assessment tools-core comp

7/27/2019 Assessment Tools-Core Comp

1/56

Developed through a Collaboraon of

The Alaska Mental Health Trust Authority The State of Alaska Department of Health and Social Services

The University of Alaska The Western Interstate Commission for Higher Educaon

The Annapolis Coalion on the Behavioral Health Workforce

Version 1.0

January 2011

Assessment Toolsfor the

Alaskan Core Competencies

A Project of Alaskas Committee on

Workforce Competency


2/56

assessment tools for t h e a l a s k an cor e compe t enc i e s v e r s i on 1 . 0

2

Electronic copies: Available for download at www.mhtrust.org (select Focus Areas and Workforce Development)or at www.annapoliscoalion.org (select Alaskan Core Competencies).

For addional informaon contact: Michael Hoge at [email protected] (203-785-5629) or Mimi McFaul at

[email protected] (303-541-0288).

To submit feedback: Go to www.annapoliscoalion.org and click on the link to the Alaskan Core Competencies. Your

comments, quesons, and recommendaons for future revisions are encouraged.

Recommended citaon: M.A. Hoge and M. McFaul. Assessment Tools for the Alaskan Core Competencies.

Anchorage, AK: The Alaska Mental Health Trust Authority, 2011.

2011, The Alaska Mental Health Trust Authority, The Western Interstate Commission for Higher Educaon,and The Annapolis Coalion on the Behavioral Health Workforce

Cover photos from bigStock


3/56


3

Table of Contents

Introducon ....................................................................................................................... 5

Quick Reference Guide Alaskan Core Competencies .....................................................9

Collaborave Competency Building ................................................................................11

Employee Self-Assessment ..............................................................................................13

Skill Building Plan ............................................................................................................17

Logbook............................................................................................................................ 21

360 Degree Feedback ......................................................................................................41

Performance Review........................................................................................................45

Porolio Guide............................................................................................................... ..49


4/56


4


5/56


5

Introduction

Overview

There has been growing concern about the knowledge,

skills, and abilies of direct care workers who deliver a

large poron of all health and social services, yet oen

receive relavely lile training, supervision, or support.

A group of Alaskans focused on this issue have been

working together to strengthen this sector of the

workforce by building a range of tools that can be used

to help train, supervise, mentor, and evaluate direct

care workers.

The rst step in this process was to develop the

Alaskan Core Competencies for Direct Care Workers

in Health and Human Services. Released in 2010, the

report idenes 10 broad competency categories thatcontain a total of 42 individual competencies. Each

competency is dened by clear behavioral descriptors.

This document contains a set of newly developed tools

for assessing the competencies of direct care workers.

A Collaborave Competency Building approach is

described, emphasizing cooperaon between direct

care workers and their supervisors in using these tools

to strengthen the workers skills. Six assessment tools

are provided to support this collaborave approach.

These include: an Employee Self-Assessment; Skill

Building Plan; Logbook; 360 Degree Feedback form; a

Performance Review; and a Porolio Guide.

The following paragraphs provide background on

this competency iniave and an introducon to

the assessment approach and assessment tools. The

secons that follow the introducon contain the

Collaborave Competency Building summary and

each of the six assessment tools. This document, as

well as the individual assessment tools, is available for

download at www.annapoliscoalion.org (click on Core

Competencies).

The Direct Care Workforce

The direct care workforce is the face of health and

human service systems for millions of Americans

and families dealing with mental health problems,

substance use condions, medical illnesses,

developmental delays and disabilies, and social

stressors. Direct care workers are known by many

names, including direct service worker, direct

support worker, direct support professional, and

paraprofessional, to name just a few. In terms of

educaonal background they may have a high school

diploma, GED, or a college cercate. With relavely

lile formal preparaon and oen without much

supervision and support, they are rounely asked to

provide care to individuals and families facing complex

and serious problems.

Strengthening the Workforce through

Competencies

There is increasing recognion of the crical role

of direct care workers in health and human service

systems. With this recognion has come greater

understanding of the need to improve the training

and preparaon that individuals receive for these

demanding jobs. The tradional approach to training

has been to provide informaon, largely through

didacc lectures. Research has shown that this

has lile eect on what workers actually do. A

much stronger approach involves idenfying the

competencies that workers must have to do their jobs

eecvely, helping workers build specic skills, and

assessing their work to ensure that they truly have the

capacity to perform the skills competently.

Project Partners and the Commiee on

Workforce Competency (CWC)

The Alaska Mental Health Trust Authority, in

collaboraon with the University of Alaska and the

State of Alaska Department of Health and Social

Services, sponsored this eort by creang the

Commiee on Workforce Competency (CWC). Known

formerly as the Credenaling and Quality Standards

Subcommiee, the membership of the CWC is a group

of approximately 30 individuals who, as a whole,

have experse regarding the diverse health and

social service sectors encompassed in this project.

The CWC is responsible for guiding the work process

and products, ensuring that the needs of direct care

workforce, employers, Trust beneciaries, and the

state are addressed. The CWC, with broad stakeholder

input, has been engaged in a mul-phased project to


6/56


6

build a set of core competencies tailored to Alaskas

direct care workforce and to create a set of assessment

tools for use by educators and employers in evaluang

worker competency.

The Trust engaged two organizaons to provide

technical assistance and stang to this iniave. The

Western Interstate Commission for Higher Educaon,through its Mental Health Program, brings experse on

rural healthcare delivery and workforce development

(www.wiche.edu/mentalhealth). The Annapolis

Coalion on the Behavioral Health Workforce is

recognized naonally for its role in workforce planning,

policy development, and implementaon of workforce

best pracces (www.annapoliscoalion.org).

A Cross-Sector Approach

Eorts to strengthen the workforce are almost always

centered on a narrow service sector that is idened

by its focus on persons with a specic illness, disability,

or problem. However, the Alaskans who craed

the vision for this iniave believed that there was

a common or core set of competencies shared by

workers across mulple sectors. This assumpon was

tested and supported by assembling and comparing

exisng competency sets from diverse health and

social service elds. The workforce sectors included

in the development process were: long term care;

developmental disabilies; addicons; adult mental

health; infant and child mental health; peer support

(in behavioral health); child development; traumac

brain injury; and community-based juvenile jusce.

