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CORE COMPETENCIESEARLY CHILDHOOD SYSTEM OF CARE

Children’s Services Council of Palm Beach County’s Early Childhood System of Care 1

TABLE OF CONTENTSForeword ......................................................................................................................................................... 3

Introduction ..................................................................................................................................................... 4

Competencies .................................................................................................................................................. 5

Competency Development .............................................................................................................................. 5

Higher Performing Organization: The Networked Talent Model .................................................................. 6

Use of the Competencies ................................................................................................................................ 7

Organization and Structure ............................................................................................................................ 8

Competencies by Job Category

Foundational for All Positions .........................................................................................................10

Administrative Technical ................................................................................................................. 22

Direct Service Technical ................................................................................................................. 30

Management Technical ................................................................................................................... 40

Senior Executive Technical ............................................................................................................. 50

Contributors .................................................................................................................................... 57

2300 High Ridge Road, Boynton Beach, FL 33426Phone (561) 740-7000 | (800) 331-1462

Fax (561) 835-1956Website http://www.cscpbc.org

2 Core Competencies


FOREWORDIn our efforts to reach our sentinel outcomes, our greatest investment is in the employees working in our programs. We owe it to the families those employees serve to ensure they have the tools they need – the competencies to do their jobs effectively and provide high-quality services.

In all programs and services supported through CSC resources, as well as the Healthy Beginnings System, individual agencies must be strategically aligned based on common outcomes. A golden thread which aligns and links these agencies is our standard set of core competencies. If we expect frontline service providers to work toward one set of outcomes, we must provide them with one common set of tools. The same holds true at each level of the organization – managers, supervisors and leadership – all must be equally skilled with their peers and counterparts in other organizations that are part of the system.

That is why we have put so much effort into researching best practices, quality standards for a variety of roles and positions and developed a single set of competencies. If we want high standards of services for our children and families, we must provide each of you with a set of competencies that will help you help them succeed.

Gaetana D. EbboleChief Executive Officer

Carol RodriguezProfessional Development Director

4 Core Competencies

INTRODUCTION

Our MissionThe mission of the Children’s Services Council of Palm Beach County is to enhance the lives of children and their families and to enable them to attain their full potential by providing a unified context within which children’s needs can be identified and resolved by all members of the community. In order to achieve its mission, the Council will plan, develop, fund and evaluate programs and promote public policies which benefit Palm Beach County’s children and families.

Our VisionChildren’s Services Council of Palm Beach County aspires to be an innovative leader creating a community where children and families reach their full potential.

Our GoalsWe help children begin life healthy, enter school free from abuse/neglect, eager and ready to learn; and thrive in quality afterschool programs so they can reach their potential and succeed in life.

Our Sentinel OutcomesMore children are born healthy.Fewer children birth to five are abused or neglected.More children enter school ready to learn.More children are in high-quality after-school programs.

The Children’s Services Council has, since it began in 1986, focused on primary prevention and early intervention. National research in the 1990s on brain development proves we were and continue to be on the right track. Based on local experience, data ,and the most current national research, CSC is transforming the current funding to a more focused, targeted, disciplined, and data-driven approach.


COMPETENCIES

DEFINITION AND BACKGROUND

What is a competency? Simply speaking, it is a pairing of knowledge, skills, abilities and some-times attitudes needed to perform a job function effectively. Effective workforce development hinges on identification of core competencies specific to positions. Employers seek to hire those with the highest level of competencies necessary for positions; everyone can enhance these compe-tencies, thus improving workplace performance, through professional development. Additionally, measurement of how well the employee applies the competency can be used as a tool for perfor-mance management.

Initially, Children’s Services Council devel-oped core competencies for internal positions, including them in job descriptions, 360-degree feedback, and performance appraisals; we did not have a parallel competency structure to clarify standards and target trainings for employees of our funded agencies. So, our next step became identifying core competencies for staff at multiple levels across agencies and providing training based on our workforce development model and best practices. We worked to align funded organi-zations’ structures and goals to our own through our logic model and pathways documents.

These competencies are designed to be core for job categories, not specific to individual posi-tions. However, agencies can utilize these core competencies to develop more technical ones specific to certain position titles.

Use of these competencies is not required or written into agency contracts. Our hope is that our provider agencies will see them as a helpful tool in their efforts to become higher performing and evidence-based. They will also be a useful tool to align our system of care by providing consistent standards or guidelines.

COMPETENCY DEVELOPMENTLori Miller, Senior Professional Development Associate for the Children’s Services Council, reviewed national and international best practices in competency development including analysis of Vermont’s Early Childhood and Family Mental Health Competencies and the local Core Compe-tencies for Early Childcare and Education Profes-sionals developed by Palm Beach Community Col-lege’s Institute of Excellence. Ms. Miller brought her findings to the Training Advisory Committee for consideration in our design.

The Training Advisory Committee from our system of care collected hundreds of job descriptions from various agencies and grouped them into categories according to similar duties. Core competencies were then developed based upon a multidisciplinary job description review, key stakeholder input, and interviews with identified subject matter experts in each job category. This is in accordance with the DACUUM model (Developing a Curriculum), a best practice in competency development.

Once competencies for each job category were determined, subject matter experts developed behavioral indicators so competency attainment could be measured more objectively. Behavioral indicators outline measurable core competency behaviors. These indicators were divided into three progressive levels or career ladders which can be equated with varying education levels and/or experience from foundational/beginner to advanced/specialist. CSC is now rolling out these competencies to our service providers for input. They remain a living document; we will continue to refine them in response to feedback and what we learn along the way. If you have feedback to provide regarding these competencies, please send it to Carol Rodriguez, Professional Development Director at CSC, at [email protected].

6 Core Competencies

HIGHER PERFORMING ORGANIZATION: THE NETWORKED TALENT MODELWe have also linked our identified competencies to the Networked Talent Model. Following the prin-ciples identified in higher performing organizations, every employee within our agencies should demon-strate knowledge, skills, abilities, and behaviors in the areas of management, leadership, team skills, and task or technical skills.

