staff training specifics - connecticut
TRANSCRIPT
Staff Training Specifics
Rachel Pollock & Dale Verstegen EFSLMP SMEs
PROVIDER TRANSFORMATION 2.0 SERIES
MAY 13, 2019
Objectives
Building internal staff training capacity for best practice in employment and meaningful community integration
Shifting staff responsibilities from caretaking to connecting
Developing effective job descriptions
Questions that lead to quality outcomes
Scheduling community-based supports
Staff work day schedules
Transportation solutions
Building Capacity for Internal Staff Training
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Why?
◦ Training available “on demand” for new employees
◦ Establish “experts” within agency
◦ Staff learn from future mentors
◦ Agency can infuse training with agency philosophy and expectations
◦ Possibly provide training to other agencies (increase revenue)
Support staff to receive training in best practice
Assure coaching/mentorship to achieve competence
Provide access to Train the Trainer Training
Support and reward staff for becoming trainers and providing training
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Staff Training and Retention
Studies show connection between feeling competent and longevity on the job
Often staff are away from direct supervision for long periods - must be competent – must be able to have confidence in skill
Values and concepts must be repeatedly reinforced so everyone stays in sync
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Branson
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Best Practices in Community Integrated Employment (CIE)
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Prep is the key
Community exposure/ involvement
Learning through community experience/feedback
CB prep/training provides the conditions/circumstances of jobs
CB training the gold standard
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Customized Employment
Employment relationship meeting the needs of employee and employer
Based the strengths, conditions, & interests of a job candidate (discovery) & needs of an employer
Individualized approach to employment planning and job development — one person at a time . . . one employer at a time.
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Best Practices in Meaningful Community Day Support
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Meaningful Day Integration as a Pathway to Employment
◦ Job observation/ exploration
◦ Job sampling ◦ Normalized
teaching and training environments
◦ Assessment opportunity
Meaningful Day Integration as Retirement Support
Beyond working age
With typically aging peers
Pursuit of interests
Relationship development
Contribution
Shifting Staff Perspectives – What They Do, Where They Go, Why, and How
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What does real life look like?
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People with disabilities are often confined in a bubble of predictability under the guise of preventing risk and promoting health and safety. How does that translate to the supports people receive? How does that translate to what staff think their job is?
What is different?
What about for people with disabilities?
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• How can we expand and deepen a person’s relationships?
• How do we enhance a person’s reputation and increase the
likelihood of them experiencing respect?
• How do we assist people to develop their capacities and
contribute to community life?
• How can we help people have more choice & control in their
lives?
• How do we increase people’s presence in the life of their
communities?
Questions that Lead to Quality Outcomes
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Question: How can we expand and deepen someone’s relationships?
What makes the focus person happy? What talents and interests do they possess? Who do we know that could be invited to share their time, interests, and talents with this person?
Kathy loves birds. She fills bird feeders at the hospital and draws beautiful birds.
Who else in her community might enjoy spending time with Kathy around her interest in birds?
Growing in Relationships
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How can we turn an interest or a skill into a socially valued role in addition to paid employment?
Jenny is a gardener
Melissa is a baker
Lenny is a public speaker/trainer
Robert is a member of the Knight of Columbus
Experiencing Respect by Having Valued Roles
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Question: How can we increase someone’s choice and control in their life?
What kind of choices does the person make now? What could be added to give the person more control over his/her life understanding that many people have very little control over the most basic aspects of their day:
What time to get up? What to eat?
What to wear?
What kind of work to do?
Making Choices
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Question: How can we increase a person’s presence in community life?
Sharing Ordinary Places
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• Congregate Outings/Van Therapy
• “Disability Tourism” • “HIPPA Bubbles”
Guided Community Exploration (“Who will you meet there?”)
Versus…
Transportation Solutions
Decentralized supports for work, community life close to home
Transitioning youth – Begin planning/training while still in school
Make a part of all pre-employment training/planning
Transportation Solutions2
Provide travel training where public transportation is available
Part of initial discussions about employment
Some options Staff or agency vehicles
Local, state, or county transportation systems
Taxis
Uber, Lift
Ride sharing (paid or unpaid natural support)
Walk
Bike
Make Sure staff understand Impairment-Related Work Expenses (IRWE) and impact on
benefits
Remember the solutions to transportation are
customized too!
GETTING AROUND TOWN…
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This Photo by Unknown Author is licensed under CC BY-NC-SA
Synonyms for opportunist: risk-taker, adventurer, wheeler-dealer, trailblazer, pioneer
Opportunistic
Connectors
STAFF OF THE FUTURE
Good Company
Caregivers
MAJORITY OF STAFF
Shifting Staff…
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Plan and implement supports and community experiences based on goals and objectives established in the person-centered planning process for persons receiving Home, Community, and Work Supports.
Introduce persons to community resources and community members.