The competencies are most relevant to work in

oce, community-based, home, and residenal

environments, with less relevance to hospital and

locked correconal sengs.

How the Competencies were DevelopedThe Alaskan Core Competencies were developed over

a period of two years through a mul-step process. In

essence, the Alaskan Core Competencies were created

by dislling and integrang the shared competencies

from naonally recognized competency sets developed

for specic populaon or disability groups. These

were further informed and modied by competencies

craed for pracce in Alaska and by the expert opinion

of Alaskans who served as project raters. To view and

download the Alaskan Core Competencies, please visit

www.annapoliscoalion.org.

Understanding the Competencies

The Alaskan Core Competencies include a total of10 broad competency categories; the categories

are broken down into 42 individual competencies;

and then each competency is dened by behavioral

descriptors. In general, the Alaskan Core Competencies

are basic competencies. Advanced competencies

and/or specialty competencies that are unique to

only one workforce sector are not covered by these

competencies.

The competencies and their descriptors focus

exclusively on the skills that workers need to be

able to perform. While skills may require underlying

knowledge and might be enhanced by the atudes

of the worker, the Alaskan Core Competencies are

intenonally skill oriented in order force a sharp

focus on the ulmate worker behaviors that are

desired.

The behavioral descriptors in the competency model

have three levels. Sasfactory Performance represents

the minimum expected level of skill for an employed

direct care worker. The Excellent Performance level

describes exceponal performance in behavioral terms.The Unsasfactory Performance level captures some

of the most common sub-par, unacceptable, and even

harmful behaviors that are oen a focus of concern in

performance reviews.

The majority of the Alaskan Core Competencies are

relevant to places and sengs outside of Alaska.

There are, however, competencies that have special

signicance for providing care in Alaska and other rural

and froner secons of the country.

How to Use the Competencies

The Alaskan Core Competencies can be used in

mulple ways to strengthen the direct care workforce,

as outlined below:

f Connuing educaon - Service organizaons,

training providers, and state agencies can review

the competencies to idenfy essenal skills that


7/56


7

need further development with specic workers

or the workforce as a whole. Connuing educaon

can be tailored to address those learning needs.

f A Guide for On-the-Job Learning The Alaskan

Core Competenciescan serve as a resource for

craing learning acvies for direct care workers

in order to build their skills. The behavioraldescriptors can be used to instruct workers in

desirable and undesirable behaviors for a specic

task.

f Updang exisng training curricula Exisng

training materials and curricula can be reviewed

to determine the extent to which they adequately

cover the core competencies. The CWC released a

simple tool in 2010 that can be used to crosswalk

the Alaskan Core Competencieswith the content of

a specic curriculum.

f Building new curricula Eorts to build any

new training course or program can use the

competencies as a foundaon for curriculum

planning.

f Performance evaluaons The competencies

can be used as the basis of performance reviews

for direct care workers. See the performance

evaluaon template in the assessment tools

described in this document.

Background on the Assessment Tool

Development Phase

The assessment tools included in this package were

developed specically for use with the Alaskan Core

Competencies. The capacity to assess individual

trainees and employees on these competencies is

essenal for professional development and personnel

evaluaons. Without praccal methods of assessment,

it is dicult to determine the capacity of employees to

perform their dues.

With oversight from the CWC, project sta idened

best pracces used naonally in evaluang individual

competence. Based on this informaon, the

assessment tools were tailored to the Alaskan Core

Competencies.

To the extent to which these tools are adopted by

employers and educators, there is the potenal for:

f Increased capacity among employers and

educators to evaluate employee and trainee

knowledge, skills, and abilies;

f Increased ability to idenfy employee

knowledge, skills, and abilies that require

remediaon;

f Increased use of mulple methods to assessemployee competence; and

f Increased collaboraon between supervisors

and workers in strengthening workers skills.

What is included in the Assessment Tools

Package?

The CWC Assessment Tools Package ulizes a

Collaborave Competency Building approach that

advocates the use of specic assessment tools toimprove the evaluaon and professional development

of the direct care worker. The foundaon of this

approach is that the competency of a worker can

best be assessed and strengthened through a strong

collaboraon between the supervisor and the direct

care worker. The seven elements of a collaborave

approach to building competencies include:

1. Educaon of the supervisor and worker about

the Alaskan Core Competencies.

2. Self-assessment by the worker of his or herstrengths and skill building needs.

3. Learning plan created by the worker and

supervisor.

4. Observaon of strengths and skill development

needs by the supervisor and worker.

5. Feedback from others about the competency

of the worker.

6. Performance appraisal conducted by the

supervisor in collaboraon with the worker.

7. Porolio of learning acvies assembled by

the worker.

(connued on page 8)


8/56


8

Each of these elements has a corresponding tool that

can be ulized to guide the collaborave competency

building and assessment process.

1. Educaon: Tool = Alaskan Core

Competencies

2. Self-assessment: Tool = Employee Self-

Assessment

3. Learning plan: Tool = Skill Building Plan

4. Observaon: Tool = Logbook

5. Feedback: Tool = 360 Degree

Feedback Form

6. Performance Tool = Performance

appraisal: Review Form

7. Porolio: Tool = Porolio Guide

The following secon of this report contains anoverview of the Collaborave Competency Building

approach followed by the six assessment tools.

The educaonal tool, which is the Alaskan Core

Competencies, is available in a previously released

document, which can be downloaded at: www.

annapoliscoalion.org. Quesons about, or feedback

on, these tools can be submied via that website.


