Presentation on theme: "New York State Talent Development Consortium: DSP Competency Project Update A Collaborative Approach for Improved Outcomes 1."— Presentation transcript:
New York State Talent Development Consortium: DSP Competency Project Update A Collaborative Approach for Improved Outcomes 1
Goal of the Consortium Design, implement and maintain a consistent, enterprise wide outcome focused approach to developing and sustaining talent in the field of developmental disabilities and thereby provide consistent, high quality supports and services to all individuals we support.
Positive Quality Outcomes for the People We Serve System Wide Talent and Development Approach Efficient Use of Resources Highly Developed Employees High quality services for all individuals within our system
Priority Project for the Consortium Develop a standardized set of competencies for Direct Support Professionals (DSP) Create a training plan that outlines resources to master DSP competencies Develop evaluation tools for use by supervisors and others Establish evaluation methods focused on person-centered outcomes
Progress on DSP Competency Development Researched DSP competencies currently in place and identified best practices Developed competencies targeted to NYS DD System and vetted the competences with stakeholder groups and national experts Developed evaluation tools for use by supervisors and others and vetted evaluation tools with stakeholder groups and national experts Currently identifying and compiling a list of learning resources to support the competencies Piloting DSP Competencies
What is a competency based program? Setting standard of support How our staff should be performing everyday Not just a training or evaluation program Skill based competency program Objectives are measurable through defined tasks 7
Competencies Aligned with the mission, vision, and goals of our system. Based on Strategic Framework. Encompasses 7 Goal Areas Includes a Code of Ethics Leads to improved quality of life for people with developmental disabilities.
Competency Structure Goal Statement Competency Areas Skill Statements Tasks
Structure of Competencies 10 GoalCompetency AreaSkillTime FrameTask Goal 1. Putting People First Competency Area A: Supporting a person’s unique capacities, personality and potential Skill 1: Demonstrates respect for all others Core: 0-3 Monthsa. Communicates directly with individuals b. Begins to use person-first language when communicating about the individual c. Uses body language and eye contact to show attention to others comments d. Monitors own tone of voice and volume when providing instruction and direction to individuals e. Assists individuals to dress and groom in a way that demonstrates his/her self-respect and dignity to others in the community Core: 3-12 Monthsa. Consistently uses person-first language when communicating about the individual b. Develops a respectful and genuine relationship with the individual that is demonstrated through tone of voice, interpersonal interactions, and content of conversations Skill 2: Demonstrates support for individual choice- making in order to enhance confidence and assertiveness Core: 0-3 Monthsa. Supports choices made by the individual while taking into account health and safety concerns b. Demonstrates the use of positive feedback Core: 3-12 Monthsa. Recognizes and supports choices made by the individual while taking into account health and safety concerns b. Provides positive feedback and encouragement to the person supported as the person assumes his/her leadership role in choice-making c. Assists individuals in sorting through choices
Goal 1: Putting People First Supporting a person’s unique capacities, personality and potential Getting to know the person through assessment and discovery Advocacy Facilitating personal growth and development Facilitation of services
Goal 2: Building and Maintaining Positive Relationships Building and maintaining positive relationships Meaningful communication
Goal 3: Demonstrating Professionalism Professional relationships Professional behavior Diversity and inclusion Documentation Education, training and self-development Organizational participation Ethics
Goal 4: Supporting Good Health Promoting positive behavior and supports Supporting health and wellness Recognizing, preventing and reporting abuse
Goal 5: Supporting Safety Safety first Supporting crisis prevention, intervention and resolution Ensures safety of individuals during environmental emergencies
Goal 6: Having a Home Supporting people to live in the home of their choice
Goal 7: Being Active and Productive in Society Active participation in the community Employment, educational and career goal attainment
Code of Ethics The DSP Workgroup recommended and the Steering Committee adopted, the NADSP Code of Ethics for DSP’s in the NYS DD System. The NADSP Code of Ethics has been added to the Core Competencies document. Implementation of the Code will be integrated into the plan for the competencies as well.