Management• Causal Modeling/

Systems Analysis• Project

Management and Execution

• People and Development

• Plan Implementation, Monitoring and Adjustment

• Outcome/Results Variance Analysis

• Open Communication

Leadership• Strategic Customer

Value Analysis• Vision/Values

to Strategy/Structure/Systems

• SupraSystems Integration/Stewardship

• Learning/Thinking/Changing/Renewing

• Enabling/Empowering/Energizing

Task/Technical (T)

• Continuously broaden and deepen tasks/technical skills and abilities

Team Skills (TS)

• Facilitation Skills

• Communication Skills


USE OF THE COMPETENCIESAgencies within our system of care can use these uniform competencies and behavioral indicators for workforce development in a variety of ways such as:

• Identification of workplace needs.• Interview and selection tools’ design.• Skill/learning assessments.• Workplace support such as supervision, coaching, and rewards/recognition.• Professional development activities and design.• Performance management activities such as 360 degree feedback, performance appraisals,

and individuals development plans.

WORKFORCE PLANNING

RETENTION OF

HIGH PERFORMING EMPLOYEES

DEFINED COMPETENCIES

PERFORMANCE MANAGEMENT & DEVELOPMENT

RECRUITING, INTERVIEWING

& SELECTION

Graphic developed by Mary Sibley

WORKFORCE DEVELOPMENT MODEL

8 Core Competencies

These workforce development activities, as outlined in the diagram on page 7, serve to engage em-ployees and increase their performance and retention.

This model provides a systemic career path across multiple organizations within our system of care. It enables individuals to identify career paths, understand the competencies required, and create their development plan to reach their job goal in the human services field.

“The job competency project has been very beneficial to our agency. We are able to incorporate this important information into our customized nonprofit Applicant Tracking System (ATS) which will dramatically improve the talent selection process both for us and our clients.”

Leah Shaw Director of HR and Workforce Development

Nonprofits First

ORGANIZATION AND STRUCTURE The competencies are shown in a wheel format. All employees, regardless of job category, should pos-sess the Foundational Competencies in addition to the Task/Technical competencies for their job cat-egory. For example, a direct service worker should possess both the Foundational Competencies and the Direct Service Technical Competencies,

Opposite each wheel is a table in which the first column identifies the core competency, followed by its definition. Following this table are the behavioral indicators for the competency, or how the compe-tency is demonstrated in the workplace.

FOUNDATIONAL COMPETENCIES FOR ALL POSITIONS


10 Core Competencies


FOUNDATIONAL TO ALL

POSITIONS

STRESS & CONFLICT

MANAGEMENT TECHNICAL SKILLS

CULTURAL COMPETENCY

TEAMWORK

COMMUNICATION

LEADERSHIP &INITIATIVE

PLANNING & ORGANIZATIONAL

SKILLS

CRITICAL THINKING

VALUES &

ETHICS

SYSTEMS THINKING

BUSINESS ETIQUETTE

Key:

Management Leadership Team Skills Technical Skills

FOUNDATIONAL COMPETENCIES FOR ALL POSITIONS FOUNDATIONAL COMPETENCIES FOR ALL POSITIONSFOUNDATIONAL COMPETENCIES FOR ALL POSITIONS


Stress and Conflict Management Manages and balances personal/professional respon-

sibilities while maintaining a healthy lifestyle; resolves conflictsbetweentwoormorepeoplebyidentifyingtheissues, and creating win/win solutions.

Planning and Organizational Skills Definestasksandmilestonestoachievetheorganizationgoals while making certain optimal use of resources are allocated to meet strategies/goals within required time-lines.

Critical Thinking Critical ThinkingDemonstrates critical thinking skills while considering the big picture and impact on results.

Decision MakingEffectively analyzes the situation, collects input to make informed decisions

Problem SolvingPrioritizes what’s important based on customer needs while using resources to complete objectives on a timely basis and in an organized fashion.

Values and Ethics Models the values of the organization and demonstrates ethical behavior both internally and externally.

Leadership and Initiative Showsselfinitiative,flexibilityandleadershiptoachievebusiness goals while supporting and helping others to be successful; offers or volunteers to accept other chal-lenges outside immediate work responsibility to achieve organizational goals.

Systems Thinking Demonstrates in-depth knowledge of the holistic frame-work that component parts of a system can best be un-derstood in the context of relationships with others within the system rather than in isolation.

Cultural Competency Is sensitive to the cultural differences of others and re-sponds accordingly.

Communication Effectively delivers and receives messages.

Business Etiquette Professionally represents the work culture in appearance, attitude and interaction with others.

Teamwork Works cooperatively with other team members to achieve goals and positive results.

Technical Skills Leverages technology in the organization and positions it to a competitive advantage.

Additional technical skills may be required for differ-ent job families.

DEFINITIONS

LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


FOUNDATIONAL COMPETENCIES FOR ALL POSITIONSFOUNDATIONAL COMPETENCIES FOR ALL POSITIONS

BEHAVIORAL INDICATORS: CONFLICT AND STRESS MANAGEMENT

1. Self regulates emotions; establishes rapport and trust with clients and co-workers;identifieswhenaconflictexists;communi-catesconflicttomanage-ment when appropriate.

2. Approaches stressful situ-ations with awareness of limitations, strengths, and weaknesses and seeks help when needed; identi-fiesstresstriggersandself response, implements stress reduction tech-niques.

1. Analyzestheconflict(in-cluding its source, char-acteristics, and effects); implements solutions which are mutu-ally respectful of parties involved.

2. Develops professional and personal goals for reducing stressors and implements strategies to achieve.

1. Creates and promotes an environmentofconflictresolution by being proac-tive.

2. Maintains work/personal life balance; coaches oth-ers in obtaining balance.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: VALUES AND ETHICS

1. Follows procedures regarding appropriate behavior in the workplace including organizational and professional standards of practice.