9/56


9

Quick Reference Guide Alaskan Core Competencies

Category 1: Working with Others

A. Listens eecvely

B. Communicates eecvely

C. Builds posive relaonships

D. Collaborates

E. Maintains appropriate boundaries

Category 2: Assessing Strengths and Needs

A. Gathers and summarizes informaon

B. Assists in idenfying personal values, goals,

and priories

C. Idenes strengths and resources

D. Idenes problems, decits, and stressors

E. Detects warning signs

F. Communicates results clearly

G. Reassesses rounely

Category 3: Planning Services

A. Idenes recommended goals and services

B. Supports individual and family member decision-

making in developing a plan of care

C. Assists individuals in developing personal plans

Category 4: Providing Services

A. Implements and coordinates the plan of care

B. Conducts outreach and engagement

C. Maintains safety

D. Creates a therapeuc learning environment

E. Provides emoonal support

F. Provides physical support

G. Teaches and trains

H. Supports problem solving and conict resoluon

I. Prevents and intervenes in crises

J. Organizes and conducts group acvies

K. Promotes health and wellness

Category 5: Linking to Resources

A. Idenes recommended resources

B. Supports individual and family decision-making in

selecng resources

C. Connects individuals and families to community

resources

Category 6: Advocang

A. Advocates on behalf of the individual and family

B. Supports self-advocacy

Category 7: Individualizing Care

A. Assesses the inuence of key individual, family, and

community characteriscs

B. Tailors services to unique individual, family, and


C. Modies plans and services based on individual and

family experience

Category 8: Documenng

A. Completes required documentaon

B. Balances privacy with documentaon requirements

Category 9: Behaving Professionally and Ethically

A. Fullls responsibilies and commitments

B. Complies with laws, regulaons, policies, and

ethical codes

C. Seeks supervision and consultaon

D. Manages stress and maintains personal health

Category 10: Developing Professionally

A. Seeks opportunies to improve knowledge, skills,

and abilies

B. Uses performance evaluaons and feedback to

improve performance


10/56


10


11/56


11

Alaskan CoreCompetencies

CollaborativeCompetency Building

The Alaskan Core Competencies involve a set of skills shared by all types of direct care workers providing health and

social services. The skills of each worker can best be assessed and improved through a strong collaboraon between

a supervisor and worker. The following steps describe how the supervisor and worker can work together in a process

called Collaborave Competency Building. Agencies can incorporate some or all of these steps in their eorts to builda stronger workforce.

1. Educaon of the supervisor and worker about the Alaskan Core Competencies.

(Tool: Alaskan Core Competencies)

Assessing and building competencies requires a good understanding of the competencies. The supervisor and

worker can acquire this knowledge by: reviewing the published document that contains the competencies;

parcipang in trainings where the competencies are taught; or parcipang in connuing educaon events

about the competencies.

2. Self-Assessment by the worker of his or her strengths and learning needs.

(Tool: Employee Self Assessment)

The worker has a unique and valuable view of his or her strengths and weaknesses and is oen best able to

idenfy learning needs. A simple Self-Assessment tool helps the worker clarify areas of strength as well as the

areas in which an eort to build new skills or improve exisng skills would be helpful. This can be completed

during the inial orientaon period and immediately before performance reviews are completed.

3. Learning Plan created by the worker and supervisor.

(Tool: Skill Building Plan)

Competencies are most likely to improve when there is a specic plan to help the worker develop his or her

skills. A supervisor and worker should share their views on the workers learning needs, agree on some learning

objecves, and select specic steps to accomplish those objecves. The objecves and the steps are documented

in the Skill Building Plan.

4. Connuous Observaon of strengths and learning needs by the supervisor and worker.

(Tool: Competency Logbook)

The process of assessing and improving competencies should not be limited to a single point in me during

the year. The supervisor and worker should constantly be observing and nong strengths and skills in need of

improvement. These observaons can be easily documented in the Competency Logbook, which is a recording

tool. This tool can be used by the worker to idenfy skills that need further development. The supervisor can use

the informaon in the Logbook to help complete Skill Building Plans and Performance Reviews.

Version 1.0January 2011


12/56


12

5. Feedback from others about the competency of the worker.

(Tool: 360 Degree Feedback Form)

The strongest assessments are those that are informed by individuals who interact with the worker in dierent

roles. In addion to the supervisor, these roles can include: co-worker, client, family member, or trainer. The 360

Degree Feedback form can be used gather construcve feedback from these individuals about the strengths and

weaknesses of the worker.

6. Periodic Performance Appraisal conducted by the supervisor in collaboraon with the worker.

(Tool: Performance Review Form)

Performance reviews or appraisals are conducted rounely, most oen on an annual basis. The Performance

Review form is a tool for pulling together informaon from the Employee Self-Assessment, Skill Building Plan,

Competency Logbook, and 360 Degree Feedback forms. Prior to being nalized, a dra of the Performance

Review should be discussed with the worker in order to obtain the workers perspecve on the evaluaon. The

objecve is to build a shared or common understanding between the supervisor and worker about the workers

strengths and the skills in need of improvement.

7. Porolio of learning acvies assembled by the worker.

(Tool: Porolio Guide)

A worker will likely have numerous learning opportunies, including mandatory orientaon and training, work-

based connuing educaon, and o-site or on-line workshops, seminars, conferences, and classes. Recording

these experiences in a Porolio helps the learner track personal skill development acvies, show progress on

a learning plan, and create a new or updated Skill Building Plan. The Porolio Guide provides instrucons for

assembling a porolio.

In summary, the seven elements of a collaborave approach to building competencies are:

1. Educaon

2. Self-assessment

3. Learning plan

4. Observaon

5. Feedback

6. Performance appraisal

7. Porolio


13/56


14/56


14

Competency Category 2: Assessing Strengths and Needs

Needs NotExceponal Sasfactory Improvement Applicable


B. Assists in idenfying personal values, goals, and priories

C. Idenes strengths and resourcesD. Idenes problems, decits, and stressors




Competency Category 3: Planning Services



B. Supports individual and family member decision-making

in developing a plan of care


Competency Category 4: Providing Services




C. Maintains safety










15/56


15

Competency Category 5: Linking to Resources



B. Supports individual and family decision-making

in selecng resources


resources

Competency Category 6: Advocang


A. Advocates on behalf of the individual and family


Competency Category 7: Individualizing Care


A. Assesses the inuence of key individual, family, and




C. Modies plans and services based on individual and

family experience

Competency Category 8: Documenng



B. Balances privacy with documentaon requirements

Competency Category 9: Behaving Professionally and Ethically




ethical codes




16/56


16

Employee Comments(Oponal comments about how you view your strengths and/or skills thatneed improvement):

Signatures:

Signature Date

Employee

Supervisor: I have reviewed this

form and discussed it with the

employee.