How do DSPs learn skills? OJT Teaching and Modeling Observation and Feedback Coaching/Repetition/Feedback Learning Resources (Webpage) 19
Accountability Evaluation Provide Feedback Develop learning plan Review 3 Evaluation Tools 20
Evaluation Tools Initial (3 Month) Annual Individual, Family, or Other Advocate Tools can also be used for Self-Evaluation 21
Structure of Evaluation Tools 22 GoalCompetency Area Exceeds Skill Standard Meets Skill Standard Does Not Meet Skill Standard Not Applicable N/A Skill Examples of tasks which demonstrate the skill Goal 1. Putting People First Competency Area B: Getting to know the person through assessment/discovery Skill 1: Evaluates the ways in which past, and current events, and environmental factors, affect the way the person acts/reacts to others. a. Reviews files and relevant information. b. Meets with the individual and their circle of support to learn more about the person c. Recognizes that challenging behavior can be a form of communication and responds to it appropriately. Skill 2: Using a holistic approach participates in the individual’s life planning activities and assists in their implementation. a. Implements goals as written to achieve desired outcomes. b. Has access to and can interpret and question the plans. c. Is able to respectfully contribute, within the team setting, to the identification of desired plans for an individual. Skill 3: Encourages and supports problem- solving and coping skills. a. Talks about problems/concerns with the individual to gain understanding of his/her point of view. b. Helps the person better cope with their problem by providing emotional support. Skill 4: Is informed about formal and informal assessment, and can conduct informal assessments in a variety of settings, to gain information about the individual and his/her response to the environment. a. Can demonstrate the use of informal assessment techniques used on a daily basis in each setting in which he/she works with individuals (home, work, travel, neighborhood, etc.), such as observation, active listening, etc. Skill 5: Practices self-direction of services as the main method for supporting service- related decision-making a. Can describe the concept of self- determination and how it applies to the person receiving support Comments (Optional):
Implementation of Competencies Workgroup and Steering Committee pilots – Agencies – Processes and feedback Present at Provider Association and Agency Conferences – NYSACRA Regional Activities – Mid Hudson Coalition – NYSRA – Others Recommendations 23
Align Performance Management Systems DSP Performance will be measured by their ability to demonstrate the new competencies Supervisory training and resources are being identified/developed to support supervisors’ ability to evaluate skills using the new tools
Develop Outcome Measures DSP Workgroup has met with OPWDD Strategic Planning and Performance Measurement staff Outcome measures encompassing both the technical skills and the value-based skills in the new competencies will be applied to determine the effect on the desired outcomes
DSP Competencies Overview Talking Points Introduction- Need for Change 1.Improve Quality of Supports Delivered 2.Focus attention on the person served & achievement of desired outcomes 3.Standardize Training Topics 4.Improve Professionalism 5.Support for Current Employees 6.Improve Portability of Skills & Decrease Re-training Costs 7.Why a Code of Ethics? 8.What are the new components? 9.Will this cause a need for additional training and more work? 10.Do we already do this? 26
Workgroup Early Lessons Learned Involve human resources and leadership early Identify DSP job titles Identify stakeholders Crosswalk competencies with current training to identify gaps Consider hiring Individuals with Developmental Disabilities to help with training Feedback indicates that supervisory staff really like the tool so get them to use it 27
Workgroup Early Lessons Learned (Cont) Know your agency and system Just do it Combine forms and evaluation tools…don’t want 2 separate evaluation forms Identify champion in agency to be positive leader Review overview document (talking points) Supervisor preparation is essential 28
Next Steps for DSP Competencies Identify supervisory training and resources to support the use of the new tools Create an online learning resource library Expand pilot to other agencies
Next Steps for DSP Competencies (Cont) Begin regional roll out of the new competencies and supporting tools Consortium members are making themselves available to share information on the competencies at association meetings and/or professional conferences
Regional Implementation Plan Sept 2012 – DSP Workgroup agencies continue implementation Sept/Oct 2012 – Steering Committee agencies begin organizational readiness activities Nov Jan 2013 – Workgroup members meet with OPWDD DDRO Regional Directors and Voluntary Provider Regional Representatives to begin planning rollout of competencies. Regional Directors meet with stakeholders and plan for regional implementation. Regions finalize plans and start implementation. Nov Jan 2013 – Workgroup members meet with OPWDD DDSOO Regional Directors to begin planning stateside rollout of competencies. Regional Directors meet with stakeholders and plan for regional implementation. Regions finalize plans and start implementation. Nov 2012 – Steering Committee agencies begin implementation Nov/Dec 2012 – Develop person centered outcome measures 31
Regional Implementation Plan (Cont) Nov/Dec 2012 – Workgroup completes any final edits based on feedback Dec 2012 – Launch of website. Competencies, Tools, Learning Resources, and other web based supporting materials will be made available Jan 2013 – Announcement to field Jan 2013 – Steering Committee meeting March 2013 – Regional agencies begin organizational readiness activities April 2013 – Workgroup provides Steering Committee update on progress April 2013 – Regional agencies and OPWDD begin implementation May 2014 – Complete implementation May 2014 – Ongoing – Assessment 32
Organizational Readiness 1. Form Implementation Team including ambassador from workgroup 2. Educate leadership team 3. Assess current performance evaluation system 4. Crosswalk current staff development resources with competencies 5. Identify skills that will be developed on the job through mentoring and coaching 6. Identify gaps 7. Research and identify necessary learning resources 8. Educate and prepare supervisors 33
Next Project for the Consortium Develop Supervisory Competencies Assemble a diverse team to adopt supervisory competencies for the NYS Developmental Disabilities System.
Communication/Feedback Plan DSP Competency Website will provide information about program account being set up for questions and comments – Workgroup members will serve as ambassadors to regions 35
Table Talk With the people at your table, discuss the following points: What are the benefits to having established core competencies that you can see? Consider how you currently learn the skills you use daily. Can you think of other ways and resources to develop the new skills represented in the core competencies? Based on the goal statements and competency areas, in what skill areas might you personally need to build your skills? Do you know of any good resources we should encourage trainers to use to develop these skills in new DSPs?
Thank you! Questions and Answers Additional feedback, questions, and/or concerns can be sent to: Perry Samowitz at Jeremiah Coleman at