Facilitate community inclusion by assisting people to: ◦ use generic resources such as local banks, grocery stores,
fitness centers, restaurants, etc.; ◦ join groups, clubs, classes; ◦ volunteer; ◦ become a “regular” in places other people share their interests
Sample Job Description Responsibilities:
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Develop sustained relationships through consistent, shared activity with community members.
Participate in the Career Planning & Discovery process and assist people to learn about local employers who pay for tasks that match their interests;
Provide job coaching to persons in individual jobs: ensure that work is performed per employer specifications regarding quality, quantity, and socially typical behavior;
Facilitate the development of natural supports.
Sample Job Description Responsibilities (2)
Wage employment 15 hrs/wk
Self-employment 6 hrs/wk
Volunteers 12 + hrs/wk;
Other home and community paid supports approx. 13 hrs/wk
Volunteer
Employee
Home Owner
Meet Robert
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Good Neighbor
Member of Lifestyle Fitness Center
Devout Catholic
Member Knights of Columbus
Other Valued Roles…
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SCHEDULING CAN BE MESSY BUSINESS
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SCHEDULING…ANOTHER EXAMPLE
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◦ 3:00pm – 4:30pm Home supports/prep for work
◦ 5:00pm – 10:00pm Wage employment
Wednesday:
◦ 7:30am – 9:00am Fitness Center/errands
◦ 9:00am – 1:00pm Volunteers at senior meal program
◦ 1:00pm – 3:00pm Self-employment/community
◦ 3:30pm – 5:00pm Home supports
Thursday:
◦ 7:30am – 9:00am Fitness Center/errands
◦ 9:00am – 11:00am Self-employment/community supports
◦ 3:30pm – 4:30pm Home supports/prep for work
◦ 5:00pm – 10:00pm Wage employment
Monday:
◦ 7:30am – 9:00am Fitness Center/errands
◦ 9:00am - 12:30pm Volunteers at senior meal program
◦ 1:00pm - 3:00pm Self-employment/community
◦ 3:00pm – 4:30pm Home supports
Tuesday:
◦ 7:30am – 9:30am Fitness Center/errands
◦ 9:30am – 10:30am Home supports (meal planning paired with another person supported)
◦ 11:00am – 1:00pm Volunteers at a church thrift store
◦ 1:30pm – 3:00pm Volunteers at a different church food pantry
Robert’s Schedule of Supports
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Saturday:
◦ 8:00am – 10:30am Home supports (if requested)
◦ Rest of the morning – Does household tasks by himself
◦ Early afternoon – Goes to a restaurant for coffee
◦ 4:00 – 5:30 Attends church
Sunday:
◦ 2:00pm – 7:00pm Wage employment
Friday:
◦ 7:30am – 9:30am Meal prep with another person supported
◦ 12:00pm– 4:00pm Home and community supports (run errands, support with laundry and other household tasks, etc.)
◦ Rest of the day – Connects with friends or volunteers
He also attends community suppers, goes to Knights of Columbus events, spends time with friends.
Robert’s Schedule of Supports (2)
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Staff Work Schedule Sample Ben = 34.5 hours/week
Monday: ◦ 7:30am – 9:00am (Robert)
◦ 9:00am – 12:30pm (Brian & Leo)
◦ 12:30pm – 1:00 Lunch
◦ 1:00pm – 3:00pm (Robert community)
◦ 3:00pm – 4:30pm (Robert home)
Tuesday: ◦ 7:30am – 9:30am (Robert)
◦ 9:30 – 10:30 (Robert & Leo)
◦ 10:30am – 11:00am (Leo)
◦ 11:30am – 12:30pm Lunch/break
◦ 12:30pm – 3:30pm (Manny – library, volunteer historical society, menu planning & shopping)
Wednesday: ◦ 7:30am – 9:30am (Robert)
◦ BREAK
◦ 1:30pm – 2:30pm Staff meeting
◦ 2:30pm – 5:30pm (Manny)
Thursday: ◦ 7:30am – 9:00am (Robert)
◦ 12:00pm – 3:00pm (Michael – community supports)
◦ 3:30pm – 4:30pm (Robert)
Friday: ◦ 7:30am – 9:30am (Robert & Leo)
◦ 9:30am – 11:30am (Leo)
◦ 11:30am – 12:00pm (Lunch)
◦ 12:00pm – 4:00pm (Robert)
Saturday: May provide supports to Robert in the AM and swap out some Friday hours with him.
New Questions What additional training and supervision do your staff need to understand their community based role? In what area is your training strong? Where are the weaknesses? How can you develop the capacity to provide staff the training and support they need?
How do you currently schedule community based staff? Is there additional flexibility or fluidity that you can build in?
How can you help staff understand transportation options and opportunities?
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Contact
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RACHEL POLLOCK
EFSLMP SME
DALE VERSTEGEN
EFSLMP SME