Assessment Tools for the Alaska Core Competenciesfiles.aktc.org/ACC 2016 Assessment Tools...

Version 1.1February 2016

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

Western Interstate Commission on Higher Education The Annapolis Coalition on the Behavioral Health Workforce

Committee on Workforce Competencies The Alaska Training Cooperative

Developed through a Collaboration of

Assessment Tools for theAlaska Core Competencies

a s s e s s m e n t t o o l s f o r t h e a l a s k a c o r e c o m p e t e n c i e s v e r s i o n 1 . 1

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Electronic copies: Available for download at http://mhtrust.org/impact/library/.

For additional information or to submit feedback: Contact Michael Hoge at [email protected], Lisa Cauble at [email protected], or Kathy Craft at [email protected]. Your comments, questions, and recommendations for future revisions are encouraged.

Recommended citation: M.A. Hoge and M. McFaul. Assessment Tools for the Alaska Core Competencies (Version 1.1). Anchorage, AK: The Alaska Mental Health Trust Authority, 2016.

© 2016, The Alaska Mental Health Trust Authority, The Western Interstate Commission for Higher Education, and The Annapolis Coalition on

the Behavioral Health Workforce

Cover photo from bigStock


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Table of Contents

Introduction ....................................................................................................................... 5

Quick Reference Guide – Alaska Core Competencies .......................................................9

Collaborative Competency Building ................................................................................11

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

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

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

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

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

Portfolio Guide ............................................................................................................... ..49


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5

Introduction

OverviewThere has been growing concern about the knowledge, skills, and abilities of direct care workers who deliver a large portion of all health and social services, yet often receive relatively little 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 first step in this process was to develop the Alaska Core Competencies for Direct Care Workers in Health and Human Services. Released in 2010, the report identifies 10 broad competency categories that contain a total of 42 individual competencies. Each competency is defined by clear behavioral descriptors.

This document contains a set of newly developed tools for assessing the competencies of direct care workers. A Collaborative Competency Building approach is described, emphasizing cooperation between direct care workers and their supervisors in using these tools to strengthen the workers’ skills. Six assessment tools are provided to support this collaborative approach. These include: an Employee Self-Assessment; Skill Building Plan; Logbook; 360 Degree Feedback form; a Performance Review; and a Portfolio Guide.

The following paragraphs provide background on this competency initiative and an introduction to the assessment approach and assessment tools. The sections that follow the introduction contain the Collaborative 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.annapoliscoalition.org (click on Core Competencies).

The Direct Care WorkforceThe 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 conditions, medical illnesses, developmental delays and disabilities, 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 educational background they may have a high school diploma, GED, or a college certificate. With relatively little formal preparation and often without much supervision and support, they are routinely asked to provide care to individuals and families facing complex and serious problems.

Strengthening the Workforce through CompetenciesThere is increasing recognition of the critical role of direct care workers in health and human service systems. With this recognition has come greater understanding of the need to improve the training and preparation that individuals receive for these demanding jobs. The traditional approach to training has been to provide information, largely through didactic lectures. Research has shown that this has little effect on what workers actually “do”. A much stronger approach involves identifying the competencies that workers must have to do their jobs effectively, helping workers build specific skills, and assessing their work to ensure that they truly have the capacity to perform the skills competently.

Project Partners and the Committee on Workforce Competency (CWC) The Alaska Mental Health Trust Authority, in collaboration with the University of Alaska and the State of Alaska Department of Health and Social Services, sponsored this effort by creating the Committee on Workforce Competency (CWC). Known formerly as the Credentialing and Quality Standards Subcommittee, the membership of the CWC is a group of approximately 30 individuals who, as a whole, have expertise 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 beneficiaries, and the state are addressed. The CWC, with broad stakeholder input, has been engaged in a multi-phased project to


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build a set of core competencies tailored to Alaska’s direct care workforce and to create a set of assessment tools for use by educators and employers in evaluating worker competency.

The Trust engaged two organizations to provide technical assistance and staffing to this initiative. The Western Interstate Commission for Higher Education, through its Mental Health Program, brings expertise on rural healthcare delivery and workforce development (www.wiche.edu/mentalhealth). The Annapolis Coalition on the Behavioral Health Workforce is recognized nationally for its role in workforce planning, policy development, and implementation of workforce best practices (www.annapoliscoalition.org).

A Cross-Sector ApproachEfforts to strengthen the workforce are almost always centered on a narrow service sector that is identified by its focus on persons with a specific illness, disability, or problem. However, the Alaskans who crafted the vision for this initiative believed that there was a common or core set of competencies shared by workers across multiple sectors. This assumption was tested and supported by assembling and comparing existing competency sets from diverse health and social service fields. The workforce sectors included in the development process were: long term care; developmental disabilities; addictions; adult mental health; infant and child mental health; peer support (in behavioral health); child development; traumatic brain injury; and community-based juvenile justice. The competencies are most relevant to work in office, community-based, home, and residential environments, with less relevance to hospital and locked correctional settings.

How the Competencies were DevelopedThe Alaska Core Competencies were developed over a period of two years through a multi-step process. In essence, the Alaska Core Competencies were created by distilling and integrating the shared competencies from nationally recognized competency sets developed for specific population or disability groups. These were further informed and modified by competencies crafted for practice in Alaska and by the expert opinion

of Alaskans who served as project raters. To view and download the Alaska Core Competencies, please visit www.annapoliscoalition.org/?portfolio=471.

Understanding the CompetenciesThe Alaska Core Competencies include a total of 10 broad competency categories; the categories are broken down into 42 individual competencies; and then each competency is defined by behavioral descriptors. In general, the Alaska 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 attitudes of the worker, the Alaska Core Competencies are intentionally “skill oriented” in order force a sharp focus on the ultimate worker behaviors that are desired.

The behavioral descriptors in the competency model have three levels. Satisfactory Performance represents the minimum expected level of skill for an employed direct care worker. The Excellent Performance level describes exceptional performance in behavioral terms. The Unsatisfactory Performance level captures some of the most common sub-par, unacceptable, and even harmful behaviors that are often a focus of concern in performance reviews.

The majority of the Alaska Core Competencies are relevant to places and settings outside of Alaska. There are, however, competencies that have special significance for providing care in Alaska and other rural and frontier sections of the country.

How to Use the CompetenciesThe Alaska Core Competencies can be used in multiple ways to strengthen the direct care workforce, as outlined below:

ff Initial training – The Alaska Core Competency Curriculum can be used to provide initial training to direct care workers.


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ff Continuing education – Service organizations, training providers, and state agencies can review the competencies to identify essential skills that need further development with specific workers or the workforce as a whole. Continuing education can be tailored to address those learning needs.

ff A Guide for On-the-Job Learning – The Alaska Core Competencies can serve as a resource for crafting learning activities for direct care workers in order to build their skills. The behavioral descriptors can be used to instruct workers in desirable and undesirable behaviors for a specific task.

ff Updating existing training curricula – Existing 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 Alaska Core Competencies with the content of a specific curriculum.

ff Building new curricula – Efforts to build any new training course or program can use the competencies as a foundation for curriculum planning.

ff Performance evaluations – The competencies can be used as the basis of performance reviews for direct care workers. See the performance evaluation 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 specifically for use with the Alaska Core Competencies. The capacity to assess individual trainees and employees on these competencies is essential for professional development and personnel evaluations. Without practical methods of assessment, it is difficult to determine the capacity of employees to perform their duties.

With oversight from the CWC, project staff identified best practices used nationally in evaluating individual competence. Based on this information, the assessment tools were tailored to the Alaska Core Competencies.

To the extent to which these tools are adopted by employers and educators, there is the potential for:

ff Increased capacity among employers and educators to evaluate employee and trainee knowledge, skills, and abilities;

ff Increased ability to identify employee knowledge, skills, and abilities that require remediation;

ff Increased use of multiple methods to assess employee competence; and

ff Increased collaboration between supervisors and workers in strengthening workers’ skills.

What is included in the Assessment Tools Package?The CWC Assessment Tools Package utilizes a Collaborative Competency Building approach that advocates the use of specific assessment tools to improve the evaluation and professional development of the direct care worker. The foundation of this approach is that the competency of a worker can best be assessed and strengthened through a strong collaboration between the supervisor and the direct care worker. The seven elements of a collaborative approach to building competencies include:

1. Education of the supervisor and worker about the Alaska Core Competencies.

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

3. Learning plan created by the worker and supervisor.

4. Observation 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 collaboration with the worker.

7. Portfolio of learning activities assembled by the worker.

(continued on page 8)


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Each of these elements has a corresponding “tool” that can be utilized to guide the collaborative competency building and assessment process.

1. Education: Tool = Alaska Core Competencies

2. Self-assessment: Tool = Employee Self- Assessment

3. Learning plan: Tool = Skill Building Plan

4. Observation: Tool = Logbook

5. Feedback: Tool = 360 Degree Feedback Form

6. Performance Tool = Performance appraisal: Review Form

7. Portfolio: Tool = Portfolio Guide

The following section of this report contains an overview of the Collaborative Competency Building approach followed by the six assessment tools. The educational tool, which is the Alaska Core Competencies, is available in a previously released document, which can be downloaded at:www.annapoliscoalition.org/?portfolio=471. Questions about, or feedback on, these tools can be submitted via that website.