2. Identifiesthevaluesoftheorganization.

3. Identifiesselfbiasandlevel of understanding of other cultural norms; recognizes and respects the beliefs and practices of others’ culture.

1. Identifiestheramificationsof not following proce-dures, reports behavior which does not follow pro-cedures to supervisor.

2. Models values in practice.

3. Demonstrates awareness, sensitivity, openness and flexibilitywhendealingwith others with cultural differences.

1. Analyzes ethical dilemmas and determines appro-priate actions including potentially seeking legal counsel.

2. Coaches others in model-ing organizational values.

3. Supports and leverages others’ unique culture, language, socio-economic factors, and support sys-tems to enhance relation-ships.

LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: COMMUNICATION

1. Verbally conveys informa-tion appropriately and concisely.

2. Writes clearly and legibly using correct grammar and conveying the intended message.

3. Listens actively and objec-tively with the intention to understand.

1. Provides, accepts, and solicits feedback when needed.

2. Uses an outline to plan, organize,anddefinemainpoints and sub-points to create effective reports, presentations, etc.

3. Remains open and positive while ensuring accurate understanding of the mes-sage.

1. Adapts content, style, tone and medium of commu-nication to suit the target audience’s language and level of understanding.

2. Adjusts the writing style to meet the needs of the audience by adjusting the length, tone, pace, and style of the message.

3. Attends to non-verbal and verbal cues (e.g. body language, tone of voice, point of view) to determine the purpose and meaning of message.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: CRITICAL THINKING (INCLUDING DECISION MAKING AND PROBLEM SOLVING)

1. Undertakes a complex task by breaking it down into manageable parts in a systematic, detailed way.

2. Defineskeyinformationand questions when making decisions; sets priorities and makes decisions in a timely manner.

3. Asks questions and identifiesproblems;gathers relevant information.

1. Anticipates potential obstacles and develops contingency plans to overcome them.

2. Analyzes data and stakeholder impact prior to making decisions; identifieslinkageofactions to achieving client outcomes.

3. Suggests and implements (when appropriate) possible solutions based upon evidence and best practices.

1. Considers the organiza-tion’s priorities when mak-ing decisions or analyzing thecostsandbenefitsofvarious alternative solu-tions.

2. Evaluates and readdresses (when necessary) decision and its impact on stake-holders and results.

3. Evaluates solutions.

LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: BUSINESS ETIQUETTE

1. Follows organizational

procedures related to professionalism including dress code, punctuality, at-tendance, phone etiquette, etc.

2. Identifiesandmaintainsdistinction between social interaction and profes-sional communication.

1. Models professionalism for others.

2. Respects professional boundaries and limitations.

1. Coaches others in professionalism.

2. Coaches others regarding professional boundaries.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: LEADERSHIP AND INITIATIVE

1. Lists the mission, vision, and goals of the organiza-tion.

2. Holds self and others ac-countable for results.

3. Identifiesareasofstrengthand opportunities for im-provement for self and the organization.

4. Recognizes when others need help and offers as-sistance.

1. Identifieshowrolessup-port the mission, vision, and goals of the organiza-tion.

2. Provides and solicits feed-back relative to organiza-tional goals and standards.

3. Analyzes and implements processes to build on strengths and address areas of improvement to increase personal and organizational effective-ness.

4. Seeks new opportunities and challenges for profes-sional growth which support needs of the organization.

1. Models and promotes the vision of the organization with colleagues.

2. Promotesaunified,effi-cient, high quality practice within the organization to help it reach its goals.

3. Evaluates continuous im-provement processes and makes recommendations accordingly.

4. Goes beyond expectations in the assignment, task, or job description without being asked.

LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: TEAMWORK

1. Identifiesthepurposeandgoals of the team.

2. Works cooperatively (hon-estly, fairly, openly, friend-ly, diplomatically, respect-fully,trusting,flexible)with others; Encourages staff to keep one another informed and share infor-mation.

3. Identifiesselfandothers’areas of expertise to en-sure that the right people are part of a team.

1. Focuses on accomplishing team goals rather than a personal agenda.

2. Actively participates as a team member, shows a willingness to contribute and be open to feedback; promotes collaborative decision making .

3. Suggests or develops methods and means for maximizing the input and involvement of team mem-bers.

1. Assesses team processes and acts accordingly to continuously improve.

2. Acknowledges team suc-cesses and gives credit to individual efforts and contributions which support team effec-tiveness; Analyzes team failures in the spirit of acquiring lessons learned.

3. Promotes collaborative decision making processes and demonstrates ability to reach team consensus.

4. Anticipates future needs and tasks when planning.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: ORGANIZATIONAL SKILLS

1. Identifiesresponsibilities,expectations, and dead-lines.

2. Identifiesdaily,weekly,andmonthly goals based upon organizational priorities.

3. Identifiestechnologyre-quired to accomplish tasks and communicates with supervisor.

1. Prioritizes and manages multiple work assign-ments.

2. Creates and implements an action plan (with mile-stones) to accomplish goals on a timely basis.

3. Utilizes technology appro-priately.

1. Anticipates future needs and tasks when planning.

2. Evaluates progress to-wards accomplishing goals and makes changes ac-cordingly.

3. Self-evaluates technical skills and seeks training accordingly; provides tech-nical assistance for others when appropriate.

LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED



BEHAVIORAL INDICATORS: SYSTEMS THINKING AND DEVELOPMENT

1. Explains the basic con-cepts of systems thinking.

1. Providesspecificexamplesof how the parts of a real lifesystemfittogetherorshouldfittogetherandtheimpact they have on each other, positively or nega-tively.

