IFSTAN Webinar 01/17/ :00 am. Supervision. What do the Iowa Family Support Standards require for supervision and how to document it?

Transcription

1 IFSTAN Webinar 01/17/ :00 am Supervision What do the Iowa Family Support Standards require for supervision and how to document it?

2 What is the difference between policy and procedure? A policy is a statement of guiding principles to be followed; procedures are more detailed, step-by-step descriptions of the actions required to carry out and implement those principles. The following chart highlights some of the differences between policies and procedures. Policy Broad Application General guiding principle Statements of what or why Rarely changes Procedure Narrow Application Details in specific detail specific processes or protocols Statement of how, when, and/or sometimes who Prone to change ** Council on Accreditation 8 th Edition Standards, June 2006

3 Then what is practice? (Hint check the body of evidence document!) Practice is where programs show the peer reviewers how they do what they said they were going to do in the policy and procedure piece. This is specific to the standard being addressed. A very broad description of items that are considered practice include: Brochures, pamphlets, programs Forms (filled in and blank) Logs and checklists (Supervision, training, personnel, orientation) Panel interviews (staff, management, board, funders, participants, etc ) Participant files Supervision records Reports Community information

4 Linking Standards for Supervision Standards regarding Supervision are concentrated in Standard 25 with pieces also found within Standard 14. Let s look at each piece one by one.

5 14.05 What does the standard say? Supervisors provide: regular support and supervision to all direct service personnel; and additional support and supervision to personnel who are new or developing competencies or qualifications.

6 14.05 Policy & Procedure: Questions and topics to consider about your program? Regular support and supervision to all direct service personnel How often does we conduct supervision? Who receives supervision? Additional support and supervision to personnel who are new or developing competencies or qualifications Are there populations of staff that we provide extra support and supervision to? How do we know who these individuals are? What kind of extra support do we provide? What does supervision look like with these individuals?

7 14.05 Practice: How to document what you do Documents to include: Job Descriptions Identify competencies Orientation checklist Include topics of orientation and dates Supervision schedule Supervision records Team meeting minutes demonstrating additional support for new stuff or those developing competencies Include topics covered, staff sign in, and any handouts given Curriculum model guidance for supervisory activities Provide specifics including pages from manuals

8 14.06 What does the standard say? NA - The organization provides only parent education groups. Employee workloads support the achievement of positive outcomes for families, are regularly reviewed, and are based on an assessment of the following: the qualifications, competencies, and experience of the provider, including the level of supervision needed; case complexity and status; the work and time required to accomplish assigned tasks, including those associated with individual caseloads and other job responsibilities; whether services are provided by multiple professionals or team members; and service volume, accounting for assessed level of needs of new and current families and referrals. Interpretation: Case complexity can take into account: the intensity of child and family needs, the size of the family, travel time, and the goal of the case. When services are provided through a home visiting model, caseloads generally range from families, depending upon the frequency and intensity of services provided.

9 14.06 Policy & Procedure: Questions and topics to consider about your program? Employee workloads support the achievement of positive outcomes for families, are regularly reviewed, and are based on an assessment of the following: The qualifications, competencies, and experience of the provider, including the level of supervision needed What are the qualifications and competencies needed in family support staff? How often does the supervisor review these qualifications and competencies that are needed? How does the supervisor document this review of qualifications and competencies that are needed? What specifically does the supervisor look for when determining the level of supervision needed? (be specific as possible) Case complexity and status How does the supervisor assess family support professionals case complexity and status? How, when, and how often does the supervisor communicate this with family support professionals? What sorts of things does the supervisor consider when assessing case complexity and status?