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Quick Reference Guide – Alaska Core Competencies

Category 1: Working with Others A. Listens effectively B. Communicates effectively C. Builds positive relationships D. Collaborates E. Maintains appropriate boundaries

Category 2: Assessing Strengths and Needs A. Gathers and summarizes information B. Assists in identifying personal values, goals, and priorities C. Identifies strengths and resources D. Identifies problems, deficits, and stressors E. Detects warning signs F. Communicates results clearly G. Reassesses routinely

Category 3: Planning ServicesA. Identifies recommended goals and servicesB. Supports individual and family member decision-

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

Category 4: Providing ServicesA. Implements and coordinates the plan of careB. Conducts outreach and engagementC. Maintains safetyD. Creates a therapeutic learning environmentE. Provides emotional supportF. Provides physical supportG. Teaches and trainsH. Supports problem solving and conflict resolutionI. Prevents and intervenes in crisesJ. Organizes and conducts group activitiesK. Promotes health and wellness

Category 5: Linking to ResourcesA. Identifies recommended resourcesB. Supports individual and family decision-making in

selecting resourcesC. Connects individuals and families to community

resources

Category 6: AdvocatingA. Advocates on behalf of the individual and familyB. Supports self-advocacy

Category 7: Individualizing CareA. Assesses the influence of key individual, family, and

community characteristicsB. Tailors services to unique individual, family, and

community characteristicsC. Modifies plans and services based on individual and

family experience

Category 8: DocumentingA. Completes required documentationB. Balances privacy with documentation requirements

Category 9: Behaving Professionally and EthicallyA. Fulfills responsibilities and commitmentsB. Complies with laws, regulations, policies, and

ethical codesC. Seeks supervision and consultationD. Manages stress and maintains personal health

Category 10: Developing ProfessionallyA. Seeks opportunities to improve knowledge, skills,

and abilitiesB. Uses performance evaluations and feedback to

improve performance


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Alaska Core Competencies

Collaborative Competency Building

The Alaska 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 collaboration between a supervisor and worker. The following steps describe how the supervisor and worker can work together in a process called Collaborative Competency Building. Agencies can incorporate some or all of these steps in their efforts to build a stronger workforce.

1. Education of the supervisor and worker about the Alaska Core Competencies. (Tool: Alaska 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; participating in trainings where the competencies are taught; or participating in continuing education 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 often best able to identify learning needs. A simple Self-Assessment tool helps the worker clarify areas of strength as well as the areas in which an effort to build new skills or improve existing skills would be helpful. This can be completed during the initial orientation 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 specific plan to help the worker develop his or her skills. A supervisor and worker should share their views on the worker’s learning needs, agree on some learning objectives, and select specific steps to accomplish those objectives. The objectives and the steps are documented in the Skill Building Plan.

4. Continuous Observation 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 time during the year. The supervisor and worker should constantly be observing and noting strengths and skills in need of improvement. These observations can be easily documented in the Competency Logbook, which is a recording tool. This tool can be used by the worker to identify skills that need further development. The supervisor can use the information in the Logbook to help complete Skill Building Plans and Performance Reviews.

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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 different roles. In addition to the supervisor, these roles can include: co-worker, client, family member, or trainer. The 360 Degree Feedback form can be used gather constructive feedback from these individuals about the strengths and weaknesses of the worker.

6. Periodic Performance Appraisal conducted by the supervisor in collaboration with the worker. (Tool: Performance Review Form)

Performance reviews or appraisals are conducted routinely, most often on an annual basis. The Performance Review form is a tool for pulling together information from the Employee Self-Assessment, Skill Building Plan, Competency Logbook, and 360 Degree Feedback forms. Prior to being finalized, a draft of the Performance Review should be discussed with the worker in order to obtain the worker’s perspective on the evaluation. The objective is to build a shared or common understanding between the supervisor and worker about the worker’s strengths and the skills in need of improvement.

7. Portfolio of learning activities assembled by the worker. (Tool: Portfolio Guide)

A worker will likely have numerous learning opportunities, including mandatory orientation and training, work-based continuing education, and off-site or on-line workshops, seminars, conferences, and classes. Recording these experiences in a Portfolio helps the learner track personal skill development activities, show progress on a learning plan, and create a new or updated Skill Building Plan. The Portfolio Guide provides instructions for assembling a portfolio.

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

1. Education2. Self-assessment3. Learning plan4. Observation5. Feedback6. Performance appraisal7. Portfolio


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Employee Self-Assessment

Agency Name _____________________________ Employee Name ________________________________

Job Title __________________________________ Program or Department _________________________

Supervisor ________________________________ Date Completed: ____ /____ /____

InstructionsDirect care workers providing health and social services should have the basic skills that have been identified as the Alaska Core Competencies. Each worker has valuable and unique opinions about his or her strengths, weaknesses, and learning needs. This Self-Assessment form asks the employee to share those opinions and discuss them with his or her supervisor. It may be most useful for an employee to fill out this form when first hired and immediately before his or her supervisor completes the employee’s Performance Review.

The employee and supervisor each play a role in completing and reviewing this form. Step 1: The supervisor should check “NA – Not Applicable” for any competencies or skills that are not expected of the employee. Step 2: The employee should then use a checkmark to indicate, for each remaining competency, an opinion as to whether his or her skill level is Exceptional, Satisfactory, or Needs Improvement. The employee has the option of adding comments at the end of the form about strengths or skills that need improvement. A copy of the full Alaska Core Competencies may be a good resource for the employee to have while completing this task. Step 3: The supervisor should review the completed Self-Assessment and discuss it with the employee. During this discussion, the employee can ask for an explanation of any competencies that he or she does not understand. Step 4: Both the supervisor and employee should sign the form and keep a copy, placing the original in the employee’s personnel file.


Self-Assessment Ratings

Competency Category 1: Working with Others Needs Not Exceptional Satisfactory Improvement Applicable

A. Listens effectively

B. Communicates effectively C. Builds positive relationships D. Collaborates E. Maintains appropriate boundaries


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Competency Category 2: Assessing Strengths and Needs Needs Not Exceptional Satisfactory Improvement Applicable

A. Gathers and summarizes information B. Assists in identifying personal values, goals, and priorities C. Identifies strengths and resources D. Identifies problems, deficits, and stressors E. Detects warning signs F. Communicates results clearly G. Reassesses routinely

Competency Category 3: Planning Services Needs Not Exceptional Satisfactory Improvement Applicable

A. Identifies 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

Competency Category 4: Providing Services Needs Not Exceptional Satisfactory Improvement Applicable

A. Implements and coordinates the plan of care B. Conducts outreach and engagement C. Maintains safety D. Creates a therapeutic learning environment E. Provides emotional support F. Provides physical support G. Teaches and trains H. Supports problem solving and conflict resolution I. Prevents and intervenes in crises J. Organizes and conducts group activities K. Promotes health and wellness


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Competency Category 5: Linking to Resources Needs Not Exceptional Satisfactory Improvement Applicable

A. Identifies recommended resources

B. Supports individual and family decision-making in selecting resources C. Connects individuals and families to community resources

Competency Category 6: Advocating Needs Not Exceptional Satisfactory Improvement Applicable

A. Advocates on behalf of the individual and family

B. Supports self-advocacy

Competency Category 7: Individualizing Care Needs Not Exceptional Satisfactory Improvement Applicable

A. Assesses the influence of key individual, family, and community characteristics B. Tailors services to unique individual, family, and community characteristics C. Modifies plans and services based on individual and family experience

Competency Category 8: Documenting Needs Not Exceptional Satisfactory Improvement Applicable

A. Completes required documentation B. Balances privacy with documentation requirements

Competency Category 9: Behaving Professionally and Ethically Needs Not Exceptional Satisfactory Improvement Applicable

A. Fulfills responsibilities and commitments B. Complies with laws, regulations, policies, and ethical codes C. Seeks supervision and consultation D. Manages stress and maintains personal health


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Employee Comments (Optional comments about how you view your strengths and/or skills that need improvement):

Signatures:

Signature Date

Employee

Supervisor: I have reviewed this

form and discussed it with the

employee.

Competency Category 10: Developing Professionally Needs Not Exceptional Satisfactory Improvement Applicable

A. Seeks opportunities to improve knowledge, skills and abilities B. Uses performance evaluations and feedback to improve performance


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Skill Building Plan



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

InstructionsDirect care workers providing health and social services should have the basic skills that have been identified as the Alaska 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 worker’s competencies. If possible, such a plan would be developed for every worker each year.

Here are the specific steps for completing this form: Step 1: The worker and supervisor should agree on the specific Alaska Core Competencies or 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 specific “Learning Plan” to improve the worker’s skill on the selected competencies. The plan might include training, additional supervision, mentoring, or observing another employee. Other activities 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 worker’s personnel file. Step 4: The supervisor and worker share responsibility for implementing this Skill Building Plan and reviewing progress on the plan a number of times each year. Once it is completed they discuss whether the plan was successful, document the outcomes in the last section of the form, sign below that section, and return the form to the worker’s personnel file. Step 5: The supervisor and worker can then use what they learned from this experience to help create a new Skill Building Plan.



