supervised;or

- Documentation of supervision is poorly maintained or nonexistent.


TS 3.06

Supervisors support and enhance staff's ability to perform their jobs byteaching and modeling, as appropriate:

a. technical knowledge and skills;b. work management and communication skills; andc. conflict management skills.

Rating Indicators








TS 3.07

Supervisors are able to:

a. address interpersonal barriers and strengths in personnel;b. empower those receiving supervision;c. offer criticism in a constructive manner; and



Purpose


d. understand employment and labor laws.

Interpretation: This standard requires that supervisors who interviewprospective employees receive training on both permissible andimpermissible or unlawful categories of interview questions pursuant toapplicable employment and labor laws.

Rating Indicators








TS 3.08

Supervisors provide additional support to personnel when they are:

a. new;b. developing competencies; c. experiencing challenging circumstances with the individuals and families

they work with; ord. experiencing higher caseloads.

Interpretation: The type of additional support provided to personnel willvary depending on each staff member's unique needs. For example,personnel may require more frequent supervision, additional trainingopportunities, or shadowing for a period of time.

Interpretation: Regarding element (b), personnel may require additional



Purpose


supervision for licensure or professional certifications. In these instances,program personnel should refer to professional supervision requirements inthe relevant field of study and/or practice.

Interpretation: Regarding element (c), a suicide attempt or death of aservice recipient can be a traumatic experience for staff. Voluntary,non-judgmental support and crisis response services should be madeavailable to help the affected staff and other personnel grieve and preparefor future contact with individuals at risk for suicide.

Rating Indicators



- Staff report that with a few exceptions supervisors provide additionalsupport as required by the standard.


- Staff report that supervisors do not consistently provide additionalsupport.




Purpose


(FOC) TS 4: Network Training

The network provides orientation and training to all individuals who provideservices to network clients.

Interpretation: TS 4 applies to all individuals who provide services tonetwork clients including, as applicable, staff of the network managemententity, owner organizations, provider organizations, and independentpractitioners.

NA The organization is not a network management entity.

Rating Indicators



3) Practice requires significant improvement as noted in the ratings for theTS 4 Practice standards.


Table of Evidence

Self-Study Evidence

- Tables of contents of orientation and training curricula- Annual training calendar and/or training schedules- Outline of required training and timeframes for completion- Training files or database that demonstrate attendance at required

trainings

On-Site Evidence

- Training curricula

On-Site Activities

- Interview:a. Network training coordinatorb. Network providers and individual practitioners



Purpose


TS 4.01

Prior to serving network clients all direct service providers receiveorientation and training on:

a. the network's mission, philosophy, goals, and services;b. network operations and functioning;c. network policies and procedures including access procedures;d. network billing practices;e. utilization management criteria;f. the network's conflict of interest policies and ethical expectations; andg. the provider's role in the network's PQI process.

Rating Indicators




- A few personnel have not been trained.





TS 4.02

The network provides an ongoing training program that includes:

a. refresher training on network policies, practices, and procedures;b. evidence-based practices, as appropriate to the array of network

services; andc. other issues of importance to the network.

Rating Indicators



Purpose












Purpose


(FOC) TS 5: Training Direct Service Personnel ProvidingDevelopmental Disabilities Services

Personnel who provide direct services to people with developmentaldisabilities are trained and able to provide services, supports, and otherforms of direct assistance.

NA The organization does not provide any programs or services that aredesigned to serve persons with developmental disabilities.

NA The organization is implementing the standards for Services forIndividuals with Developmental Disabilities (DDS).

Rating Indicators





Table of Evidence

Self-Study Evidence

- Table of contents of training curricula

On-Site Evidence

- Training curricula- Documentation of training

On-Site Activities

- Interview:a. Supervisorsb. Personnel

- Review personnel records



Purpose


TS 5.01

Direct support personnel are trained and competent in:

a. establishing rapport with persons served;b. interaction and communication techniques;c. implementation of person-centered service plans;d. implementing the principles of self-determination and inclusion;e. de-escalation techniques in relation to this population;f. use of assistive technology;g. teaching ADLs, when appropriate; andh. recognizing and addressing abuse, neglect, and exploitation.

Rating Indicators









TS 5.02

Training can include, as appropriate to the service and needs of personsserved:

a. positive behavioral supports;b. assisted dining techniques and good nutrition;c. lifting and transfer techniques;d. safe transportation techniques;e. health related supports; andf. medication administration.



Purpose


Rating Indicators









TS 5.03

Organizations that permit the use of interventions that limit physicalmovement, diminish sensory experience, restrict personal freedoms, orcause personal discomfort as part of behavior management, train andevaluate their staff regularly on:

a. the proper and safe use of these interventions;b. the potential for re-traumatization; andc. individuals' treatment plans that outline specifically how these

interventions may be used.

Interpretation: In regards to elements (a) and (b), "regularly trained" refersto at least annually if not more frequently. Staff should be trained on allindividuals' treatment plans and the specific parameters of their interventionprior to working with them.

NA The organization does not permit the use of interventions that limitphysical movement, diminish sensory experience, restrict personalfreedoms, or cause personal discomfort as part of behavior management.

Rating Indicators





Purpose


- Procedures, that include well delineated treatments and interventions,guide practices that are basically appropriate to the intent and elementsof the standard, but one of the elements needs strengthening; or

- Documentation related to use of interventions needs minor improvement.


- Procedures need strengthening for two of the elements; and/or- There are a few instances in which procedures for element (a) or (b)

were not followed; or- Documentation needs significant improvement.


- In a few instances one of the standard's elements was not implemented;or

- Use of interventions is not documented.


training and supervision - coanet.orgcoanet.org/standard/ts/purpose.pdf · note: please see...

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