The APS Supervisor as Trainer
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The APS Supervisor as Trainer

Preparing New A.P.S. Workers for the Field



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After participating in this workshop frontline supervisors will gain an understanding of the basic tenets of Kolb's Experiential Learning Theory, and participants will be to articulate the responsibility of the supervisor in promoting effective adult learning when facilitating training of new APS workers.

Learning Objectives

1


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Participants will be able to assess a new worker's learning style enabling supervisors to provide appropriate and targeted training; participants will be able to correctly apply at least one new training strategy in order to reinforce the NAPSA Core Competency skills.

Learning Objectives

2


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Frontline supervisors will learn how to implement training techniques such as asking open-ended questions, with the goal of developing critical thinking skills in the new APS Worker.

Learning Objectives

3


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Frontline supervisors will learn how to utilize two established tools that can be applied in order to evaluate a new APS Worker's integration of the training materials.

Learning Objectives

4


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During the session, frontline supervisors will practice providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Learning Objective

5


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Clinical Supervision


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Managing Personnel Issues


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Community Representation


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Role Modeling good work practices


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Providing Back-up Coverage to Workers


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

Ensuring compliance

with state mandates and county policies


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Frontline Supervisor: A Multi-faceted Role providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

And…

training new workers!


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Challenges providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

  • Insufficient Time

  • Lack of experience/expertise with training

  • Lack of training related resources or budget

  • Lack of a standardized/established curriculum

  • Lack of an overall training plan

  • Limited evaluation techniques


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Structured providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training.

VS

Non-structured

Strict Timeline

No Timeline

Supervisor as Trainer

Peer-to-Peer Training

Eclectic Approach

Established Curriculum

What do Training Programs Look Like?


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What do APS providing supportive, critical feedback so that they may acquire skills enabling them to effectively reflect on a new worker's performance when conducting training. Training Programs Look Like Across the Country?


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What are the qualities that contribute to a good learning environment?

  • -Student is highly motivated

  • -Student devotes energy to learning.

  • -Learning atmosphere is supportive and rewarding.

  • -Content is presented in a meaningful way.

  • -Supervisor takes into consideration uniqueness of each learner.


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Adult Learning Theory environment?

I hear and I forget

I see and I remember

I do and I understand

Buddhist quote



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Barriers to Adult Learning environment?

  • Fear of making mistakes

  • Non-relevant materials

  • Lack of participation

  • Fear of change

  • Formal atmosphere



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APS Training Modalities environment?

  • What teaching tools do you have?


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Matching worker’s learning style with training method. environment?

Case Studies

Videos

Written Information

Brainstorming

Critical Incidents

Games

Shadowing


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What should we teach new APS workers? environment?

  • Standardized Training contributes to:

  • Adherence to policy

  • Consistence

  • Improved Outcomes

  • Reduced Liability


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N.A.P.S.A Core Competencies environment?

23

apsnetwork.org



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Teaching Critical Thinking Skills environment?

  • Modeling

  • Focus on Process

  • Look for Themes


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Has the Worker Learned the Material? environment?

  • Application to job?

  • Impact on client outcomes?

  • Use of Standardized Evaluation Tools

    • Transfer of Learning

      Exercises

    • WISE Tool


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WISE (Worker Interview Skills Evaluation)* environment?

  • Assesses investigative/interview skills

  • Direct observation

  • 9 Item Scale

  • Rating on scale of 1-5

  • Self-assessment

  • Supervisor may use periodically

    Materials provided by Texas Department of Family and Protective Services, Adult Protective Services Program and Training Division.  Permission granted for use 2010 NAPSA Conference.




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Elements of an Effective Critique environment?

  • Inquiry

  • Generalization

  • Data

  • Theory

  • Demonstration


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Final Review environment?


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