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Learning Needs, Plans, and Key Dates

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

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

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

Start date: ___/___/___ Expected completion date: ___/___/___ Actual completion date ___/___/___









Signatures (after developing the initial plan):

Signature Date

Employee

Supervisor


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Final OutcomesAfter the Skill Building Plan is implemented and completed, describe the outcomes (e.g., activities completed, progress in developing or improving competencies, learning needs that remain):

Learning Need #1

Learning Need #2

Learning Need #3

Signatures (after implementation and completion of the plan):

Signature Date

Employee

Supervisor


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The Alaska Core Competencies

1: Working with Others


B. Communicates effectively

C. Builds positive relationships

D. Collaborates

E. Maintains appropriate boundaries

2: Assessing Strengths and Needs

A. Gathers and summarizes information

B. Assists in identifying personal values, goals and

priorities

C. Identifies strengths and resources

D. Identifies problems, deficits, and stressors

E. Detects warning signs

F. Communicates results clearly

G. Reassesses routinely

3: Planning Services


B. Supports individual and family member decision-

making in developing a plan of care

C. Assists individuals in developing personal plans

4: Providing Services

A. Implements and coordinates the plan of care

B. Conducts outreach and engagement

C. Maintains safety

D. Creates a therapeutic learning environment

E. Provides emotional support

F. Provides physical support

G. Teaches and trains

H. Supports problem solving and conflict resolution

I. Prevents and intervenes in crises

J. Organizes and conducts group activities

K. Promotes health and wellness

5: Linking to Resources


B. Supports individual and family decision-making in

selecting resources

C. Connects individuals and families to community

resources

6: Advocating

A. Advocates on half of the individual and family


7: Individualizing Care

A. Assesses the influence of key individual, family,

and community characteristics

B. Tailors services to unique individual, family, and

community characteristics

C. Modifies plans and services based on individual

and family experience

8: Documenting

A. Completes required documentation

B. Balances privacy with documentation

requirements

9: Behaving Professionally and Ethically

A. Fulfills responsibilities and commitments

B. Complies with laws, regulations, policies, and

ethical codes

C. Seeks supervision and consultation

D. Manages stress and maintains personal health

10: Developing Professionally

A. Seeks opportunities to improve knowledge, skills,

and abilities

B. Uses performance evaluations and feedback to

improve performance


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s.

ff

Ever

y so

oft

en, t

he s

uper

viso

r an

d w

orke

r sh

ould

sha

re th

eir

obse

rvati

ons

and

exam

ples

with

eac

h ot

her;

esp

ecia

lly w

hen

a un

ique

str

engt

h or

lear

ning

nee

d is

firs

t noti

ced.

Ther

e ar

e 42

indi

vidu

al c

ompe

tenc

ies,

org

aniz

ed in

to 1

0 co

mpe

tenc

y ca

tego

ries

. A Q

uick

Ref

eren

ce G

uide

on

the

next

pag

e lis

ts th

e co

mpe

tenc

ies

and

the

page

num

bers

on

whi

ch th

e ca

tego

ries

can

be

foun

d. T

he s

ubse

quen

t pag

es c

onta

in th

e co

mpe

tenc

ies

in th

e le

ft c

olum

n, a

long

with

beh

avio

ral d

escr

ipto

rs o

f thr

ee le

vels

of

perf

orm

ance

. The

re is

spa

ce in

the

righ

t col

umn

for

your

exa

mpl

es o

f st

reng

ths

and

lear

ning

nee

ds. T

he d

escr

ipto

rs a

re li

sted

as

prom

pts

or

rem

inde

rs o

f the

beh

avio

rs th

at m

ake

up a

com

pete

ncy,

but

ther

e is

no

need

to w

rite

obs

erva

tions

abo

ut e

ach

desc

ript

or.

Inst

ruct

ions


22

Qui

ck R

efer

ence

Gui

de

Com

pete

ncy

Cate

gory

1: W

orki

ng w

ith

Oth

ers

A.

List

ens

effec

tivel

y B.

Co

mm

unic

ates

effe

ctive

lyC.

Bu

ilds

posi

tive

rela

tions

hips

D

. Co

llabo

rate

s E.

M

aint

ains

app

ropr

iate

bou

ndar

ies

Com

pete

ncy

Cate

gory

2: A

sses

sing

Str

engt

hs a

nd N

eeds

A.

Gat

hers

and

sum

mar

izes

info

rmati

on

B.

Ass

ists

in id

entif

ying

per

sona

l val

ues,

goa

ls, a

nd p

rior

ities

C.

Iden

tifies

str

engt

hs a

nd re

sour

ces

D.

Iden

tifies

pro

blem

s, d

efici

ts, a

nd s

tres

sors

E.

D

etec

ts w

arni

ng s

igns

F.

Com

mun

icat

es re

sults

cle

arly

G.

Reas

sess

es ro

utine

ly

Com

pete

ncy

Cate

gory

3: P

lann

ing

Serv

ices

A.

Iden

tifies

reco

mm

ende

d go

als

and

serv

ices

B.

Supp

orts

indi

vidu

al a

nd fa

mily

mem

ber

deci

sion

-mak

ing

in

dev

elop

ing

a pl

an o

f car

eC.

A

ssis

ts in

divi

dual

s in

dev

elop

ing

pers

onal

pla

ns

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

sA

. Im

plem

ents

and

coo

rdin

ates

the

plan

of c

are

B.

Cond

ucts

out

reac

h an

d en

gage

men

tC.

M

aint

ains

saf

ety

D.

Crea

tes

a th

erap

eutic

lear

ning

env

ironm

ent

E.

Prov

ides

em

otion

al s

uppo

rtF.

Pr

ovid

es p

hysi

cal s

uppo

rtG

. Te

ache

s an

d tr

ains

H.

Supp

orts

pro

blem

sol

ving

and

con

flict

reso

lutio

nI.

Prev

ents

and

inte

rven

es in

cri

ses

J. O

rgan

izes

and

con

duct

s gr

oup

activ

ities

K.

Prom

otes

hea

lth a

nd w

elln

ess

Com

pete

ncy

Cate

gory

5: L

inki

ng to

Res

ourc

esA

. Id

entifi

es re

com

men

ded

reso

urce

sB.

Su

ppor

ts in

divi

dual

and

fam

ily d

ecis

ion-

mak

ing

in s

elec

ting

reso

urce

sC.

Co

nnec

ts in

divi

dual

s an

d fa

mili

es to

com

mun

ity re

sour

ces

Com

pete

ncy

Cate

gory

6: A

dvoc

ating

A.

Adv

ocat

es o

n be

half

of th

e in

divi

dual

and

fam

ilyB.

Su

ppor

ts s

elf-

advo

cacy

Com

pete

ncy

Cate

gory

7: I

ndiv

idua

lizin

g Ca

reA

. A

sses

ses

the

influ

ence

of k

ey in

divi

dual

, fam

ily, a

nd c

omm

unity

ch

arac

teri

stics

B.

Tailo

rs s

ervi

ces

to u

niqu

e in

divi

dual

, fam

ily, a

nd c

omm

unity

ch

arac

teri

stics

C.

Mod

ifies

pla

ns a

nd s

ervi

ces

base

d on

indi

vidu

al a

nd fa

mily

exp

erie

nce

Com

pete

ncy

Cate

gory

8: D

ocum

enti

ngA

. Co

mpl

etes

requ

ired

docu

men

tatio

nB.

Ba

lanc

es p

riva

cy w

ith d

ocum

enta

tion

requ

irem

ents

Com

pete

ncy

Cate

gory

9: B

ehav

ing

Prof

essi

onal

ly

and

Ethi

cally

A.

Fulfi

lls re

spon

sibi

lities

and

com

mitm

ents

B.

Co

mpl

ies

with

law

s, re

gula

tions

, pol

icie

s, a

nd e

thic

al c

odes

C.

Seek

s su

perv

isio

n an

d co

nsul

tatio

nD

. M

anag

es s

tres

s an

d m

aint

ains

per

sona

l hea

lth

Com

pete

ncy

Cate

gory

10:

Dev

elop

ing

Prof

essi

onal

lyA

. Se

eks

oppo

rtun

ities

to im

prov

e kn

owle

dge,

ski

lls, a

nd a

biliti

esB.

U

ses

perf

orm

ance

eva

luati

ons

and

feed

back

to im

prov

e pe

rfor

man

ce


23

Com

pete

ncy

Cate

gory

1: W

orki

ng w

ith

Oth

ers

A. L

iste

ns e

ffec

tive

ly

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Use

s ve

rbal

or

non-

verb

al

Atten

ds to

ver

bal a

nd n

on-v

erba

l Ig

nore

s co

mm

unic

ation

s fr

om

resp

onse

s to

indi

cate

that

he

or

com

mun

icati

ons

from

oth

ers

othe

rs; w

alks

aw

ay a

s ot

hers

sh

e is

pay

ing

atten

tion

(indi

vidu

als,

fam

ilies

, co-

wor

kers

, ar

e ta

lkin

g

and

othe

r se

rvic

e pr

ovid

ers)

2

Para

phra

ses

wha

t has

bee

n

Ask

s qu

estio

ns to

cla

rify

A

sks

no q

uesti

ons;

end

s th

e

he

ard

to e

nsur

e th

at h

e or

she

co

mm

unic

ation

s or

requ

ests

in

tera

ction

qui

ckly

or

abru

ptly

un

ders

tand

s co

rrec

tly

3

Paus

es fr

om o

ther

acti

vitie

s or

Sh

ows

inte

rest

or

conc

ern

abou

t D

ism

isse

s co

mm

unic

ation

s an

d

si

ts d

own

to g

ive

full

atten

tion

othe

rs th

roug

h fa

cial

exp

ress

ions

re

ques

ts

or

tone

of v

oice

B. C

omm

unic

ates

eff

ecti

vely

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Seek

s ad

ditio

nal i

nfor

mati

on a

bout

Th

roug

h in

tera

ction

, det

erm

ines

U

ses

his

or h

er o

wn

pref

erre

d

co

mm

unic

ation

abi

lities

and

an

indi

vidu

al’s

abi

lity

to

met

hods

for

com

mun

icati

ng

pref

eren

ces

(fro

m fa

mily

, car

egiv

ers,

co

mm

unic

ate

and

thei

r pr

efer

red

with

out c

onsi

deri

ng th

e ab

ilitie

s

re

cord

s, o

r fo

rmal

ass

essm

ents

) m

etho

d of

com

mun

icati

on

and

pref

eren

ces

of o

ther

s

2

Ada

pts

com

mun

icati

ons

to th

e

Use

s m

ultip

le c

omm

unic

ation

U

ses

only

ver

bal m

etho

ds o

f

pe

rson

and

situ

ation

m

etho

ds (e

.g.,

verb

al a

nd n

on-

com

mun

icati

ng

ve

rbal

)