Competency Category 10: Developing Professionally


A. Seeks opportunies to improve knowledge, skills

and abilies


improve performance


17/56


17


Skill Building Plan

Agency Name _____________________________ Employee Name ________________________________

Job Title __________________________________ Program or Department _________________________

Supervisor ________________________________ Plan Period: From____ /____ /____ To____ /____ /____

InstructionsDirect care workers providing health and social services should have the basic skills that have been idened as the

Alaskan Core Competencies. Working together with their supervisors, direct care workers can select skills that they

need to improve and create a plan to strengthen those skills. This form, which is called the Skill Building Plan, is to be

used to document the steps that will be taken to improve the workers competencies. If possible, such a plan would

be developed for every worker each year.

Here are the specic steps for compleng this form: Step 1: The worker and supervisor should agree on the

specic Alaskan Core Competenciesor other skills to be developed. These will be called the Learning Needs.

There will likely be more than one. (The competencies are listed on the last page of this form for easy reference).

Step 2: The supervisor and the worker should create a specic Learning Plan to improve the workers skill on the

selected competencies. The plan might include training, addional supervision, mentoring, or observing another

employee. Other acvies are also possible. Key dates, such as when the plan will start and be completed, should

be determined. Step 3: The supervisor and worker write the Learning Needs, Learning Plans, and Key Dates on

this form. It is then signed and placed in the workers personnel le. Step 4: The supervisor and worker share

responsibility for implemenng this Skill Building Plan and reviewing progress on the plan a number of mes each

year. Once it is completed they discuss whether the plan was successful, document the outcomes in the last secon

of the form, sign below that secon, and return the form to the workers personnel le.Step 5: The supervisor and

worker can then use what they learned from this experience to help create a newSkill Building Plan.



18/56


18

Learning Needs, Plans, and Key Dates

Learning Need #1(WhatAlaskan Core Competency or other skill needs to be developed or improved?):

Learning Plan #1(What acvity will occur to help the worker develop or improve this skill?):

Key Dates #1(What is the start date, expected compleon date, actual compleon date?):

Start date: ___/___/___ Expected compleon date: ___/___/___ Actual compleon date ___/___/___









Signatures (aer developing the inial plan):

Signature Date

Employee

Supervisor


19/56


19

Final Outcomes

Aer the Skill Building Plan is implemented and completed, describe the outcomes (e.g., acvies

completed, progress in developing or improving competencies, learning needs that remain):

Learning Need #1

Learning Need #2

Learning Need #3

Signatures (aer implementaon and compleon of the plan):

Signature Date

Employee

Supervisor


20/56


20

The Alaskan Core Competencies

1: Working with Others

A. Listens eecvely

B. Communicates eecvely

C. Builds posive relaonships

D. Collaborates

E. Maintains appropriate boundaries

2: Assessing Strengths and Needs


B. Assists in idenfying personal values, goals and

priories






3: Planning Services


B. Supports individual and family member decision-

making in developing a plan of careC. Assists individuals in developing personal plans

4: Providing Services



C. Maintains safety









5: Linking to Resources


B. Supports individual and family decision-making in

selecng resources


resources

6: Advocang

A. Advocates on half of the individual and family


7: Individualizing Care

A. Assesses the inuence of key individual, family,

and community characteriscs



C. Modies plans and services based on individual

and family experience

8: Documenng


B. Balances privacy with documentaon

requirements

9: Behaving Professionally and Ethically



ethical codes



10: Developing Professionally

A. Seeks opportunies to improve knowledge, skills,

and abilies


improve performance


21/56


22/56


23/56


24/56


25/56


26/56


27/56


28/56


29/56


29

CompetencyCategory3:PlanningServices(conn

ued)

C.Assistsindividualsinde

velopingpersonalplans

ExcellentPerformance

SasfactoryPerformance

UnsasfactoryPerformance

1

Connectsindividualstopersons

Encouragesindividualstodevelop

Respondstocriseswithout

whocanhelpthemdevelop

conngencyplansforfuturecrises

consideringindividual

wrienplansordirecves

orepisodesofillness

preferencesorwishes

abouthowcrisesaretobe

handled

2

Assistsindividualsindevelop

ing

Supportsindividualeortsto

Focusesonformalservicegoals

formalwellnessandrecoveryplans

pursuewellnessandrecovery

andignorespersonalwellness

goals

andrecoverygoals

CompetencyCategory4:ProvidingServices

A.Implementsandcoordinatestheplanofcare




1

Educatesco-workersabout

Reviewstheplanofcare

Providescarewithoutreviewing

theplan

occasionally

theplan

2

Idenescreavewaysheorshe

Deliversservicesdirectlythat

Actsinwaysthatundermineor

cansupporttheplanofcare

supporttheplanofcare

conictwiththeplanofcare

3

Updatesothercareprovidersabout

Coordinatesacviesamongcare

Failstonofyothercare

signicanteventsorchanges

that

providersandagenciesin

providersofcricalinformaon

impactontheplanofcare

implemenngtheplanofcare

orevents

4

Proacvelyidenesandaddresses

Deliversservicesatapace

Rounelypressesservicesupon

individualandfamilyconcerns

comfortableforindividualsand

individualsandfamilymembers

aboutservices

familymembers

atapacethattheycannot

tolerate

5

Modelstheuseoftechnolog

yto

Usestechnologytodeliverservices

Repeatedlyusesdistanceas

deliverservicesandeducates

andincreaseaccess(e.g.,phone,

anexcusefornotmeengthe

othersaboutthesetools

video-conferencing)

needsofanindividualorfamily

6

Adaptstolocalresource

Actsindependentlywhenworking

Unabletoactwithoutdirecon

constraints;idenescreav

e

insituaonsthatoerlimited

whileemployedinaposion

strategiesfordeliveringservices

supervisionorsupportfrom

thatrequiresworkingwith

whenworkingalonewithlim

ited

co-workers

limitedsupervision

resources

Exam

plesofhowtheworkerhasdemo

nstratedastrength

orlearningneedinthis

area


30/56


30

CompetencyCategory4:ProvidingServices(con

nued)

