CFSM – Training and Orientation

On-the-Job Training Assessments

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CFSM – Training and Orientation

These are the On-the-Job Training (OJT) Assessment statements for this course. OJT Assessments are observable measures of skills. They help make the connection between the content of the course and the use of the skills in daily practice. Supervisors, employers, trainers and educators can use the OJTs in a variety of ways. For example:

• To develop on-the-job training opportunities
• As part of a classroom demonstration
• To develop or revise job descriptions
• As measures within a performance review

The learner should be able to demonstrate these specific skills or similar ones after taking the lesson. Mentors or supervisors can support this skill transfer through demonstration, observation and feedback in the actual work environment. Ability to perform skills is in the workplace is the most important measure of worker competence.

Each OJT is directly connected to the content of the course and lesson. However, not all OJTs will apply to every situation. They can be selected and adapted to match activities that most closely relate to the learner’s actual work. A record of the observed outcome can be recorded in Elsevier Performance Manager. Contact your learning administrator to find out more about these evaluation options. The following statements are recommended OJTs for this courses:

Here is a list of OJTs in the course.

Lesson 1: CFSM – E – Understanding Training

OJT Description:

• The learner describes problems of inadequate skill development (training) for direct support professionals.
• The learner can describe the purpose of training.
• The learner supports direct support professionals in finding training that meets their individual needs in terms of schedules, learning styles, and skills gaps.
• The learner can state or describe the biggest training challenges for the direct support professionals they supervise.
• The learner can describe which training practices are the most effective for the specific direct support professionals they supervise.
• The learner can describe how the available pool of workers in the communities where they supervise services affects training needs.
• The learner can describe how predicted changes in worker pools in the communities where they supervise services are likely to affect training needs in the future.
• The learner can describe current and anticipated changes in services that influence direct support professional training needs.
• The learner discriminates between training needs versus other reasons when faced with poor employee performance.

Lesson 2: CFSM – I – Choosing Training Topics

OJT Description:

• The learner can describe the organization's mission, vision, and values and how they are incorporated into direct support professional and supervisory training options.
• The learner uses existing industry job analyses, including the NADSP competencies and the National Frontline Supervisor Competencies, to identify training topics.
• The learner shares information and resources regarding best practices and encourages and supports direct support professionals to attend advanced training.
• The learner takes time to discuss and problem-solve issues with direct support professionals regarding putting into practice the newest support methods.
• The learner trains each direct support professional on the individual needs of the people receiving supports.
• The learner supports each direct support professional to develop an individual training and development plan.
• The learner matches training opportunities with employee desires and needs, based on a variety of methods for identifying needs, including feedback from families and consumers.
• The learner provides training that meets the needs of current workers.
• The learner encourages and develops teamwork among new and existing workers.
• The learner supports diversity and proactively prepares themselves, new and existing employees, the people they support and their family members for creating a positive workplace for all employees.
• The learner uses community options for training that are needed by new workers but that are not offered by their employer (e.g., ESL, basic literacy, workplace communication and basic skills, etc.)
• The learner uses community resources that may be of assistance to employees and provides referrals when necessary. (e.g., shelters, substance abuse counseling, etc.)

Lesson 3: CFSM – I – Choosing Training Methods

OJT Description:

• The learner discusses problems around training attendance with individual employees to see what barriers there may be and to develop a plan for employee training that overcomes these barriers.
• The learner is aware of the timing and location needs for training of the people they supervise and works to create training options that meet the needs of employees.
• The learner is observed providing training that meets the needs of adult learners.
• The learner educates staff members who train or mentor others to use adult learning principles when delivering training.
• The learner is observed using a variety of strategies to share materials with learners including materials that appeal to visual, auditory, and kinetic learners.
• The learner can describe the preferred learning methods of each direct support professional they supervise.
• The learner checks for understanding about important concepts and skills before, during, and after formal and informal training.
• The learner incorporates skills development practice sessions into the training process.
• The learner describes just-in-time training, says why it is valuable, and provides several examples of when and how it could be used at their own work site and within other parts of the organization.
• The learner checks in with direct support professionals frequently regarding training needs.
• The learner can discriminate between professional development and training.
• The learner explores with direct support professionals their desire to take part in professional development opportunities and supports employees pursuing professional development.

Lesson 4: CFSM – I – Understanding Employee Assessment

OJT Description:

• The learner defines employee assessment and states several ways that employee assessment results can be used.
• The learner uses the results of assessing employee competence on the job as a basis for performance reviews, recognition, remediation, terminations, and promotions.
• The learner describes the relationship between "competency-based training" and the assessment methods needed to measure direct support professional competence.
• The learner uses multiple methods to assess employee competence, including employee self-assessment, "return demonstrations," personal observations, and the observations of others (community members, people receiving services, family members, and employee coworkers).
• The learner describes drawbacks to using training attendance records as a method of assessing competence.
• The learner uses existing performance appraisal and employee feedback systems accurately and effectively.
• The learner encourages employees to reflect on their own training needs and skill assessments.
• The learner draws information from multiple sources including coworkers, people receiving supports and others who observe employee work, to develop an accurate picture of employee competence.
• The learner provides fair and accurate feedback to employees, in objective and measurable terms.
• The learner uses the results of assessing employee competence on the job to evaluate, revise, and develop future training opportunities.
• The learner completes performance appraisals on time and as needed.
• The learner is observed giving both recognition and positive correction to employees on an on-going basis.

Lesson 5: CFSM – I – Orientation Practices

OJT Description:

• The learner seeks information from employees who resign shortly after starting to determine whether orientation practices affected the decision to leave or not.
• The learner describes the purpose of orientation and why it is critical to reducing turnover.
• The learner customizes orientation practices to meet the needs of individual employees and of a diverse workforce.
• The learner uses fair, unbiased methods for assessing new employee skills.
• The learner seeks buy-in and support from existing staff, people being supported, and families in orientation practices.
• The learner uses innovative methods to "introduce" new employees to critical others (people being supported, families, coworkers, important community members) when a face-to-face introduction is not possible.
• The learner uses mentoring as a strategy for supporting new employees.
• The learner greets and welcomes new staff on their first day, or ensures that there is an experienced and friendly staff available to welcome the new employee.
• The learner uses a variety of strategies (such as welcome baskets or purchasing the employee a cup of coffee), to ensure the employee feels welcome.
• The learner personally introduces the new employee to critical people (people being supported, families, coworkers, important community members).
• The learner focuses energy on the most critical training needs of new employees to ensure basic competence and comfort with essential duties, before teaching more advanced skills.
• The learner checks in regularly with new employees regarding training and orientation needs, during the first days, weeks, and months of employment.