3

Com

mun

icat

es w

ith in

divi

dual

s

Com

mun

icat

es c

lear

ly a

nd s

low

ly

Mum

bles

or

com

mun

icat

es to

o

w

hom

oth

ers

have

a d

ifficu

lt tim

e

enou

gh to

be

unde

rsto

od

fast

or

soft

ly to

be

unde

rsto

od

rela

ting

to

4

Ask

s an

indi

vidu

al to

repe

at a

Ch

ecks

whe

ther

an

indi

vidu

al

Com

mun

icat

es w

ithou

t any

co

mm

unic

ation

to e

nsur

e th

at

unde

rsta

nds,

if th

ey lo

ok p

uzzl

ed

effor

t to

mak

e su

re th

at th

e

th

ey fu

lly u

nder

stan

d or

con

fuse

d in

divi

dual

und

erst

ands

5

Rem

embe

rs a

nd re

fers

to

Use

s “p

erso

n fir

st”

lang

uage

(e.g

. Re

fers

to p

eopl

e by

thei

r

in

divi

dual

s by

thei

r pr

efer

red

nam

e “a

n in

divi

dual

with

a d

isab

ility

”)

disa

bilit

y or

dia

gnos

is

6

Stay

s cu

rren

t with

new

tech

nica

l U

ses

tech

nica

l lan

guag

e co

rrec

tly

Use

s te

chni

cal t

erm

s in

corr

ectly

te

rms

and

chan

ges

in u

sage

of

or

not

at a

ll

te

rms

7

Dev

elop

s a

basi

c ab

ility

to

Prov

ides

lang

uage

and

sig

n Ig

nore

s un

ique

com

mun

icati

on

com

mun

icat

e in

a s

econ

d la

ngua

ge

lang

uage

inte

rpre

ters

or

“ass

istiv

e”

need

s

in

clud

ing

sign

lang

uage

co

mm

unic

ation

tech

nolo

gy if

nee

ded

Com

pete

ncy

Cat

egor

ies

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


24

Com

pete

ncy

Cate

gory

1: W

orki

ng w

ith

Oth

ers

(con

tinue

d)C.

Bui

lds

posi

tive

rela

tion

ship

s

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

War

mly

gre

ets

and

expr

esse

s

Show

s re

spec

t for

oth

ers

Use

s cr

itica

l, ju

dgm

enta

l,

in

tere

st in

oth

er in

divi

dual

s (in

divi

dual

s, fa

mili

es, c

o-w

orke

rs,

dem

eani

ng, o

r in

sulti

ng

an

d ot

her

serv

ice

prov

ider

s)

lang

uage

or

gest

ures

thro

ugh

wor

ds a

nd a

ction

s

2

Reco

gniz

es a

nd s

how

s re

spec

t Id

entifi

es a

nd re

frai

ns fr

om

Ope

nly

expr

esse

s di

slik

e of

fo

r th

e un

ique

cha

ract

eris

tics

of

expr

essi

ng p

erso

nal b

iase

s ce

rtai

n ty

pes

of p

eopl

e an

d

di

vers

e gr

oups

and

indi

vidu

als;

beha

vior

s; u

ses

ethn

ic s

lurs

de

mon

stra

tes

an e

ase

with

“d

iffer

ence

s”

3

Ra

llies

oth

ers

to s

uppo

rt

Prov

ides

sup

port

and

Cr

eate

s co

nflic

t and

igno

res

indi

vidu

als

in n

eed

en

cour

agem

ent t

o ot

hers

pl

eas

for

help

4

Ca

lms

othe

rs w

ho a

re u

pset

by

the

M

onito

rs a

nd m

anag

es p

erso

nal

Resp

onds

neg

ative

ly a

nd

beha

vior

of a

n in

divi

dual

re

actio

ns to

the

beha

vior

of o

ther

em

otion

ally

to th

e be

havi

or

in

divi

dual

s of

oth

ers

D. C

olla

bora

tes

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Take

s th

e in

itiati

ve in

org

aniz

ing

W

orks

with

oth

ers

to c

ompl

ete

task

s W

orks

alo

ne o

r le

aves

oth

ers

mee

tings

to a

ccom

plis

h a

grou

p

and

solv

e pr

oble

ms

(indi

vidu

als,

to

com

plet

e ta

sks

and

solv

e

ta

sk o

r re

solv

e an

issu

e fa

mili

es, c

o-w

orke

rs, a

nd o

ther

pr

oble

ms

se

rvic

e pr

ovid

ers)

2

Le

ads

a se

rvic

e te

am o

r te

am-

Parti

cipa

tes

activ

ely

as a

mem

ber

Refu

ses

to p

artic

ipat

e in

or

build

ing

activ

ities

of

a s

ervi

ce te

am

freq

uent

ly m

isse

s te

am

m

eetin

gs

3

Su

ppor

ts in

divi

dual

s an

d fa

mili

es

Crea

tes

a pa

rtne

rshi

p w

ith

Mak

es d

ecis

ions

with

out

in d

irecti

ng th

eir

own

care

in

divi

dual

s an

d fa

mili

es re

ceiv

ing

pa

rtici

patio

n or

agr

eem

ent o

f

serv

ices

and

sha

res

deci

sion

-mak

ing

in

divi

dual

s an

d fa

mili

es

w

ith th

em

4

Freq

uent

ly p

rovi

des

info

rmati

on

Com

mun

icat

es w

ith fa

mily

Ex

clud

es o

r ig

nore

s fa

mily

an

d oc

casi

onal

ly m

eets

with

fam

ily

mem

bers

occ

asio

nally

(with

clie

nt

mem

bers

m

embe

rs, e

ngag

ing

them

acti

vely

co

nsen

t)

in m

any

aspe

cts

of c

are

5

Mee

ts in

a lo

catio

n m

ost

Sche

dule

s m

eetin

gs a

nd

Sche

dule

s m

eetin

gs a

nd

conv

enie

nt to

oth

ers

appo

intm

ents

at ti

mes

con

veni

ent

appo

intm

ents

with

out

to

oth

ers

cons

ider

ing

othe

rs

6

Acti

vely

see

ks a

nd a

ppro

pria

tely

A

ccep

ts c

onst

ructi

ve fe

edba

ck fr

om

Reje

cts

feed

back

from

oth

ers

uses

feed

back

from

oth

ers

othe

rs

7

Lead

s by

exa

mpl

e, th

roug

h po

sitiv

e

Giv

es c

onst

ructi

ve fe

edba

ck to

Cr

itici

zes

othe

rs h

arsh

ly

beha

vior

s ot

hers

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


25

Com

pete

ncy

Cate

gory

1: W

orki

ng w

ith

Oth

ers

(con

tinue

d)E.

Mai

ntai

ns a

ppro

pria

te b

ound

arie

s

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Use

s pe

rson

al to

uch

occa

sion

ally

M

aint

ains

a re

ason

able

phy

sica

l To

uche

s in

divi

dual

s

an

d ap

prop

riat

ely

to re

assu

re a

n

dist

ance

, sho

win

g re

spec

t for

the

inap

prop

riat

ely

indi

vidu

al

pers

onal

spa

ce o

f oth

ers

2

Shar

es s

ensi

tive

pers

onal

Sh

ares

som

e pe

rson

al in

form

ation

Re

fuse

s to

pro

vide

any

per

sona

l

in

form

ation

occ

asio

nally

and

w

ith o

ther

s in

an

effor

t to

build

a

or p

rofe

ssio

nal i

nfor

mati

on to

ap

prop

riat

ely

in a

n eff

ort t

o

wor

king

rela

tions

hip

with

them

in

divi

dual

s or

fam

ilies

or

educ

ate

or p

rovi

de e

ncou

rage

men

t

over

whe

lms

othe

rs w

ith

and

hope

to o

ther

s

pers

onal

info

rmati

on

3

Dis

cour

ages

que

stion

able

sex

ual

Repo

rts

inap

prop

riat

e se

xual

H

aras

ses

indi

vidu

als

sexu

ally

hu

mor

and

ban

teri

ng in

the

be

havi

or; d

iscu

sses

sex

ual i

ssue

s th

roug

h co

mm

ents

or

gest

ures

;

w

orkp

lace

on

ly a

s th

ey re

late

to h

ealth

or

ha

s se

x w

ith c

lient

s or

fam

ily

fu

nctio

ning

m

embe

rs; u

ses

rela

tions

hips

for

pers

onal

gai

n

4

Use

s st

rate

gies

to m

anag

e po

tenti

al

Avoi

ds “

dual

” re

latio

nshi

ps s

uch

as

Enga

ges

in “

dual

” re

latio

nshi

ps

confl

icts

whe

n a

“dua

l” re

latio

nshi

p

prov

idin

g se

rvic

es to

fam

ily

with

out a

ny e

ffort

to m

anag

e

is

una

void

able

m

embe

rs

the

pote

ntial

con

flict

s th

at th

is

crea

tes

Com

pete

ncy

Cate

gory

2: A

sses

sing

Str

engt

hs a

nd N

eeds

A. G

athe

rs a

nd s

umm

ariz

es in

form

ation

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Seek

s ne

w o

r up

date

d in

form

ation

; U

ses

mul

tiple

sou

rces

of

Igno

res

avai

labl

e in

form

ation

;