B.Conductsoutreachand

engagement




1

Createsengagementacvie

sor

Encouragesindividualsandfamily

Avoidstheworkofproviding

groups

memberstoparcipateinplanned

care

services

2

Helpsaddressbasicneeds(e

.g.,

Makesphonecallsorhomeand

Placesfullburdenonindividuals

food,shelter)asanengagem

ent

communityvisitstoindividualsto

forengagingincareand

strategy

developarelaonshipand

cricizesthemforlackof

encourageparcipaoninservices

movaonandfollow-

throughwithcare

C.Maintainssafety




1

Rounelyassessesrisk

Recognizesindividualrisktoself

Missesclearsignsofrisk

orothers

2

Ancipatesriskandtakesacon

Takesacontoaddressimmediate

Detectsrisksbutfailstotake

toavoidit

risk;adjuststhetypeandlevelof

acon

caretothelevelofrisk

3

Workswiththeemployeror

Addresseshazardstosafetyinthe

Violatesrulesregarding

familytodecreasephysicalrisks

physicalenvironment

hazardousobjectsor

intheenvironment

substancesinthe

environmentofcare

4

Supportsareasonablelevelof

Allowsindividualstotakerisksthat

Denysindividualsrightsor

riskaspartofgrowthand

areauthorizedbytheagency

privilegesinaneorttoavoid

development

orteam

allrisk

D.Createsatherapeucle

arningenvironment




1

Takesacontocreatea

Intervenesquicklywhenthe

Contributestonoises,

comfortable,calm,andsafe

environmentofcarebecomes

distracons,andconict

environment

loud,chaoc,orunsafe

2

Organizesandprovideslearn

ing

Provideseducaonalaids

Leavesindividualswithout

opportunies

structureordirecon

Exam


nstratedastrength


area


31/56


32/56


33/56


34/56


34

CompetencyCategory5:LinkingtoResources(connued)

B.Supportsindividualand

familydecision-makinginsele

cng

resources




1

Highlightsthespecicadvantages

Discussestherecommended

Withoutconsideringtheir

anddisadvantagesofthe

resourceswiththeindividual

preferences,tellsanindividual

recommendedresources

andfamilymembers

orfamilythattheywillbeusing

aspecicresource

2

Supportsindividualsandfam

ilies

Seeksindividualandfamily

Indicatesthatinputinto

inmakingtheirownchoicesabout

preferencesandinputregarding

decisionstousespecic

useoftherecommendedres

ources

therecommendedresources

resourcesisnotwelcome

3

Teachesindividualsandfamily

Encouragesindividualsandfamily

Discouragesacviesand

membersthevalueoftacklin

g

memberstomaximizeacvies,

independenceofindividuals

challengesandtakingreason

able

communityengagement,and

served

risks

independence

C.Connectsindividualsan

dfamiliestocommunityresources




1

Supportsindividualandfamily

Makesareferraloftheindividual

Suggeststhatindividualsor

eortstotaketheleadin

orfamilytoselectedresources

familiestryandaccess

accessingselectedresources

resources,whileprovidingno

guidanceorsupport

2

Developsandmaintainsworking

Follows-uppersonallytoensure

Endsinvolvementoncea

relaonshipswithemployeesat

thataconneconwiththeresource

referralhasbeensuggestedor

otherorganizaonsanduses

these

hasbeenmade;acvelyaddresses

made

contactstogainaccesstoresources

anybarrierstoaccess

3

Mobilizesacoordinatedplan

of

Drawsonindividualmembersof

Leavesindividualsinneed

supportfromcommunityme

mbers,

thecommunitytoprovidesupport

withoutsupportofanykindfor

especiallyingeographicarea

sthat

extendedperiodsofme

lacksignicantservices

Exam


nstratedastrength


area


35/56


36/56


37/56


37

CompetencyCategory8:Documenng

A.Completesrequireddocumentaon




1

Servesasaresourceandmentor

Completesallrequired

Missesdeadlinesforpreparing

tootherstaondocumentaon

documentaoncorrectly,eciently

documentsonafrequentbasis

guidelinesandprocedures

andinamelymanner,including:

