the supervisor as trainer by san diego state university
TRANSCRIPT
Preparing New A.P.S. Workers for the Field
The Supervisor as Trainer
Introductions
1Learning 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.
2Learning Objectives
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.
3Learning Objectives
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.
4Learning Objectives
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.
5Learning 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.
Frontline Supervisor: A Multi-faceted Role
Clinical Supervision
Frontline Supervisor: A Multi-faceted Role
Managing Personnel Issues
Frontline Supervisor: A Multi-faceted Role
Community Representation
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
Frontline Supervisor: A Multi-faceted Role
And…training new workers!
Challenges
Insufficient TimeLack of experience/expertise with trainingLack of training related resources or budgetLack of a standardized/established curriculum Lack of an overall training planLimited evaluation techniques
What do Training Programs Look Like?
Structured
VS
Non-structured
Strict Timeline No Timeline
Supervisor as Trainer
Peer-to-Peer Training
Established Curriculum
Eclectic Approach
What do APS What do APS Training Programs Look Training Programs Look Like Across the Like Across the Country?Country?
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 forgetI see and I remember I do and I understand Buddhist quote
Kolb’s Learning Styles
Barriers to Adult Learning
Fear of making mistakesNon-relevant materialsLack of participationFear of changeFormal atmosphere
What kind of a Trainer are You?
APS Training Modalities
What teaching tools do you have?
Matching worker’s learning style with training method.
Case Studies
VideosWritten Information
Brainstorming
Critical Incidents
GamesShadowing
What should we teach new APS workers?
Standardized Training contributes to:• Adherence to policy• Consistence• Improved Outcomes• Reduced Liability
N.A.P.S.A Core Competencies
apsnetwork.org
Critical Thinking Skills
Teaching Critical Thinking Skills
ModelingFocus on ProcessLook for Themes
Has the Worker Learned the Material?
Application to job?Impact on client outcomes?Use of Standardized
Evaluation Tools Transfer of Learning Exercises WISE Tool
WISE (Worker Interview Skills Evaluation)*
Assesses investigative/interview skillsDirect observation9 Item ScaleRating on scale of 1-5Self-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.
Evaluating APS Trainees
Coaching vs. Bossing
Elements of an Effective Critique
• Inquiry• Generalization• Data• Theory• Demonstration
Final Review