1. Trains others and/or as-sists with the planning/ development of a system.


ADMINISTRATIVE TECHNICAL COMPETENCIES



CUSTOMERSERVICE

TELEPHONE SKILLS

COMPUTER SKILLS

BASIC SPANISH &

CREOLE

REPORTING &

DOCUMENTATIONPROCEDURES

ADMINISTRATIVE TECHNICAL

COMPETENCIES



Customer Services Meets the expectations and requirements of internal

and external customers; establishes and maintains effective relationships with customers.

Telephone Skills Uses phone equipment properly, answers and returns telephone calls in a timely and courteous manner.

Computer Skills Demonstratesproficiencyutilizingcomputers,in-cludingcommonOfficesoftwareprograms.

Basic Spanish and Creole Demonstrates ability to communicate critical infor-mation in Spanish and Creole.

Reporting and Documentation Procedures Accurately documents and maintains records and reports in accordance with legal guidelines.

DEFINITIONS



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: CUSTOMER SERVICE

1. Greets, meets, and satis-fiescustomerneedsinapositive and timely manner.

2. Usesresourcestofindcustomer solutions and/or refers to the appropriate person.

3. Follows organizational procedureforfilingcus-tomer complaints.

1. Demonstrates positive body language, active lis-tening, clear speech, and follow through.

2. Diffuses customer’s anger by acknowledging the cus-tomer’s experience.

1. Recommends actions to surpass customer expec-tations.

2. Recommends procedural changes to alleviate systemic problems.

3. Evaluates effectiveness ofconflictmanagementtechniques employed.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: TELEPHONE SKILLS

1. Answers telephone in a timelymanner,identifiesself and organization when appropriate, returns calls.

2. Identifiesthefeaturesofthe organization’s phone system.

1. Satisfy caller’s requests or refers to appropriate parties to meet customer’s needs.

2. Demonstrates ability to properly utilize organiza-tional phone systems such as call forwarding, voice mail, text messaging and other means to respond to callers as soon as possible.

1. Coaches others in organizational phone etiquette.

2. Sets up and conducts con-ference calls and meetings using telephone and online features.



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: COMPUTER SKILLS

1. Starts and shuts down computer, saves docu-ments to hard drive, uses keyboard commands, mouse, and basic print functions.

2. Opens and views Word documents; Utilizes spell check, grammar check, copy, cut, and paste fea-tures.

3. Opens and views existing PowerPoint presentations.

4. Opens and views existing Excelfiles.

5. Opens and views existing Access databases.

6. Utilizes Outlook to send and receive email cor-respondence with attach-ments, utilizes contact lists, utilizes reply to and forward message features, saves emails and attach-ments to computer.

7. Utilizes Internet search engines and web browsers, creates and utilizes Favor-ites lists, downloads data, accesses organizational website home page (if ap-plicable).

1. Stores and transfers data utilizing different media (jumpdrive,floppy,CD,PDF, etc.); Utilizes ad-vanced printer functions (page set up, margins, properties, etc.).

2. Utilizes different fonts (style, size, and color), Utilizes formatting, track changes, auto shapes, clip art,findandreplace,head-er and footer, and bullet and numbering functions when appropriate; Creates tables; Utilizes mail merge and label functions.

3. Creates PowerPoint pre-sentations including clip art and creative colors, sizes and fonts.

4. Creates spreadsheets, utilizes header/footer, margins; Capable of sort-ingdatafields;Utilizesmailmerge and label functions.

5. Creates Access databases, utilizes query and report functions.

6. Effectively utilizes Outlook calendar, schedules meet-ings in Outlook; Utilizes email cc and bcc, reminder, andflagfeatures;Createsand utilizes email signa-tures, contact lists, and Outlookfiles.

7. Saves web pages, navigates multiple pages, uploads documents;Modifiesandmaintains organizational website home page (if ap-plicable).

1. Demonstratesproficiencyutilizing organization’s software; Installs basic equipment; Trouble shoots basic computer issues.

2. Formats templates; Utiliz-es forms and protect fea-tures; Creates hyperlinks in documents; Provides Word technical assistance when needed.

3. Utilizes PowerPoint advanced features such as master slides, custom animation, etc.; Provides PowerPoint technical as-sistance when needed.

4. Utilizes formulas to au-tomatically organize and track data, imports and ex-ports documents, creates charts in Excel; Provides Excel technical assistance when needed.

5. Provides Access technical assistance when needed.

6. Utilizes advanced Out-look features such as out ofofficeresponse,etc.;Provides Outlook technical assistance when needed.

7. Analyzes the validity of internet resources utilized and makes recommenda-tions accordingly; Provides internet/web technical as-sistance when needed.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: BASIC SPANISH AND CREOLE

1. Uses basic greeting, offers tofindsomeonetoassistwith interpreting.

2. Identifiessomeonewhocan assist in translating.

1. Communicates and com-prehends basic informa-tion with or without the use of job aides.

2. Reads and writes basic information with or without the use of job aides.

1. Uses conversational level of language.

2. Comprehends and com-poses accurate written materials.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: REPORTING AND DOCUMENTATION PROCEDURES1. Follows appropriate docu-

mentation procedures in accordance with federal, state, local, and agency regulations.

1. Coaches others regarding reporting and documenta-tion standards.

1. Identifiesandrecommendsprocesses to improve com-pliance with reporting and documentation standards.

DIRECT SERVICE TECHNICAL COMPETENCIES



AGE SPECIFIC ENGAGEMENT

SERVICE COORDINATION

INTERVENTION STRATEGIES

ADVOCACY AND EMPOWERMENT

DYNAMICS OF FAMILY

RELATIONSHIPS/SYSTEMS

COMPLIANCE STANDARDS

CHILD AND LIFESPAN

DEVELOPMENT

ASSESSMENT

DIRECT SERVICE

TECHNICAL COMPETENCIES



Age Specific Engagement Identifies,recognizesandappliesclientdevelop-mental levels to establish effective relationships.

Assessment: Individual and Community, in-cluding risk and protective factors

Gathers and documents client information to identify client risks, needs, strengths and develop appropriate interventions.