assessments,servicerecords,

incidentreports,billingforms,

andhumanresourcesforms

2

Producesdocumentaontha

t

Producesdocumentaonthatis

Documentssubjecve

conveysacomprehensivean

d

objecve,accurate,andlegible

impressionsratherthan

descripveviewoftheindividual

objecvefacts;createsillegible

andfamily,serviceplan,and

documents

servicesprovided

3

Usestechnicallanguagein

Usesclearandappropriate

Rounelycreates

documentaon,improvingth

e

language,grammar,andspelling

documentaonthatisunclear,

qualityoftheinformaonbe

ing

indocumentaon

containspoorgrammar,andis

conveyed

riddledwithinaccuratespellings

B.Balancesprivacywithdocumentaonrequirements




1

Discusseswithindividualand

family

Idenessensiveinformaonthat

Treatsallinformaonobtained

memberstheadvantagesand

couldbeharmfuloruncomfortable

asappropriatefor

disadvantagesofdocumenng

foranindividualorfamilymembers

documentaon

sensiveinformaon

ifshared

2

Consultswithsupervisoron

Includesessenalinformaonin

Includesnon-essenalhighly

whethertoincludesensive

documentaon,whileexcluding

personalinformaonin

informaonindocumentao

n

non-essenal,sensiveinformaon

documentaon

3

Reviewsrecordswithindividuals

Providesindividualandfamily

Refusesindividualandfamily

anddiscussestheirreaconto

memberswithaccesstotheir

accesstorecordswhen

theinformaonitcontains

records

requiredconsenthasbeen

given

Exam


nstratedastrength


area


38/56


38

CompetencyCategory9:BehavingProfessionally

andEthically

A.Fulllsresponsibiliesa

ndcommitments




1

Servesasamodelforothers

in

Minimizesabsencesfromwork,

Absent,late,orleavesearlyon

termsofaendanceandmeliness

arrivesonme,andcompletesafull

afrequentbasis

workday

2

Volunteersforaddionaldu

es,

Manageshisorhermeeecvely

Actswithoutplanninghowall

beyondassignedresponsibilies

necessaryworkwillbe

accomplished

3

Helpstheorganizaonndw

ays

Completesassignedduesina

Missesdeadlinesrounely,

toimprovethequalityand

melywayandfollowsthroughon

leavesassignedwork

eciencywithwhichservice

sare

reasonablerequestsorpromises

unnished,andfailstofollow-

delivered

madetoothers

throughoncommitmentsmade

toothers

4

Goesaboveandbeyondrequ

ired

Providesemployer-approved

Violatesemployerrulesand

dues,withoutviolangemployer

servicesandapproachestocare,

policiesaboutthedeliveryof

rulesandpolicies

workingwithinthelimitsof

services

assignedjobduesandrole

5

Providerleadershipinmeengs,

Parcipatesrounelyandacvely

Missesmeengsfrequentlyor

ineitheraformalorinformalrole

insta,team,andagency-wide

aendswithoutcontribung

meengs

B.Complieswithlaws,reg

ulaons,policies,andethicalcodes




1

Educatescolleaguesabout

Maintainscondenalityof

Violatescondenalitythrough

condenalityrulesandprocedures

protectedhealthinformaon;

aconssuchasreleasing

informsindividualsandfamily

protectedinformaonwithout

membersofthelimitsof

permission

condenality

2

Searchesforinformaonon

Adherestoalllaws,regulaons,

Violateslaws,regulaons,

changestolaws,regulaons,

policiesandethicalcodesof

policies,andcodesofconduct

policies,andcodesofconduct

conductthatapplytotheworker

rounely

andthejob

3

Followsupaersubming

Submitsmandatedreports

Detectsbutdoesnotreport

mandatedreportstoensure

that

regardingabuseorriskofharm

abuseorriskofharm

informaonwasreceivedand

appropriateaconwastaken

Exam


nstratedastrength


area


39/56


40/56


40

Exam


nstratedastrength


area

CompetencyCategory10:DevelopingProfessiona

lly

A.Seeksopportuniesto

improveknowledge,skills,andabilies




1

Createsawrienprofessional

Setspersonalgoalsforprofessional

Setsnogoalsforprofessional

developmentplan

development

developmentortakesnoacon

toachievegoals

2

Enrollsinconnuingeducaon

Parcipatesrounelyinemployer

Missesemployerorganized

programsand/orcercaonand

organizedinservicetrainingand

inservicetrainings;passeson

degreegranngprograms

othercompetencybuildingacvies

otheropportuniesfor

connuingeducaon

3

Seeksexperienalopportuniesto

Learnsaboutlocalculturesand

Pracceswithoutknowledgeor

learnaboutlocalculturesandnorms

norms

awarenessoflocalculturesand

norms

B.Usesperformanceevaluaonsandfeedbacktoimpro

veperformance




1

Idenesstrengthsand

Parcipatesintheperformance

Refusestoparcipateinthe

weaknesses;usescompetenciesin

evaluaonprocessandaccepts

performanceevaluaon

performanceevaluaondocuments

construcvefeedback

process;rejectsconstrucve

toshapeprofessionaldevelo

pment

feedback

goals

2

Usesfeedbackfromperformance

Usesevaluaonfeedbackto

Repeatsproblemacbehaviors

reviewstosetnewprofessional

improveworkperformance

despitefeedbackaboutthem

developmentgoals


41/56


41


360 Degree Feedback

Agency Name _____________________________ Employee Name ________________________________

Job Title __________________________________ Program or Department _________________________

Person Completing Form ____________________________________________________________________Relationship to Employee: Client Co-worker Family member Secondary supervisor

Other (specify) __________________________________________ Date Completed: ____ /____ /____

InstructionsDirect care workers providing health and social services should have the basic skills that have been idened as the

Alaskan Core Competencies. Many individuals observe employees working and can oer valuable opinions about

(a) how well employees are doing their jobs and (b) how they could do their jobs beer. This360 Degree Feedback

form asks for those opinions. The name 360 Degreerefers to geng feedback from those all around employees,including clients, family members, co-workers, and those supervisors who do not complete the employees

Performance Review. The feedback obtained using this form should be helpful and construcve. Good feedback

allows employees to beer understand how others view their work, helps supervisors idenfy skills on which

employees needs addional training, and can be considered by supervisors as they complete Performance Reviews.

Here are the steps for using this form: Step 1: An employees supervisor should draw a line through any of the

competencies listed below that are not expected of the employee.Step 2: The supervisor selects a number of people

who have worked with or observed the employee, provides them with the form, and reviews it with them to make

sure they understand the quesons being asked and how to answer.Step 3: The person compleng the form rates

the employee on each of the 10 categories that have not been crossed out, should provide comments and examples

about the employees skills, and can add general comments and other examples at the end of the document. Check

Not observed if the person compleng the form doesnt have informaon about the employees ability on a

specic competency. Step 4: The person lling out this form checks whether they are willing to have the supervisor

share the completed form with the employee.Step 5: The supervisor reviews all 360 Degree forms completed and

gives general feedback to the worker, without sharing specic rangs and comments from individuals unless those

individuals gave permission for their form to be shared. Step 6: The forms should be placed in the employees

personnel le and used to help complete Skill Building Plans and Performance Reviews.

If the individuals asked to complete this form nd the competencies or rang system too confusing, they can simply

write all of their feedback and examples in the Other Comments secon.



42/56


42

Competency Category 1: Working with Others

Needs NotExceponal Sasfactory Improvement Observed

Competency Category 2: Assessing Strengths and Needs


Competency Category 3: Planning Services


Competency Category 4: Providing Services


Feedback

Examples: listens and communicates eecvely; collaborates;

builds posive relaonships.