en

cour

ages

indi

vidu

als

and

fam

ilies

in

form

ation

(e.g

., se

lf an

d fa

mily

re

lies

mai

nly

on o

ne o

r tw

o

to

sha

re th

eir

“per

sona

l sto

ries

” re

port

, rec

ords

, uno

btru

sive

so

urce

s of

info

rmati

on, s

uch

as

ob

serv

ation

, tes

ting)

se

lf-re

port

or

reco

rds

2

Attem

pts

to u

nder

stan

d an

d re

solv

e

Iden

tifies

dis

crep

anci

es o

r Ig

nore

s an

d do

es n

ot re

port

di

scre

panc

ies

diffe

renc

es b

etw

een

sour

ces

di

scre

panc

ies

of

info

rmati

on

3

Crea

tes

a co

mpr

ehen

sive

wri

tten

Su

mm

ariz

es th

e in

form

ation

Pl

aces

info

rmati

on in

clie

nt fi

le

asse

ssm

ent o

r “f

orm

ulati

on”

base

d

colle

cted

ver

bally

or

in w

ritin

g or

reco

rd, w

ithou

t cre

ating

any

on

all

avai

labl

e in

form

ation

type

of s

umm

ary

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


26

Com

pete

ncy

Cate

gory

2: A

sses

sing

Str

engt

hs a

nd N

eeds

(con

tinue

d)B.

Ass

ists

in id

enti

fyin

g pe

rson

al v

alue

s, g

oals

, and

pri

oriti

es

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Hel

ps in

divi

dual

s an

d fa

mili

es

Ask

s in

divi

dual

s an

d fa

mili

es to

A

pplie

s hi

s or

her

ow

n pe

rson

al

to c

lari

fy th

eir

pers

onal

val

ues

desc

ribe

per

sona

l val

ues

valu

es to

the

lives

of i

ndiv

idua

ls

and

fam

ilies

2

Use

s go

al s

etting

exe

rcis

es w

ith

Ask

s in

divi

dual

s an

d fa

mili

es to

Ig

nore

s th

e go

als

and

prio

ritie

s

in

divi

dual

s an

d fa

mili

es; i

denti

fies

id

entif

y sh

ort a

nd lo

ng-t

erm

goa

ls

of in

divi

dual

s an

d fa

mili

es;

hope

s an

d dr

eam

s an

d pr

iori

ties

Impo

ses

own

pers

onal

or

prof

essi

onal

goa

ls

C. Id

enti

fies

stre

ngth

s an

d re

sour

ces

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Ass

ists

indi

vidu

als

and

fam

ilies

in

Ask

s in

divi

dual

s an

d fa

mili

es to

Fo

cuse

s ex

clus

ivel

y on

pro

blem

s

id

entif

ying

per

sona

l str

engt

hs th

ey

desc

ribe

per

sona

l str

engt

hs a

nd

or n

eeds

w

ere

unaw

are

of

inte

rest

s

2

Ass

esse

s an

indi

vidu

al’s

leve

l or

D

iscu

sses

with

indi

vidu

als

thei

r M

akes

sna

p ju

dgm

ents

abo

ut

stag

e of

moti

vatio

n us

ing

com

mon

ly

read

ines

s or

moti

vatio

n to

rece

ive

othe

rs le

vel o

f moti

vatio

n

ac

cept

ed c

ateg

orie

s se

rvic

es o

r to

cha

nge

w

ithou

t dis

cuss

ion

3

Seek

s in

form

ation

to u

nder

stan

d

Iden

tifies

fam

ily m

embe

rs a

nd

Focu

ses

only

on

the

indi

vidu

al

the

natu

re o

f fam

ily a

nd s

ocia

l fr

iend

s w

ho a

re c

onsi

dere

d

re

latio

nshi

ps

supp

ortiv

e

4

Seek

s to

und

erst

and

the

mea

ning

Id

entifi

es v

ocati

onal

, com

mun

ity,

Focu

ses

only

on

the

indi

vidu

al

of v

ocati

onal

, com

mun

ity, a

nd

and

spir

itual

acti

vitie

s an

d su

ppor

ts

spir

itual

acti

vitie

s to

the

indi

vidu

al

D. I

denti

fies

prob

lem

s, d

efici

ts, a

nd s

tres

sors

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Iden

tifies

pot

entia

l cau

ses

or

Iden

tifies

imm

edia

te, p

ress

ing,

or

Focu

ses

on m

ore

stab

le

prec

ipita

nts

of im

med

iate

“p

rese

nting

” pr

oble

ms

and

need

s pr

oble

ms

and

mis

ses

the

reas

on

prob

lem

s (r

elat

ed to

sym

ptom

s, b

ehav

iors

, th

at th

e in

divi

dual

see

ks

fu

nctio

ning

, dev

elop

men

t, e

tc.)

assi

stan

ce a

t thi

s tim

e

2

Gat

hers

info

rmati

on o

n ch

ange

s in

Id

entifi

es lo

nger

-ter

m o

r m

ore

Focu

ses

on a

n im

med

iate

he

alth

and

func

tioni

ng o

ver

time

stab

le p

robl

ems

pr

oble

m o

r cr

isis

and

mis

ses

mor

e lo

nger

-ter

m o

r m

ore

stab

le p

robl

ems

3

Perf

orm

s fo

rmal

func

tiona

l Id

entifi

es fu

nctio

nal a

biliti

es a

nd

Focu

ses

on s

ympt

oms

or

asse

ssm

ents

lim

itatio

ns

prob

lem

s an

d ig

nore

s

func

tiona

l abi

lities

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


27

Com

pete

ncy

Cate

gory

2: A

sses

sing

Str

engt

hs a

nd N

eeds

(con

tinue

d)D

. Ide

ntifie

s pr

oble

ms,

defi

cits

, and

str

esso

rs (c

ontin

ued)

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

4

Expl

ores

the

pote

ntial

rela

tions

hip

Id

entifi

es h

ealth

sta

tus

and

med

ical

Ig

nore

s or

dis

mis

ses

phys

ical

of

phy

sica

l hea

lth to

the

pres

entin

g

prob

lem

s he

alth

issu

es

prob

lem

s

5

Expl

ores

the

pote

ntial

rela

tions

hip

Id

entifi

es s

tres

sors

incl

udin

g:

Focu

ses

on p

rese

nting

pro

blem

s

of

str

esso

rs to

the

pres

entin

g

fam

ily, f

rien

ds, fi

nanc

ial,

wor

k,

with

out c

onsi

deri

ng th

e im

pact

pr

oble

ms

scho

ol, h

ousi

ng, e

nviro

nmen

t, e

tc.

of s

tres

sors

6

Iden

tifies

oth

er in

divi

dual

s th

at

Iden

tifies

thos

e th

ings

that

tend

to

Blam

es in

divi

dual

for

his

or h

er

“ena

ble”

or

mak

e a

clie

nts

m

ake

prob

lem

s ge

t wor

se

prob

lem

s

pr

oble

ms

wor

se

E. D

etec

ts w

arni

ng s

igns

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Use

s st

anda

rdiz

ed q

uesti

ons

or

Iden

tifies

sig

ns o

f sub

stan

ce u

se/

Enco

urag

es s

ubst

ance

use

as

a

te

chni

ques

to a

sses

s fo

r su

bsta

nce

abus

e (a

lcoh

ol, i

llici

t dru

gs, a

nd

mea

ns o

f cop

ing

use/

abus

e pr

escr

iptio

n m

edic

ation

s)

2

Educ

ates

indi

vidu

als,

fam

ily,

Iden

tifies

sig

ns o

f abu

se (s

elf-

abus

e,

Choo

ses

not t

o re

port

co

mm

unity

mem

bers

, and

ne

glec

t, p

hysi

cal,

psyc

holo

gica

l, su

spec

ted

abus

e fo

r fe

ar o

f

co

-wor

kers

abo

ut s

ubtle

sig

ns

expl

oita

tion,

and

mis

use

of p

hysi

cal

ange

ring

fam

ily m

embe

rs o

r

of

pot

entia

l abu

se

and

chem

ical

rest

rain

ts)

co-w

orke

rs

3

Ass

ists

indi

vidu

al a

nd fa

mily

Id

entifi

es s

igns

of w

orse

ning

hea

lth

Dis

mis

ses

heal

th c

once

rns

as

mem

bers

in id

entif

ying

ear

ly

or fu

nctio

ning

, inc

ludi

ng s

uici

dal

irre

leva

nt to

his

/her

w

arni

ng s

igns

th

ough

ts a

nd b

ehav

ior

resp

onsi

biliti

es

4

Teac

hes

clie

nts

abou

t pot

entia

l Id

entifi

es m

edic

ation

sid

e eff

ects

Te

lls in

divi

dual

s th

at s

ide

effec

ts

side

effe

cts

and

drug

inte

racti

ons

and

brin

gs th

em to

the

atten

tion

are

unav

oida

ble;