Boundary Setting Informs, interacts, shares and seeks agreement; applies professional ethics when interacting with clients legally, legislatively and administratively; provides guidelines affecting client provider rela-tionship.

Child and Lifespan Development Recognizes difference in development levels and their functions to formulate appropriate plans.

Compliance Standards Confidentiality:Protectsclients’informationandtheir right to privacy, informs clients of their right to confidentialityandlimitations,upholdslegalregula-tions.

Documentation: Compiles written information in a comprehensive, clear manner to meet agency guidelines and local, state and federal regulations.

Dynamics of Family Relationships/Systems Understands the family system and relationships byidentifyingtheculturalinfluencesandprotectiverisk factors.

Advocacy and Empowerment Encourages clients to take an active role in the fam-ily plan and follow through. Acts as a representative to promote the client’s concerns in the community.

Intervention Strategies Identifies,utilizesandappliesappropriatetoolsthatpromote the client’s safety and well being

Service Coordination Identifiesservicesandcollaborateswithserviceproviders to assist clients and colleagues in meeting their goals.

DEFINITIONS



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: AGE SPECIFIC ENGAGEMENT

1. Recognizes the need to engage clients in different ways based upon their age and/or stage of develop-ment.

1. Identifiesandappliesap-proaches proven effective for engaging and inter-acting with various age groups.

1. Evaluates engagement ap-proaches implemented and revises as needed.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: ASSESSMENT (Individual and Community, including risk and protective factors)

1. Identifiesmultiplemodesand methods of assess-ment.

2. Assists families in iden-tifying areas of concern, priorities, and resources.

3. Recognizes positive and negativeinfluencesaroundthe client (risk and protec-tive factors).

1. Applies appropriate modes and methods of assess-ment.

2. Incorporates assessment findingsinthedevelop-ment of plans for clients and periodically reviews.

3. Applies interventions whichhighlightidentifiedstrengths and protective factors while reducing risks.

1. Evaluates and adapts modes and methods of as-sessment.

2. Utilizes assessment re-sults as a basis for plan-ning.

3. Evaluates applied inter-ventions and revises as needed.



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: CHILD AND LIFESPAN DEVELOPMENT

1. Describes realistic, age-appropriate behavioral expectations.

2. Articulates the basic ages and stages/developmental milestones in infant, tod-dler, child, and adolescent development.

1. Interprets age appropri-ateness of behaviors with families.

2. Contrasts atypical and typical development; intervenes appropriately.

1. Utilizes and adapts materi-als to be developmentally appropriate.

2. Evaluates interventions and revises plan as need-ed.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: COMPLIANCE STANDARDS

Confidentiality:• Follows federal, state,

and local regulations and agency procedures regard-ingconfidentiality.

Documentation:• Prepares documentation

that is comprehensive, clear, logical, legible, and utilizes acceptable abbre-viations.

Boundary Setting:1. Maintains distinction

between social interaction and professional commu-nication with colleagues and clients.

2. Identifiescircumstancesinwhich a child is harmed or harm is threatened harm and immediately reports it to supervisor.

Confidentiality:• Identifiesspecificcircum-

stances when breaking confidentialityisallowed.

Documentation:• Follows appropriate

documentation proce-dures including objectivity, respect, and accuracy in accordance with federal, state, local, and agency regulations.

Boundary Setting:1. Practices within the scope

of work, legislative re-quirements, and proce-dural guidelines.

2. Reports harm or threat-ened harm to a child’s health or welfare to Protective Services after discussion with supervisor.

Confidentiality:• Seeksclarificationfrom

supervisor in ambiguous situations.

Documentation:• Coaches new employees on

the standards of documen-tation.

Boundary Setting:1. Appropriately challenges

practices which compro-mise client safety, privacy, and/or dignity.

2. Coaches others in making reports of abuse or neglect to the child welfare sys-tem.



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: DYNAMICS OF FAMILY RELATIONSHIPS/FAMILY SYSTEMS1. Definesthefamilyrelation-

ship as the most important relationship in a child’s life.

2. Identifieshowandwhychanges in families take place, including typical growth and development of family members as well as family disruption and unexpected changes.

1. Identifiesvarious theories of family systems and interaction.

2. Applies interventions which support and antici-pate the client’s family de-velopment and structure.

1. Integrates the various theories of family systems and the effect of stress/crises into family support systems.

2. Evaluates applied in-terventions and makes changes accordingly.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: ADVOCACY AND EMPOWERMENT

1. Identifiesthedifferencebetween empowerment and advocacy.

1. Actively involves and em-powers clients in develop-ment and follow through regarding the services they receive (such as through development of individual service plans).

1. Advocates for services needed by clients and fam-ilies with the supervisor, agencies, and programs; Empowers clients to ad-vocate for system change when appropriate.



LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED

BEHAVIORAL INDICATORS: INTERVENTION STRATEGIES

1. Identifiesorganizationaland system variables that promote positive outcomes for clients.

2. Identifiesapproacheslearned in training which support interventions with clients.

1. Utilizes various interven-tion methods to promote, restore, sustain, and en-hance client functioning.

2. Applies approaches learned in training to working with clients.

1. Evaluates direct interven-tions and revises accord-ingly.

2. Engagesinreflectivepractice to continuously improve the application of approaches learned in training.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: SERVICE COORDINATION

1. Identifieswhatservicesare available to individuals and families in the com-munity.

2. Identifiesreferralprocess-es for various community agencies.

1. Interprets assessment re-sults, including those from multidisciplinary profes-sionals, to determine the most appropriate plan and/or referrals with the client; Provides ongoing, relevant information and referrals for clients.

2. Develops strategies neces-sary to help clients locate, access, and coordinate a network of supports to meet their needs and priorities.

1. Assesses movement of client towards goals and takes corrective action when needed.

2. Collaborates and commu-nicates with other service agencies to ensure that clients receive services for which they are eligible and that those services are coordinated.