Comments & Examples:

Examples: gathers informaon; assists individuals and families

in idenfying their values, goals, strengths, and problems;

communicates the results of assessments clearly; detects warning

signs of worsening problems.


Examples: idenes recommended goals and services; supports

individuals and families in making decisions about their care.


Examples: provides emoonal or physical support; problem

solving; helps maintain safety; teaches or trains; provides crisis

intervenon; conducts group.



43/56


43

Competency Category 5: Linking to Resources


Competency Category 6: Advocang


Competency Category 7: Individualizing Care

Needs Not

Exceponal Sasfactory Improvement Observed

Competency Category 8: Documenng


Examples: idenes resources that may help individuals and

families; supports their decision-making about which resources

to use and helps connect them to those resources.


Examples: advocates for individuals and families; helps them

advocate for themselves.


Examples: understands the unique characteriscs of individuals

and families and adjusts services to meet their needs; changes

services based on individual and family feedback.


Example: completes required documentaon accurately.



44/56


44

Competency Category 9: Behaving Professionally and Ethically


Competency Category 10: Developing Professionally


Other Comments & Examples(provide addional feedback here):

This completed form can be shared directly with the employee. Yes No

Signatures:

Signature Date

Person compleng the form

Supervisor: I have reviewed this form

Examples: fullls responsibilies; complies with laws,

regulaons, policies, and ethical codes; seeks supervision.


Examples: improves his or her knowledge, skills, and abilies;

uses feedback to improve his or her performance.



45/56


46/56


46

Competency Category 2: Assessing Strengths and Needs Comments


B. Assists in idenfying personal values, goals, and priories






Rang: Exceponal Sasfactory Unsasfactory

Competency Category 3: Planning Services Comments


B. Supports individual and family member decision-making

in developing a plan of care



Competency Category 4: Providing Services Comments



C. Maintains safety










Competency Category 5: Linking to Resources Comments


B. Supports individual and family decision-making

in selecng resources


resources



47/56


48/56


48

Overall Rang: Rang: Exceponal Sasfactory Unsasfactory

Comments(Summarize the overall performance and juscaon for the Overall Rang. Highlight

strengths and areas in need of improvement):

Signatures:

Signature Title Date

Rated by:

Reviewed by:

Approved by:

Employee I havebeen given a copy

of this report and

it has been discussed

with me.

Oponal Employee Comments(e.g., agreement or disagreement with the review or any

addional comments):


49/56


49


Portfolio Guide

Introducon

Direct care workers providing health and social services should have the basic skills that have been idened in the

Alaskan Core Competencies. Each worker has a valuable and unique perspecve on his or her strengths, weaknesses,

and learning needs. This Porolio Guide provides informaon on what a porolio is, its purpose, and cover pagesto get you started on creang your own porolio to record your unique learning experiences that demonstrate

your skills, knowledge, and experience. This tool provides the opportunity to shape and direct your own learning

and assessment experience by creang samples of their real work that demonstrates prociency in competencies

required by your job.

What is a Porolio?

f Porolios are dened as a purposeful collecon of work that tells the story of your eort, progress, and/or

achievement.

f Porolio documents are generally held together in a three-ring binder with tabs to organize the dierent

work samples. Addional materials that are not paper-based can be collected in a separate tote kept with the

porolio binder.

f A porolio is a unique expression of you as a direct care worker and your professional journey.

f A porolio is a living document that you will expand and change over me depending on the job requirements

or expectaons of a parcular job or place of employment.

What are the purposes of a Porolio?

f A porolio is a concrete way ofdemonstrang your skills and competencies to potenal employers on the 10

Alaskan Core Competency categories.

f A porolio showcases your works in progress, tracks your learning over me, and can be used to assess your

work products over me.

f Porolios are an acve way to parcipate in learning and to allow you to increase your ability to self-evaluate.

f Porolios promote professional identy by organizing thinking regarding accomplishments on the job.

f Porolios can be used to demonstrate your skills needed for a specic job or can be used as evidence of work-

related skills for future employment in the direct care worker eld.

Instrucons:

Your porolio may be developed as a component of your current job or you can choose to chronicle your learning

experiences on your own.



50/56


50

To get started, purchase a three-ring binder, paper, and index tabs to idenfy dierent work samples. The index

tabs allow easy access to each secon and will help you present your porolio as an organized and professional

document. Consider placing documents you have three-hole punched in each secon, rather than placing documents

in clear, slide-in sheets. If work samples are not paper-based, use the cover page to idenfy the entry and idenfy

where the work sample (e.g., video, etc.) is located.

There is not one way to create a porolio. To determine the organizaon of your porolio consider who you are,

your professional goals, and what you want to communicate about your professional self.

Next, create a general porolio cover page that contains informaon specic to you such as your contact

informaon, your employer, your posion, and any other informaon that you believe is important about you as a

direct care worker. It may be helpful to write one or two sentences on your professional goals in the direct care eld.

In addion, it would be useful to include a copy of your resume at the beginning of your binder.

Now begin to start building your porolio by creang entries or work samples to showcase your work, skills,

atudes, etc. Work samples are compiled over a period of me and illustrate learning or competency in actual work

situaons. You can use the porolio entry cover page (see page 4 for cover page template) to reference the Alaskan

Core Competencies and idenfy which one or more competencies your work examples pertain to.

Work samples should include a summary statement which describes the acvity/work sample. Work samples come

in many formats and are not limited to wrien products.

Work sample formats may include (but are not limited to the following list):

f Wrien journal entries

f Records of training acvies completed on the job or in the community

f Examples of learning exercises and what knowledge you gained by parcipang in them

f Examples of interacons with persons in your care or co-workers that you believe demonstrate a specic and

valuable skill

f Examples to demonstrate cultural aunement to Alaska Nave and/or rural and indigenous issues

f Resume

f Oral presentaons

f Slide presentaons

f Career goal essays

f

Personal belief statementsf Photos

f Video clips

f Artwork

Ideally, select porolio work samples that illustrate your prociency in the ten competency categories idened in

theAlaskan Core CompetencyModel. Use creavity when providing work samples to demonstrate your skills and

knowledge of your job. Work samples should show authenc evidence of your growth as a direct care worker.