10 14.06 Policy & Procedure: Questions and topics to consider about your program? Continued. Employee workloads support the achievement of positive outcomes for families, are regularly reviewed, and are based on an assessment of the following: The work and time required to accomplish assigned tasks, including those associated with individual caseloads and other job responsibilities; How does the supervisor know their staff have enough time to accomplish assigned tasks including individuals caseloads and other responsibilities? How does the supervisor assess the time it takes staff to fulfill other responsibilities? How does the supervisor assess if staff are fulfilling their assigned tasks, including caseloads and other responsibilities? What does the supervisor review to determine if staff are successful in fulfilling their assigned tasks? How does the supervisor know how much time is spent with families? Whether services are provided by multiple professionals or team members; How does the supervisor know what other professionals or team members are involved in cases? What does the supervisor review to determine if these other professionals and team members? When does the supervisor check in with staff about the status of work with other professionals and team members?

11 14.06 Policy & Procedure: Questions and topics to consider about your program? Continued. Employee workloads support the achievement of positive outcomes for families, are regularly reviewed, and are based on an assessment of the following: Service volume, accounting for assessed level of needs of new and current families and referrals. How does service volume impact the achievement of positive outcomes for the families in your program? How does the supervisor track outcomes in comparison to service volume? How does the supervisor know if the service volume is appropriate and meets the needs of all families in your program?

12 14.06 Practice: How to document what you do Documents to include: Family Support Professional s caseload reports Evidence should support the frequency with which it was identified they would be completed Supervision records (to be reviewed onsite) Again, evidence should support the frequency with which it was identified they would be completed Curriculum model caseload guidance (if appropriate) Provide specifics including pages from manuals

13 25.01 What does the standard say? Supervisors have sufficient time to provide individual or group supervision as appropriate to individual needs or program type, and to conduct evaluation and training activities Policy & Procedure: Questions and topics to consider about your program What is the standard length of time that a supervision session occurs for and how often? How is additional time for supervision documented? How does the supervisor know that adequate time is being spent on items such as employee evaluations and training?

14 25.01 Practice: How to document what you do Documents to include: Organizational chart Job descriptions of supervisors including qualifications If program curriculum affiliation requires specific topic or hours of training for supervisors Program budget or budget details regarding supervision Supervision logs for staff Staff evaluations completed for staff members

15 25.02 What does the standard say When assigning supervisory responsibilities, the organization considers: the qualifications of the worker and the supervisor; the complexity and intensity of services; and other organizational responsibilities. Interpretation: Generally, supervisory ratios do not exceed 1: Policy & Procedure: Questions and topics to consider about your program The qualifications of the worker and the supervisor What qualifications are necessary for a supervisor? How do you assess the qualifications of a supervisor? The complexity and intensity of services How does the organization determine if a supervisor is capable of managing complex caseloads and supporting family support workers through intense interventions? Other organizational responsibilities How does the organization review supervisor s ability to manage all aspects of their job and other organizational responsibilities?

16 25.02 Practice: How to document what you do Documents to include: Job descriptions Supervision logs Resumes

17 25.03 What does the standard say? Supervisors are responsible for: delegating and overseeing work assignments; ensuring that service delivery is performed according to the organization's mission, policies and procedures, and service philosophy; providing case consultation and in-service training, as appropriate; identifying unmet training needs; and conducting performance evaluations.

18 25.03 Policy & Procedure: Questions and topics to consider about your program Supervisors are responsible for: Delegating and overseeing work assignments; How are additional assignments and duties documented? Where are they documented How is follow-up on these assignments and duties documented? Ensuring that service delivery is performed according to the organization's mission, policies and procedures, and service philosophy; How does the organization ensure that policy and procedure are followed throughout all tasks? How is guidance and teaching moments used to ensure organization policy and procedure is utilized? Providing case consultation and in-service training, as appropriate; How do supervisors know when case consultation and additional in-service trainings are needed? How is discussion regarding case consultation and in-service trainings documented?

19 25.03 Policy & Procedure: Questions and topics to consider about your program continued Identifying unmet training needs; and How do supervisors monitor and document employee training needs? How is it documented when employee training needs are met and not met? Conducting performance evaluations. How often are employee performance evaluations conducted? How are employee performance evaluations documented? What is all contained in an employee performance evaluation?