MANAGEMENT TECHNICAL COMPETENCIES


TEAM BUILDING

LEADERSHIP & CHANGE

MANAGEMENT

PERFORMANCE MANAGEMENT

BUSINESS & FINANCIAL

ACUMEN

PROGRAM MANAGEMENT &

COMPLIANCE

MANAGEMENT TECHNICAL

COMPETENCIES



Leadership and Change Management Definesastrategytolinkdailyactivitiesofstafftoorga-nizational success and long-range vision and concepts, demonstrates an understanding of how internal environ-ments impact strategies and the implications of these fac-tors on the choices made; Acts as a champion for change and new initiatives; motivates others to accept change and lead change efforts

Team Building Builds and leads high performing teams which work to-gether to achieve goals and higher levels of performance.

Performance Management Managing PerformanceProactively fosters the long-term development of others which may include staff, peers, and team members; pro-vides a supportive environment for professional growth

Coaching and Developing OthersCreates and promotes a work environment in which people are enabled to perform to the best of their abilities

Human Resources ManagementEstablishesasafeanddiversifiedworkenvironmentwhich promotes higher performance and is in accordance with legal guidelines

Productivity and Results OrientationAchieves or surpasses internal and/or external standards of excellence through the promotion, use, and analysis of measurable results and data-driven decisions

Business and Financial Acumen Business AcumenDemonstrates judgment, insight, and in-depth knowl-edge of industry/markets, competition, products, and key trends. Financial AcumenIdentifies,implements,andevaluatesstrategiesandprocesses to produce high quality cost effective organiza-tional business practices.

Program Management and Compliance

Effectively manages and implements program goals and strategies to achieve planned outcomes in compliance with federal, state, local, and organizational requirements and standard practices for ethical responsibility.

DEFINITIONS


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: LEADERSHIP AND CHANGE MANAGEMENT

1. Communicates and models how the vision, mission, and strategies relate to daily tasks and activities.

2. Identifiesnewopportuni-ties to support stakeholder needs and communicates these opportunities to senior management/lead-ership.

3. Guides and supports staff through change initiatives byclearlydefiningwhatchange looks like and howitbenefitsandim-pacts individuals; Solicits feedback/input from staff regarding the change pro-cess, shares information with senior executives.

1. Aligns the vision, mis-sion, and values with job responsibilities, organiza-tional goals, and outcomes.

2. Trains employees to iden-tify the needs of internal/external customers.

3. Models positive change management behaviors; Coaches others towards successful change; Identi-fiesandcommunicatespotential change conse-quences on the organiza-tion.

1. Mentors staff in demon-strating the vision and mission.

2. Assesses and analyzes community needs and makes program recom-mendations accordingly.

3. Promotes an environment where others look for opportunities to change; Develops methods for measuring and evaluating change initiative results.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: TEAM BUILDING

1. Communicates and sup-ports the big picture, strategy and goals for all teams.

2. Works with staff in devel-oping short and long term goals and establishing team expectations.

3. Seeks input from all levels of staff, listens attentively, demonstrates fairness and consistency, and conveys information fully and clearly.

4. Encourages team decision making/input when appli-cable.

1. Serves as a role model by leading staff and others towards accomplishing goals.

2. Implements the process for integrating team goals with the organization’s vi-sion, mission, strategy and operational plans.

3. Encourages and allows opportunities for staff to confer and present issues and problems affecting program-related services.

4. Uses collaborative teams and other strategies.

1. Ensures teams’ responsi-bilities and performance goals are evenly distribut-ed across the organization.

2. Monitors progress and re-directs as necessary to en-sure work is on target with outcomes and remains strategically aligned.

3. Shows evidence of stake-holder (staff, client, etc.) buy-in through varying means.

4. Designs programs, shares strategies, conducts assessments, analyzes results, and adjusts pro-cesses considering team input.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: PERFORMANCE MANAGEMENT

Managing Performance

1. Assesses staff’s skills, provides quality and con-structive feedback, deter-mines when to edit or defer goals, consults with staff on modifying goals.

2. Explains data collection to staff in a way that ensures their buy-in and moni-tors data for performance evaluations.

Coaching & Developing Others

1. Identifiesanddiscussesstaff’s areas of strength and areas of improvement related to professional de-velopment and the compe-tency model.

2. Identifiestrainingopportu-nities to help meet perfor-mance objectives; Encour-ages learning experiences for development.


1. Establishes and revises behavioral-based goals consistent with the depart-ment and organization’s strategic plan; writes ef-fective performance appraisals.

2. Implements processes to ensure data collection measuring performance is valid and reliable.


1. Co-creates development plans with staff keeping competency enhancement and career paths in mind; provides coaching feed-back on developmental needs.

2. Develops staff in compe-tency areas ensuring con-sistency with job descrip-tions, interview tools, and evaluations; develops staff by engaging in activities which support transfer of learning.


1. Monitors data to measure staff performance and pro-vides feedback accordingly (uses data driven perfor-mance management).

2. Evaluates data and pro-cesses in relation to inter-nal and external bench-marks.


1. Links and communicates professional develop-ment to career paths for staff; Merges and nurtures staff’s areas of passion with areas of development needed in reaching orga-nizational strategic goals; serves as professional development mentor/coach to others.

2. Establishes a mechanism for assessing staff’s skill sets, strengths and gaps; forecasts organization’s current and future devel-opmental needs.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: PERFORMANCE MANAGEMENT

Human Resources Management

1. Describes organizational structure, and the relation-ship to job duties; provides formal orientation to new employees.

2. Lists legal obligations re-lated to personnel admin-istration and supervision.

3. Explains organizational expectations and how these tie to individual job duties responsibilities, and accountabilities.

Productivity and Results Orientation

1. Facilitates staff under-standing of where program is in relation to the out-comes by reviewing data.

2. Remains current on best practices; Supports col-lection of evidence (data) to document program achievements.


1. Implements policies and procedures for recruit-ing, interviewing, hiring, termination and monitor violations of said policies; analyzes workforce plan-ning needs and makes rec-ommendations accordingly.