Remember that the condenality of the individuals receiving care, family members, and other supports must be

protected. Names and idenfying informaon must be changed, deleted or blanked out if specic permission is not

granted.

On the following page is a template to get you started on your professional porolio1. You are not bound to this

format, this is just a guide.Print o a porolio entry cover page to use before each work sample or entry. A checklist of the core competencies

is available on each cover page sheet to help you connect the content of your entries to specic competencies.

Please refer to an example of a porolio entry aer the blank template

1 You may want to consider creang an online E-Porolio to track your learning experiences and credit through the Trust Training Cooperave LearningManagement System (TTC LMS). Any trainings you take through the TTC will automacally be added to your E-Porolio and you can also self-report other

trainings for a complete record of trainings. Please visit www.clms.org and sign up for free. Once you have signed up and logged in visit the User Home to getstarted with your E-Porolio.


51/56


51

Portfolio Work Sample Cover Page

Date:

Summary Statement about Work Sample/Acvity/Experience:

Type of Work Sample/Acvity/Experience (see list of some possibilies above):

Competencies that are addressed by this example:

Reecon: Any other informaon that is relevant to understanding how this entry demonstrates your skills,

atudes, values, or competence in a given area of the direct care worker eld.

Category 1: Working with OthersListens eecvely

Communicates eecvely

Builds posive relaonships

Collaborates

Maintains appropriate boundaries

Category 2: Assessing Strengths and NeedsGathers and summarizes informaon

Assists in idenfying personal values, goals,

and priories

Idenes strengths and resources

Idenes problems, decits, and stressors

Detects warning signsCommunicates results clearly

Reassesses rounely

Category 3: Planning ServicesIdenes recommended goals and services

Supports individual and family member

decision-making in developing a plan of care

Assists individuals in developing personal

plans

Category 4: Providing ServicesImplements and coordinates the plan of

care

Conducts outreach and engagement

Maintains safety

Creates a therapeuc learning environment

Provides emoonal support

Provides physical support

Teaches and trains

Supports problem solving and conict

resoluon

Prevents and intervenes in crises

Organizes and conducts group acvies

Promotes health and wellness

Category 5: Linking to ResourcesIdenes recommended resources

Supports individual and family decision-

making in selecng resources

Connects individuals and families to

community resources

Category 6: AdvocangAdvocates on behalf of the individual and

family

Supports self-advocacy

Category 7: Individualizing CareAssesses the inuence of key individual,

family, and community characteriscs

Tailors services to unique individual, family,

and community characteriscs

Modies plans and services based on

individual and family experience

Category 8: DocumenngCompletes required documentaon

Balances privacy with documentaon

requirements

Category 9: Behaving Professionally andEthically

Fullls responsibilies and commitments

Complies with laws, regulaons, policies,

and ethical codes

Seeks supervision and consultaon

Manages stress and maintains personal

health

Category 10: Developing ProfessionallySeeks opportunies to improve knowledge,

skills, and abilies

Uses performance evaluaons and feedback

to improve performance


52/56


52

(Example) Portfolio Work Sample

Date: 12/1/10

Summary Statement about Work Sample/Acvity/Experience:

This is an example of an interacon with a person that I provide care for at the Cherry Hill long-term care center.

Type of Work Sample/Acvity/Experience (see list of some possibilies above):

Journal Entry

Competencies that are addressed by this example:

Work Sample:I was doing my morning rounds to say hello to my paents when a parcular paent stopped me

and in an angry tone, asked me to stay in his room for a few minutes. He said that he was wondering when he

was geng out of here. I sat down on the chair next to his bed and asked him to sit down as well. I said, Good

morning, Mr. Blackwell (conal name), I understand you are wondering when you can leave this place, is that

right? So, I started with greeng him in a friendly way and then repeated what he said so that I showed him Iunderstood him. I went on to ask him some quesons about why he wanted to leave and told him I would check

with his other providers, his caseworker, and his family to give him more informaon. This seemed to be helpful

for Mr. Blackwell because he smiled and said, thanks for your helpat least you are listening to me.

Reecon:Any other informaon that is relevant to understanding how this entry demonstrates your skills,

atudes, values, or competence in a given area of the direct care worker eld.

Category 4: Providing ServicesImplements and coordinates the plan of

care

Conducts outreach and engagement

Maintains safety

Creates a therapeuc learning environment

Provides emoonal support

Provides physical support

Teaches and trains

Supports problem solving and conict

resoluon

Prevents and intervenes in crises

Organizes and conducts group acvies

Promotes health and wellness

Category 5: Linking to ResourcesIdenes recommended resources

Supports individual and family decision-

making in selecng resources

Connects individuals and families to

community resources

Category 6: AdvocangAdvocates on behalf of the individual and

family

Supports self-advocacy

Category 7: Individualizing CareAssesses the inuence of key individual,

family, and community characteriscs

Tailors services to unique individual, family,

and community characteriscsModies plans and services based on

individual and family experience

Category 8: DocumenngCompletes required documentaon

Balances privacy with documentaon

requirements

Category 9: Behaving Professionally andEthically

Fullls responsibilies and commitments

Complies with laws, regulaons, policies,

and ethical codes

Seeks supervision and consultaon

Manages stress and maintains personal

health

Category 10: Developing ProfessionallySeeks opportunies to improve knowledge,

skills, and abilies

Uses performance evaluaons and feedback

to improve performance

Category 1: Working with OthersListens eecvely

Communicates eecvely

Builds posive relaonships

CollaboratesMaintains appropriate boundaries

Category 2: Assessing Strengths and NeedsGathers and summarizes informaon

Assists in idenfying personal values, goals,

and priories

Idenes strengths and resources

Idenes problems, decits, and stressors

Detects warning signs

Communicates results clearly

Reassesses rounely

Category 3: Planning ServicesIdenes recommended goals and services

Supports individual and family member

decision-making in developing a plan of care

Assists individuals in developing personal

plans


53/56


54/56


54


55/56


55


56/56