20 Practice: How to document what you do Documents to include: Supervisory position job descriptions If supervisory responsibilities are divided between staff describe how this works Blank supervision form Documentation of supervision or supervision logs Personnel files Staff evaluations

21 25.04 What does the standard say? Supervisors of direct service personnel are competent to assess the needs of service recipients, the resources available to meet those needs, and the legal and policy requirements governing service delivery Policy & Procedure: Questions and topics to consider about your program What competencies are required for supervisors to be able to address the needs of service recipients? The resources available to meet those needs? And the legal and policy requirements governing service delivery? What community resources are supervisors involved in? How do programs ensure that supervisors receive the information they need in order to be competent in all of these areas?

22 Practice: How to document what you do Documents to include: Documentation of supervision or supervision logs Supervisor training and or competency assessments Documents providing evidence of supervisor education Relevant community meeting minutes

23 25.05 What does the standard say? Supervisors support and enhance staff s ability to perform their jobs by teaching and modeling, as appropriate: technical knowledge and skills; work management and communication skills; and conflict management skills Policy & Procedure: Questions and topics to consider about your program How do supervisors teach and model effective skills? Who is responsible of educating staff (supervisors and family support professionals) on technical knowledge and skills? (Does it happen one on one, in a specific training, etc ) What are the skills and knowledge that are considered technical? What skills are considered work management and communication skills? What skills are considered conflict management skills?

24 Practice: How to document what you do Documents to include: Documentation of supervision or supervision logs Supervisor training and or competency assessments Documents providing evidence of supervisor education

25 25.06 What does the standard say? Supervisors are able to: address interpersonal barriers and strengths in personnel; empower those receiving supervision; offer criticism in a constructive manner; and understand employment and labor laws. Interpretation: This standard requires that supervisors who interview prospective employees receive training on both permissible and impermissible or unlawful categories of interview questions pursuant to applicable employment and labor laws.

26 25.06 Policy & Procedure: Questions and topics to consider about your program Supervisors are able to: Address interpersonal barriers and strengths in personnel; What areas of interpersonal barriers and strengths do supervisors discuss with staff? Where do they document these discussions? How does the program ensure that supervisors have the capacity to address interpersonal barriers and strengths in personnel? Empower those receiving supervision; What methods do supervisors use to empower those receiving supervision? How is this documented? How does the program ensure that supervisors have the capacity to address empowerment of those receiving supervision?

27 25.06 Policy & Procedure: Questions and topics to consider about your program.continued Offer criticism in a constructive manner; and What is the format and protocol for offering criticism in a constructive manner? How does the organization ensure that supervisors are trained in offering criticism in a constructive manner? How criticism in a constructive manner documented? Understand employment and labor laws What specific understandings of employment and labor laws are supervisors required to know? How does the organization ensure that supervisors are aware of employment and labor laws?

28 Practice: How to document what you do Documents to include: Documentation of supervision or supervision logs Supervisor training and or competency assessments Documents providing evidence of supervisor education

29 25.07 What does the standard say? Supervisors of direct service personnel assume the following administrative responsibilities, as appropriate: tracking and monitoring the progress of the families and individuals receiving services; collecting and applying data to improve client outcomes; and meeting the organization's quality improvement and evaluation requirements.

30 Policy & Procedure: Questions and topics to consider about your program Supervisors of direct service personnel assume the following administrative responsibilities, as appropriate: Tracking and monitoring the progress of the families and individuals receiving services; How does the program track and monitor the progress of participants? Where is the tracking and monitoring documenting? What specific pieces of information is tracked? Collecting and applying data to improve client outcomes; and What is done with the data once it is collected? How is the data used to improve client outcomes? Meeting the organization's quality improvement and evaluation requirements. What are the organization s quality improvement and evaluation requirements of the program? How does the program maintain fidelity with these requirements?

31 Practice: How to document what you do Documents to include: Documentation of supervision or supervision logs Supervisory forms used to track participants progress Supervisor training or education Forms used by organizations quality improvement (blank and completed)

32 Questions? IFSTAN Coordinator: Risa Ergenbright Program Specialist: Leighann Mitchum Next webinar: February 21, 2017 at 10 AM Invites to go out soon If you would like to be added to the list please contact Risa.