doe

s no

t bri

ng

of

the

pres

crib

er

to th

e att

entio

n of

the

pres

crib

er

F. C

omm

unic

ates

resu

lts

clea

rly

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Mee

ts w

ith in

divi

dual

and

fam

ily

Conv

eys

asse

ssm

ent fi

ndin

gs to

Sh

ares

ass

essm

ent r

esul

ts o

nly

mem

bers

in p

erso

n to

pre

sent

and

in

divi

dual

and

fam

ily m

embe

rs

with

oth

er s

taff

mem

bers

di

scus

s th

e fin

ding

s; in

vite

s th

em

to c

orre

ct o

r ch

alle

nge

info

rmati

on

or c

oncl

usio

ns

2

Follo

ws-

up a

t a la

ter

time

to c

heck

A

sks

indi

vidu

al a

nd fa

mily

Sh

ows

disi

nter

est i

n th

e im

pact

w

heth

er th

e in

form

ation

pro

vide

d

mem

bers

to s

hare

thei

r re

actio

n of

the

info

rmati

on o

n th

e

w

as u

nder

stoo

d an

d w

hat i

mpa

ct

to th

e in

form

ation

rece

ived

in

divi

dual

or

fam

ily

it ha

s ha

d

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


28

Com

pete

ncy

Cate

gory

2: A

sses

sing

Str

engt

hs a

nd N

eeds

(con

tinue

d)G

. Rea

sses

ses

routi

nely

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Peri

odic

ally

con

duct

s a

com

plet

e

Peri

odic

ally

revi

ews:

goa

ls a

nd

Trea

ts th

e in

itial

ass

essm

ent a

s

an

d th

orou

gh re

view

of:

goal

s an

d

prio

ritie

s; s

tren

gths

and

reso

urce

s;

the

perm

anen

t ass

essm

ent

prio

ritie

s; s

tren

gths

and

reso

urce

s;

prob

lem

s, d

efici

ts, a

nd s

tres

sors

an

d pr

oble

ms,

defi

cits

, and

str

esso

rs

2

Peri

odic

ally

cre

ates

a n

ew,

Upd

ates

ass

essm

ent fi

ndin

gs a

nd

Puts

a n

ew d

ate

on a

n ol

d

co

mpr

ehen

sive

wri

tten

ass

essm

ent

sum

mar

ies

asse

ssm

ent

3

Sche

dule

s a

mee

ting

with

indi

vidu

al

Shar

es s

igni

fican

t cha

nges

with

Fi

les

the

findi

ngs

with

out

and

fam

ily to

revi

ew a

nd d

iscu

ss

indi

vidu

als

and

fam

ily m

embe

rs

disc

ussi

ng w

ith in

divi

dual

and

up

date

d as

sess

men

t

fam

ily m

embe

rs

Com

pete

ncy

Cate

gory

3: P

lann

ing

Serv

ices

A. I

denti

fies

reco

mm

ende

d go

als

and

serv

ices

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Revi

ews

wha

t has

“w

orke

d” a

nd

Reco

mm

ends

goa

ls b

ased

on

the

Reco

mm

ends

ser

vice

s w

ithou

t

“f

aile

d” in

the

past

as

sess

men

t or

can

iden

tify

the

id

entif

ying

the

goal

s

goal

s se

t by

the

trea

tmen

t tea

m

2

Build

s a

com

preh

ensi

ve p

lan

of

Iden

tifies

reco

mm

ende

d se

rvic

es,

Reco

mm

ends

the

sam

e se

rvic

es

reco

mm

ende

d ca

re b

ased

on

the

co

nsid

erin

g th

e go

als,

ava

ilabi

lity

for

all i

ndiv

idua

ls (a

“co

okie

un

ique

nee

ds a

nd in

tere

sts

of th

e

of s

ervi

ces,

elig

ibili

ty, a

nd

cutt

er”

plan

)

in

divi

dual

aff

orda

bilit

y

B. S

uppo

rts

indi

vidu

al a

nd fa

mily

mem

ber

deci

sion

-mak

ing

in

d

evel

opin

g a

plan

of c

are

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Hig

hlig

hts

the

spec

ific

adva

ntag

es

Dis

cuss

es th

e re

com

men

ded

goal

s Pr

esen

ts th

e se

rvic

e pl

an a

s

an

d di

sadv

anta

ges

of th

e

and

serv

ices

with

the

indi

vidu

al

final

, with

out d

iscu

ssio

n

re

com

men

ded

goal

s an

d se

rvic

es

and

fam

ily

2

Hig

hlig

hts

the

spec

ific

adva

ntag

es

Pres

ents

alte

rnati

ve o

ption

s to

the

Refu

ses

or re

frai

ns fr

om

and

disa

dvan

tage

s of

the

re

com

men

datio

ns

disc

ussi

ng a

ltern

ative

s

al

tern

ative

goa

ls a

nd s

ervi

ces

3

Supp

orts

indi

vidu

als

and

fam

ilies

Se

eks

indi

vidu

al a

nd fa

mily

In

dica

tes

that

inpu

t int

o th

e

in

mak

ing

thei

r ow

n ch

oice

s ab

out

pref

eren

ces

and

inpu

t int

o th

e pl

an is

not

wel

com

e

th

e pl

an o

f car

e

plan

of c

are

and

nego

tiate

s a

pl

an th

ey fi

nd a

ccep

tabl

e

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


29

Com

pete

ncy

Cate

gory

3: P

lann

ing

Serv

ices

(con

tinue

d)C.

Ass

ists

indi

vidu

als

in d

evel

opin

g pe

rson

al p

lans

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Conn

ects

indi

vidu

als

to p

erso

ns

Enco

urag

es in

divi

dual

s to

dev

elop

Re

spon

ds to

cri

ses

with

out

who

can

hel

p th

em d

evel

op

conti

ngen

cy p

lans

for

futu

re c

rise

s co

nsid

erin

g in

divi

dual

w

ritt

en p

lans

or

“dire

ctive

s”

or e

piso

des

of il

lnes

s pr

efer

ence

s or

wis

hes

abou

t how

cri

ses

are

to b

e

hand

led

2

Ass

ists

indi

vidu

als

in d

evel

opin

g

Supp

orts

indi

vidu

al e

ffort

s to

Fo

cuse

s on

form

al s

ervi

ce g

oals

fo

rmal

wel

lnes

s an

d re

cove

ry p

lans

pu

rsue

wel

lnes

s an

d re

cove

ry

and

igno

res

pers

onal

wel

lnes

s

goal

s an

d re

cove

ry g

oals

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

sA

. Im

plem

ents

and

coo

rdin

ates

the

pla

n of

car

e

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Educ

ates

co-

wor

kers

abo

ut

Revi

ews

the

plan

of c

are

Prov

ides

car

e w

ithou

t rev

iew

ing

the

plan

oc

casi

onal

ly

the

plan

2

Iden

tifies

cre

ative

way

s he

or

she

D

eliv

ers

serv

ices

dire

ctly

that

A

cts

in w

ays

that

und

erm

ine

or

can

supp

ort t

he p

lan

of c

are

supp

ort t

he p

lan

of c

are

confl

ict w

ith th

e pl

an o

f car

e

3

Upd

ates

oth

er c

are

prov

ider

s ab

out

Coor

dina

tes

activ

ities

am

ong

care

Fa

ils to

noti

fy o

ther

car

e

si

gnifi

cant

eve

nts

or c

hang

es th

at

prov

ider

s an

d ag

enci

es in

pr

ovid

ers

of c

ritic

al in

form

ation

im

pact

on

the

plan

of c

are

impl

emen

ting

the

plan

of c

are

or

eve

nts

4

Proa

ctive

ly id

entifi

es a

nd a

ddre

sses

D

eliv

ers

serv

ices

at a

pac

e Ro

utine

ly p

ress

es s

ervi

ces

upon

in

divi

dual

and

fam

ily c

once

rns

co

mfo

rtab

le fo

r in

divi

dual

s an

d in

divi

dual

s an

d fa

mily

mem

bers

ab

out s

ervi

ces

fam

ily m

embe

rs

at a

pac

e th

at th

ey c

anno

t

to

lera

te

5

Mod

els

the

use

of te

chno

logy

to

Use

s te

chno

logy

to d

eliv

er s

ervi

ces

Repe

ated

ly u

ses

“dis

tanc

e” a

s

de

liver

ser

vice

s an

d ed

ucat

es

and

incr

ease

acc

ess

(e.g

., ph

one,

an

exc

use

for

not m

eetin

g th

e

ot

hers

abo

ut th

ese

tool

s vi

deo-

conf

eren

cing

) ne

eds

of a

n in

divi

dual

or

fam

ily

6

Ada

pts

to lo

cal r

esou

rce

A

cts

inde

pend

ently

whe

n w

orki

ng

Una

ble

to a

ct w

ithou

t dire

ction

co

nstr

aint

s; id

entifi

es c

reati

ve

in s

ituati

ons

that

offe

r lim

ited

whi

le e

mpl

oyed

in a

pos

ition

st

rate

gies

for

deliv

erin

g se

rvic

es

supe

rvis

ion

or s

uppo

rt fr

om

that

requ

ires

wor

king

with

w

hen

wor

king

alo

ne w

ith li

mite

d

co-w

orke

rs

limite

d su

perv

isio

n

re

sour

ces

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


30

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

s (c

ontin

ued)