2. Ensures adherence to legal obligations related to per-sonnel administration and supervision.

3. Ensures behavioral expec-tations of the organization are continually tied to daily work.


1. Creates an atmosphere to promote and measure pro-ductivity on a regular basis by coordinating procedures for evaluation and assess-ment; consults with staff involved in delivering and/or monitoring services

2. Analyzes collected data in relation to achievement of program outcomes as well as external benchmarks; shares analysis with pro-gram staff


1. Develops creative and suc-cessful recruiting mecha-nisms; employs strategic hiring and termination decisions to ensure the right people are in the right seats within the organiza-tion.

2. Evaluates adherence to current legal standards and implements changes when necessary.

3. Measures the demon-stration of organizational expectations and utilizes this data for decision mak-ing regarding personnel matters.


1. Analyzes existing pro-grammatic plans; makes necessary changes aligned with organizational values and strategic direction to improveidentifiedout-comes.

2. Advocates for resources necessary to continuously improve program and ex-ceed expected outcomes.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: BUSINESS AND FINANCIAL ACUMEN

Business Acumen1. Analyzes best practices

and outcomes of services to determine internal/external improvement op-portunities.

2. Utilizes professional prac-tice of business standards inthefield.

Business Acumen1. Develops internal pro-

cesses to make regular and data driven improve-ments to agency busi-ness practices.

2. Develops internal mech-anisms to measure ad-herence to professional business standards; responds proactively to those measurements.

Business Acumen1. Reinforces internal prac-

tices for using relevant data to make sound busi-ness decisions.

2. Evaluates adherence to professional business standards and implements change accordingly.

3. Analyzes business prac-tices being utilized and makes changes accord-ingly.

4. Monitors policies and procedures designed to support regulations.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: BUSINESS AND FINANCIAL ACUMEN (CONTINUED)

Financial Acumen

1. Reviews and adjusts pro-gram budget to ensure that fiscalpolicysupportspro-gram goals and philosophy.

2. Implements sound business practices and accounting principles.

Financial Acumen1. Manages the budget in a

way that demonstrates cost effectiveness and sav-ings; does more with less; manages budget projec-tions.

Financial Acumen1. Operates within a balanced

budget

2. Applies generally accepted business practices and ba-sic accounting principles.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


1. Implements and enforces clear proce-dures for collecting, documenting, and re-porting program data within legal require-ments for compliance; articulates the ratio-nale behind regulations and policies to staff.

2. Provides clear goals and direction to staff on program initiatives; Guides and coaches staff performance to ensure achievement of program outcomes; es-tablishes benchmarks to document progress and show program alignment with organi-zational vision, mis-sion, philosophy, and goals.

1. Promotes the program goals and objectives in line with best practices, organizational mission, and CSC sentinel out-comes.

2. Coordinates the proce-dure for the collection and maintenance of relevant, up-to-date information in order to improve the pro-gram based on the needs of staff and clients.

3. Engages in and promotes ethical conduct; communi-cates expectations and accountabilities for following legal and ethical regulations to all staff.

1. Evaluates program in relation to benchmarks; Communicates progress with all staff.

2. Revises program as needed to continuously improve staff perfor-mance,efficiency,andprogram outcomes based upon evaluation process and plan by buildingonidentifiedstrengths and address-ing areas for improve-ment.

BEHAVIORAL INDICATORS: PROJECT MANAGEMENT AND COMPLIANCE

SENIOR EXECUTIVE TECHNICAL COMPETENCIES



COMMUNITY RELATIONS

LEADERSHIP & CHANGE

MANAGEMENT

AGENCY MANAGEMENT &

COMPLIANCE

SENIOR EXECUTIVE TECHNICAL

COMPETENCIES

BUSINESS & FINANCIAL

ACUMEN



Leadership and Change Management Definesastrategytolinkdailyactivitiesofstafftoorga-

nizational success and long-range vision and concepts, demonstrates an understanding of how internal environ-ments impact strategies and the implications of these fac-tors on the choices made; acts as a champion for change and new initiatives; motivates others to accept change and lead change efforts.

Business and Financial Acumen Business AcumenDemonstrates judgment, insight, and in-depth knowl-edge of industry/markets, competition, products, and key trends. Financial AcumenIdentifies,implements,andevaluatesstrategiesandprocesses to produce high quality cost effective organiza-tional business practices.

Agency Management and Compliance Effectively manages and implements agency goals and strategies to achieve planned outcomes in compliance with federal, state, local, and organizational requirements and standard practices for ethical responsibility.

Community Relations Buildsrelationships;Influencesinternalandexternalstakeholders (including Board) to create a mutually col-laborativeworkenvironmentwhichbenefitsclientandorganizational outcomes.

DEFINITIONS


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: LEADERSHIP AND CHANGE MANAGEMENT

1. Demonstrates strategic thinking abilities through innovative problem solving, coordination and facilitation towards enhanced productivity and outstanding quality.

2. Plans most appropriate way to communicate change so that it will be accepted; assesses change initiatives for alignment to the organizational vision, mission, and strategies.

3. Articulates alignment of CSC and organizational vision and values to agency strategy, structure, and operations.

1. Conveys and implements the integration of mission, vision, strategy, process, and capacity by translat-ing strategies into clear objectives and action plans which support a higher performing organization.

2. Develops and implements methods for measuring and evaluating change ini-tiative results; implements a systemic process for managing change includ-ing developing contingency plans that respond to in-dustry and organizational change.

3. Identifiesmisalignmentof organizational mission, vision, and values to agency strategy, structure, and operations and acts accordingly.

1. Coaches others to focus on the agency’s vision and strategies when confronted with organizational shifting priorities.

