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Presentation Transcript
The APS Supervisor as Trainer

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

learning objectives
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


learning objectives4
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


learning objectives5
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


learning objectives6
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


learning objective
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


Frontline Supervisor: A Multi-faceted Role

Role Modeling good work practices

Frontline Supervisor: A Multi-faceted Role

Providing Back-up Coverage to Workers

Frontline Supervisor: A Multi-faceted Role

Ensuring compliance

with state mandates and county policies

  • 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



Strict Timeline

No Timeline

Supervisor as Trainer

Peer-to-Peer Training

Eclectic Approach

Established Curriculum

What do Training Programs Look Like?

what are the qualities that contribute to a good learning environment
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.
Adult Learning Theory

I hear and I forget

I see and I remember

I do and I understand

Buddhist quote

Barriers to Adult Learning
  • Fear of making mistakes
  • Non-relevant materials
  • Lack of participation
  • Fear of change
  • Formal atmosphere
aps training modalities
APS Training Modalities
  • What teaching tools do you have?
Matching worker’s learning style with training method.

Case Studies


Written Information


Critical Incidents



what should we teach new aps workers
What should we teach new APS workers?
  • Standardized Training contributes to:
  • Adherence to policy
  • Consistence
  • Improved Outcomes
  • Reduced Liability
teaching critical thinking skills
Teaching Critical Thinking Skills
  • Modeling
  • Focus on Process
  • Look for Themes
Has the Worker Learned the Material?
  • Application to job?
  • Impact on client outcomes?
  • Use of Standardized Evaluation Tools
    • Transfer of Learning


    • WISE Tool
WISE (Worker Interview Skills Evaluation)*
  • 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.

elements of an effective critique
Elements of an Effective Critique
  • Inquiry
  • Generalization
  • Data
  • Theory
  • Demonstration