B. C

ondu

cts

outr

each

and

eng

agem

ent

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Crea

tes

enga

gem

ent a

ctivi

ties

or

Enco

urag

es in

divi

dual

s an

d fa

mily

Av

oids

the

wor

k of

pro

vidi

ng

grou

ps

mem

bers

to p

artic

ipat

e in

pla

nned

ca

re

se

rvic

es

2

Hel

ps a

ddre

ss b

asic

nee

ds (e

.g.,

M

akes

pho

ne c

alls

or

hom

e an

d Pl

aces

full

burd

en o

n in

divi

dual

s

fo

od, s

helte

r) a

s an

eng

agem

ent

com

mun

ity v

isits

to in

divi

dual

s to

fo

r en

gagi

ng in

car

e an

d

st

rate

gy

deve

lop

a re

latio

nshi

p an

d

criti

cize

s th

em fo

r la

ck o

f

enco

urag

e pa

rtici

patio

n in

ser

vice

s “m

otiva

tion”

and

follo

w-

thro

ugh

with

car

e

C. M

aint

ains

saf

ety

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Routi

nely

ass

esse

s ri

sk

Reco

gniz

es in

divi

dual

ris

k to

sel

f M

isse

s cl

ear

sign

s of

ris

k

or o

ther

s

2

Anti

cipa

tes

risk

and

take

s ac

tion

Ta

kes

actio

n to

add

ress

imm

edia

te

Det

ects

ris

ks b

ut fa

ils to

take

to

avo

id it

ri

sk; a

djus

ts th

e ty

pe a

nd le

vel o

f ac

tion

ca

re to

the

leve

l of r

isk

3

Wor

ks w

ith th

e em

ploy

er o

r

Add

ress

es h

azar

ds to

saf

ety

in th

e Vi

olat

es r

ules

rega

rdin

g

fa

mily

to d

ecre

ase

phys

ical

ris

ks

phys

ical

env

ironm

ent

haza

rdou

s ob

ject

s or

in

the

envi

ronm

ent

subs

tanc

es in

the

envi

ronm

ent o

f car

e

4

Supp

orts

a re

ason

able

leve

l of

Allo

ws

indi

vidu

als

to ta

ke r

isks

that

D

enys

indi

vidu

als’

rig

hts

or

risk

as

part

of g

row

th a

nd

are

auth

oriz

ed b

y th

e ag

ency

pr

ivile

ges

in a

n eff

ort t

o av

oid

deve

lopm

ent

or te

am

all r

isk

D. C

reat

es a

ther

apeu

tic

lear

ning

env

iron

men

t

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Take

s ac

tion

to c

reat

e a

In

terv

enes

qui

ckly

whe

n th

e Co

ntri

bute

s to

noi

ses,

co

mfo

rtab

le, c

alm

, and

saf

e

envi

ronm

ent o

f car

e be

com

es

dist

racti

ons,

and

con

flict

en

viro

nmen

t lo

ud, c

haoti

c, o

r un

safe

2

Org

aniz

es a

nd p

rovi

des

lear

ning

Pr

ovid

es e

duca

tiona

l aid

s Le

aves

indi

vidu

als

with

out

oppo

rtun

ities

stru

ctur

e or

dire

ction

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


31

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

s (c

ontin

ued)

E. P

rovi

des

emoti

onal

sup

port

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Insti

lls h

ope

thro

ugh

tech

niqu

es

Offe

rs re

assu

ranc

e to

indi

vidu

als

Crea

tes

fear

am

ong

indi

vidu

als

such

as

stor

y te

lling

or

havi

ng

and

fam

ily m

embe

rs

and

fam

ily m

embe

rs

indi

vidu

als

tell

thei

r st

ory

2

Cons

tant

ly c

onve

ys re

alis

tic

Educ

ates

indi

vidu

als

and

fam

ily

Tells

indi

vidu

als

and

fam

ily

optim

ism

abo

ut th

e fu

ture

m

embe

rs a

bout

resi

lienc

e an

d

mem

bers

that

impr

ovem

ent i

s

reco

very

no

t pos

sibl

e

3

Use

s m

otiva

tiona

l enh

ance

men

t Pr

ovid

es e

ncou

rage

men

t Be

little

s th

e eff

orts

of

inte

rvie

win

g te

chni

ques

indi

vidu

als

and

fam

ily m

embe

rs

F. P

rovi

des

phys

ical

sup

port

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Ass

ists

indi

vidu

als

to im

prov

e

Prov

ides

phy

sica

l ass

ista

nce

with

W

atch

es in

divi

dual

s as

they

ph

ysic

al a

biliti

es

mov

emen

t st

rugg

le p

hysi

cally

, but

pro

vide

s

no

sup

port

2

Stru

ctur

es a

nd e

ncou

rage

s

Ass

ists

indi

vidu

als

with

AD

Ls,

Mak

es m

inim

al e

ffort

s to

op

port

uniti

es to

incr

ease

in

clud

ing

pers

onal

hyg

iene

, coo

king

su

ppor

t AD

Ls, c

ompr

omis

ing

inde

pend

ence

with

acti

vitie

s of

an

d ea

ting,

sho

ppin

g, c

lean

ing,

in

divi

dual

s’ q

ualit

y of

life

da

ily li

ving

(AD

Ls)

budg

eting

, etc

.

3

Iden

tifies

and

obt

ains

ada

ptive

Te

ache

s th

e us

e of

ada

ptive

Cr

eate

s ob

stac

les

to in

divi

dual

s

eq

uipm

ent f

or in

divi

dual

eq

uipm

ent

obta

inin

g an

d us

ing

adap

tive

equi

pmen

t

G. T

each

es a

nd tr

ains

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Prov

ides

edu

catio

nal m

ater

ials

; Ed

ucat

es in

divi

dual

s an

d fa

mily

Tr

eats

indi

vidu

als

as in

capa

ble

runs

edu

catio

nal g

roup

s an

d

mem

bers

abo

ut il

lnes

ses,

ser

vice

s,

of le

arni

ng to

man

age

thei

r

ac

tiviti

es

resi

lienc

e, a

nd re

cove

ry

prob

lem

s

2

Use

s sy

stem

atic

skill

bui

ldin

g

Ass

ists

indi

vidu

als

and

fam

ily

Tells

indi

vidu

als

wha

t to

do a

nd

appr

oach

es a

nd o

rgan

izes

m

embe

rs in

bui

ldin

g sk

ills,

suc

h di

scou

rage

s th

e le

arni

ng o

f new

in

stru

ction

al a

ctivi

ties

as s

elf-

care

, acti

vitie

s of

dai

ly

skill

s

livin

g, s

tres

s m

anag

emen

t, a

nd

as

serti

vene

ss

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


32

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

s (c

ontin

ued)

H. S

uppo

rts

prob

lem

sol

ving

and

con

flict

reso

luti

on

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Teac

hes

and

mod

els

prob

lem

A

ssis

ts in

divi

dual

s an

d fa

mily

M

akes

dec

isio

ns fo

r in

divi

dual

s

so

lvin

g fo

r in

divi

dual

and

fam

ily

mem

bers

in s

olvi

ng p

robl

ems

and

fam

ily m

embe

rs w

ithou

t

m

embe

rs

co

nsul

ting

them

(whe

n no

im

med

iate

ris

k is

pre

sent

)

2

Anti

cipa

tes

and

help

s to

reso

lve

M

edia

tes

confl

icts

am

ong

clie

nts,

En

gage

s fr

eque

ntly

in c

onfli

ct

emer

ging

tens

ions

bet

wee

n

fam

ily m

embe

rs, a

nd o

ther

car

e w

ith o

ther

s

in

divi

dual

s an

d gr

oups

; tea

ches

pr

ovid

ers

confl

ict r

esol

ution

ski

lls

3

Rem

ains

cal

m a

nd c

onst

ructi

ve

Dis

cuss

es o

penl

y w

ith o

ther

s th

e D

ispl

ays

stro

ng a

nger

and

w

hen

conf

ront

ed w

ith in

divi

dual

s

confl

icts

he

or s

he is

hav

ing

with

de

fens

iven

ess

whe

n in

con

flict

w

ho a

re a

ngry

, cri

tical

, or

th

em (i

nclu

ding

with

indi

vidu

als

with

oth

ers

thre

aten

ing

and

fam

ily m

embe

rs re

ceiv

ing

serv

ices

)

I. Pr

even

ts a

nd in

terv

enes

in c

rise

s

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Educ

ates

oth

ers

abou

t ear

ly

Det

ects

ear

ly s

igns

of p

oten

tial

Noti

ces

but d

oes

not r

epor

t

w

arni

ng s

igns

for

spec

ific

pr

oble

ms

earl

y si

gns

of tr

oubl

e

in

divi

dual

s an

d fa

mili

es

2

Lead

s an

org

aniz

ed g

roup

D

eesc

alat

es p

robl

ems

in th

eir

Prov

okes

, cha

lleng

es, o

r

re

spon

se to

a p

erso

n in

cri

sis

earl

y ph

ase

thre

aten

s in

divi

dual

s w

ho a

re

ex

peri

enci

ng p

robl

ems

3

Cont

ribu

tes

to e

ffort

s to

redu

ce

As

a la

st re

sort

to e

nsur

e sa

fety

, U

ses

secl

usio

n or

rest

rain

t as

the

use

of p

hysi

cal h

olds

, us

es p

hysi

cal h

olds

, res

trai

nt,

puni

shm

ent;

vio

late

s ru

les

and

rest

rain

t, a

nd s

eclu

sion

an

d/or

sec

lusi

on, w

hile

follo

win

g

proc

edur

es re

gard

ing

thei

r us

e

all a

pplic

able

pol

icie

s an

d

re

gula

tions

4

Colla

bora

tes

with

and

edu

cate

s

Acc

esse

s em

erge

ncy

assi

stan

ce

Use

s po

lice

invo

lvem

ent t

o

la

w e

nfor

cem

ent t

o im

prov

e th

e

whe

n ne

eded

pu

nish

or

inap

prop

riat

ely

com

mun

ity re

spon

se to

indi

vidu

als

cont

rol i

ndiv

idua

ls a

nd fa

mily

in c

risi

s

mem

bers

5

Org

aniz

es a

nd le

ads

a re

view

of

Parti

cipa

tes

in d

ebri

efing

Co

nsta

ntly

eng

ages

in b

ehav

iors

w

hat h

appe

ned

and

wha

t can

be

di

scus

sion

s, o

fferi

ng o

pini

ons

on

know

n to

pro

voke

or

trig

ger

done

to p

reve

nt s

imila

r pr

oble

ms

w

hat h

appe

ned

and

wha

t cou

ld

prob

lem

s; fa

ils to

eng

age

in

in th

e fu

ture

be

don

e to

pre

vent

sim

ilar

be

havi

ors

iden

tified

as

esse

ntial

prob

lem

s in

the

futu

re

for

avoi

ding

pro

blem

s

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


33

Com

pete

ncy

Cate

gory

4: P

rovi

ding

Ser

vice

s (c

ontin

ued)