2. Acts as a catalyst for change;influencesandguides others to recognize and articulate the need for change.

3. Coaches others to implement and maintain best practices which move the organization toward the achievement of its outcomes in alignment with its mission, vision, and values.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: BUSINESS AND FINANCIAL ACUMEN

Business Acumen1. Establishes, implements,

and maintains a process for ongoing and relevant data collection activities.

2. Weighsthebenefitsoftrends against budgetary and operational implica-tions.

Financial Acumen1. Develops and implements

a balanced budget.

2. Implements sound busi-ness practices and a ccounting principles.

Business Acumen1. Continuously evaluates

internal processes for col-lecting and utilizing data to make sound business decisions; makes changes accordingly.

2. Frequently applies indus-try knowledge and insight when making decisions and responding to situations with limited information to minimize negative impacts on the organization.

Financial Acumen1. Reviews and adjusts

agency budget to ensure thatfiscalpolicysupportsagency goals and philoso-phy.

2. Analyzes business prac-tices and accounting principles being utilized and makes changes ac-cordingly.

Business Acumen1. Directs resources to areas

which demonstrate the most effective contribution to long-term goals

2. Evaluates and benchmarks adherence to applicable industry trends and stan-dards and implements change accordingly.

Financial Acumen1. Demonstrates cost ef-

fectiveness and budgetary savings while maintaining quality services.

2. Coaches others regarding sound business practices and accounting principles.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: AGENCY MANAGEMENT AND COMPLIANCE

1. Promotes agency goals and objectives in line with best practices, organiza-tional mission, and CSC sentinel outcomes.

2. Oversees the collection and maintenance of rel-evant, up-to-date informa-tion in order to improve the agency based on the needs of staff and clients.

3. Develops, implements, and monitors policies which promote and enforce ethical conduct; Communi-cates expectations and ac-countabilities for following legal and ethical regula-tions to all staff.

1. Provides clear goals and direction to staff on agency initiatives; guides and coaches staff performance to ensure achievement of agency outcomes; es-tablishes benchmarks to document progress and show alignment with orga-nizational vision, mission, philosophy, and goals.

2. Develops and implements an overall agency review process that is ongoing, participatory, guided by an articulated evaluation process, and based on a written plan to assess strengths and areas for improvement.

3. Evaluates policies and procedures designed to support regulations and makes changes accord-ingly.

1. Evaluates agency in rela-tion to benchmarks; Com-municates progress with all staff.

2. Evaluates and revises agency operations as needed to continuously im-prove staff performance, efficiency,andoutcomesbased upon data.

3. Evaluates policies and procedures designed to support regulations and makes changes accord-ingly.


LEVEL 1BEGINNER

LEVEL 2INTERMEDIATE

LEVEL 3ADVANCED


BEHAVIORAL INDICATORS: COMMUNITY RELATIONS

1. Collaborates and estab-lishes relationships with internal and external stakeholders to aid in meeting strategic objec-tives.

2. Identifiesinternalandex-ternal politics that impact the work of the organiza-tion.

3. Develops staff (internal stakeholders) through detailed feedback, support, and assignments.

4. Recognizes the board’s style, operations, and prin-ciples of governance.

1. Maintains relationships with internal and external stakeholders to develop an environment which pro-motes strategic objectives.

2. Utilizes constructive mea-surestoinfluenceinternaland external politics which impact the organization.

3. Creates and implements policies and procedures which promote transfer of learning.

4. Supports and encourages appropriate board func-tioning and involvement.

1. Acts as a goodwill ambas-sador for the organization and promotes achievement of organizational and CSC sentinel outcomes.

2. Establishes reputation as aninfluentialstakeholderto ensure client and agency voices are heard.

3. Benchmarks process to becoming a learning orga-nization and implements change accordingly.

4. Facilitates board develop-ment by identifying and communicating its devel-opmental needs.


CONTRIBUTORSMembers of the Children’s Services Council of Palm Beach County’s Training Advisory Committee developed the competencies. This volunteer committee is comprised of representatives of our funded agencies that cross all macro-business systems, targeted geographical areas, and staffing levels.

The Institute of Organizational Development (www.instituteod.com) helped further refine our com-petency development using the DACUUM model. The committee and institute together identified subject matter experts in each job category who were then invited to further refine our model.

We consulted with Children’s Services Council’s Early Care and Education staff to ensure we mod-eled the exceptional work of Palm Beach Community College’s Institute of Excellence, Core Competen-cies for Early Childcare and Education professionals. Their work was the result of a collaboration of many dedicated individuals from across the field of early childhood.

We are extremely grateful to all of the contributors to this important piece of work:

TRAINING ADVISORY COMMITTEE

Andrea Raasch Kelly VickeryBarbara Rosenbaum Linda TraumCarol Rodriguez * Lori Miller *Darcy Russo Maggie DanteDenise Chin Maria Chiodo *Diane Simmons Pam HeckDianne Giammarco Patrick FreelandDorothy Graham Paula PhillipsGinny Meredith Roque MarinoJeanne Anthony Reid Roxanna Childs *Jennifer Lee Sandy Edelson *John Garbarino * Shay WolekJudith Brauer Solange SolisKaren Antonucci Stephen BardyKathy Steblea Tiffany NorthKecia Kearney

*Subcommittee Leads


Amanda Montero Kelly VickeryAndre Bell Keri OliverAnn McNeil M. Carolina TagriziAnna de la Pozas Maria IannazziAnnette Duncan Marina CasillasBarbara Hernandez Pam HeckBen Wilcox Peggy ShappellChristina Hallyburton Randy MartinsonClaudine Cannezzaro Sally PattersonDebra Peterson Sharon CarswellDeMarchia Gibson Shilondra SheppardGail Kressal Stephanie WelkerGenie Alexis Ulrike HinrichsenKeila Medina

SUBJECT MATTER EXPERTS:

SPECIAL THANKS TO:

The Institute of Organizational Development - Nancy Zentis and Rosie DeCosmo


NOTES

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