J. O

rgan

izes

and

con

duct

s gr

oup

acti

viti

es

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Des

igns

new

gro

ups

to a

ddre

ss

Sele

cts

and

orie

nts

new

acti

vity

Re

fuse

s to

par

ticip

ate

in o

r re

fer

unm

et n

eed

grou

p m

embe

rs

indi

vidu

als

to g

roup

s

2

Co-le

ads

grou

ps w

ith o

ther

sta

ff

Runs

acti

vity

gro

ups

effec

tivel

y Lo

ses

cont

rol o

f gro

ups;

allo

ws

in o

rder

to te

ach

them

how

to

(e.g

., pr

ovid

ing

adeq

uate

str

uctu

re,

dest

ructi

ve m

embe

r in

tera

ction

ru

n ac

tivity

gro

ups

enco

urag

ing

mem

ber

inte

racti

on,

m

aint

aini

ng s

afet

y)

K. P

rom

otes

hea

lth

and

wel

lnes

s

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Prov

ides

edu

catio

nal m

ater

ials

Te

ache

s in

divi

dual

s to

reco

gniz

e D

etec

ts h

ealth

pro

blem

s bu

t

on

hea

lth a

nd w

elln

ess

the

sign

s an

d im

pact

of s

tres

s

take

s no

acti

on

an

d po

or h

ealth

2

Offe

rs o

r ar

rang

es o

rgan

ized

hea

lth

Teac

hes

indi

vidu

al s

tres

s Re

war

ds c

lient

s w

ith u

nhea

lthy

and

wel

lnes

s ac

tiviti

es s

uch

as

man

agem

ent a

nd o

ther

sel

f-ca

re

ince

ntive

s (e

.g.,

ciga

rett

es)

smok

ing

cess

ation

and

exe

rcis

e

tech

niqu

es

grou

ps; m

odel

s he

alth

y be

havi

ors

Com

pete

ncy

Cate

gory

5: L

inki

ng to

Res

ourc

esA

. Ide

ntifie

s re

com

men

ded

reso

urce

s

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Crea

tes

info

rmati

on fi

les

of

Mai

ntai

ns in

form

ation

on

avai

labl

e Fo

cuse

s on

ly o

n th

e ag

ency

at

reso

urce

s av

aila

ble

to in

divi

dual

s

reso

urce

s, in

clud

ing:

trea

tmen

t,

whi

ch h

e or

she

is e

mpl

oyed

,

an

d fa

mili

es

med

ical

, hou

sing

/res

iden

tial,

re

mai

ning

uni

nfor

med

abo

ut

vo

catio

nal,

com

mun

ity/c

ivic

, and

ot

her

avai

labl

e re

sour

ces

sp

iritu

al

2

Crea

tes

and

upda

tes

a w

ritt

en

Iden

tifies

reso

urce

s th

at m

ay b

e Fo

cuse

s on

ly o

n th

e se

rvic

es h

e

su

mm

ary

of re

com

men

ded

of

inte

rest

and

val

ue to

an

or s

he is

pro

vidi

ng, i

gnor

ing

reso

urce

s; a

ssem

bles

a p

acke

t of

indi

vidu

al a

nd fa

mily

ne

eds

or in

tere

sts

that

mig

ht b

e

in

form

ation

abo

ut th

ose

reso

urce

s

met

by

othe

r re

sour

ces

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


34

Com

pete

ncy

Cate

gory

5: L

inki

ng to

Res

ourc

es (c

ontin

ued)

B. S

uppo

rts

indi

vidu

al a

nd fa

mily

dec

isio

n-m

akin

g in

sel

ecti

ng

r

esou

rces

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Hig

hlig

hts

the

spec

ific

adva

ntag

es

Dis

cuss

es th

e re

com

men

ded

With

out c

onsi

deri

ng th

eir

and

disa

dvan

tage

s of

the

re

sour

ces

with

the

indi

vidu

al

pref

eren

ces,

tells

an

indi

vidu

al

reco

mm

ende

d re

sour

ces

and

fam

ily m

embe

rs

or fa

mily

that

they

will

be

usin

g

a sp

ecifi

c re

sour

ce

2

Supp

orts

indi

vidu

als

and

fam

ilies

Se

eks

indi

vidu

al a

nd fa

mily

In

dica

tes

that

inpu

t int

o

in

mak

ing

thei

r ow

n ch

oice

s ab

out

pref

eren

ces

and

inpu

t reg

ardi

ng

deci

sion

s to

use

spe

cific

us

e of

the

reco

mm

ende

d re

sour

ces

th

e re

com

men

ded

reso

urce

s re

sour

ces

is n

ot w

elco

me

3

Teac

hes

indi

vidu

als

and

fam

ily

Enco

urag

es in

divi

dual

s an

d fa

mily

D

isco

urag

es a

ctivi

ties

and

mem

bers

the

valu

e of

tack

ling

m

embe

rs to

max

imiz

e ac

tiviti

es,

inde

pend

ence

of i

ndiv

idua

ls

chal

leng

es a

nd ta

king

reas

onab

le

com

mun

ity e

ngag

emen

t, a

nd

serv

ed

risk

s in

depe

nden

ce

C. C

onne

cts

indi

vidu

als

and

fam

ilies

to c

omm

unit

y re

sour

ces

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Supp

orts

indi

vidu

al a

nd fa

mily

M

akes

a re

ferr

al o

f the

indi

vidu

al

Sugg

ests

that

indi

vidu

als

or

effor

ts to

take

the

lead

in

or fa

mily

to s

elec

ted

reso

urce

s fa

mili

es tr

y an

d ac

cess

ac

cess

ing

sele

cted

reso

urce

s

reso

urce

s, w

hile

pro

vidi

ng n

o

gu

idan

ce o

r su

ppor

t

2

Dev

elop

s an

d m

aint

ains

wor

king

Fo

llow

s-up

per

sona

lly to

ens

ure

Ends

invo

lvem

ent o

nce

a

re

latio

nshi

ps w

ith e

mpl

oyee

s at

th

at a

con

necti

on w

ith th

e re

sour

ce

refe

rral

has

bee

n su

gges

ted

or

othe

r or

gani

zatio

ns a

nd u

ses

thes

e

has

been

mad

e; a

ctive

ly a

ddre

sses

m

ade

cont

acts

to g

ain

acce

ss to

reso

urce

s an

y ba

rrie

rs to

acc

ess

3

Mob

ilize

s a

coor

dina

ted

plan

of

Dra

ws

on in

divi

dual

mem

bers

of

Leav

es in

divi

dual

s in

nee

d

su

ppor

t fro

m c

omm

unity

mem

bers

, th

e co

mm

unity

to p

rovi

de s

uppo

rt

with

out s

uppo

rt o

f any

kin

d fo

r

es

peci

ally

in g

eogr

aphi

c ar

eas

that

exte

nded

per

iods

of ti

me

lack

sig

nific

ant s

ervi

ces

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


35

Com

pete

ncy

Cate

gory

6: A

dvoc

ating

A. A

dvoc

ates

on

beha

lf of

the

indi

vidu

al a

nd fa

mily

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Ask

s in

divi

dual

s an

d fa

mily

Pr

ovid

es v

erba

l and

wri

tten

Fa

ils to

exp

lain

or

prov

ide

mem

bers

to e

xpla

in th

eir

righ

ts

info

rmati

on to

the

indi

vidu

al a

nd

info

rmati

on o

n ri

ghts

; vio

late

s

in

ord

er to

ens

ure

that

they

fa

mily

mem

bers

abo

ut th

eir

righ

ts

the

righ

ts o

f ind

ivid

uals

and

un

ders

tand

them

an

d re

spon

sibi

lities

(per

sona

l,

fam

ily m

embe

rs fo

r pe

rson

al

in

terp

erso

nal,

lega

l, an

d ci

vic)

ga

in o

r co

nven

ienc

e

2

Spea

ks o

ut a

gain

st o

r ap

peal

s

Repr

esen

ts a

nd s

uppo

rts

indi

vidu

al

Impo

ses

inap

prop

riat

ely

the

deci

sion

s th

at a

ppea

r to

vio

late

an

d fa

mily

mem

ber

goal

s an

d w

ishe

s go

als

and

deci

sion

s of

the

indi

vidu

al a

nd fa

mily

rig

hts

with

col

leag

ues,

the

trea

tmen

t tea

m,

serv

ice

orga

niza

tion

or te

am o

n

othe

r se

rvic

e pr

ovid

ers,

ben

efit

indi

vidu

als

and

fam

ilies

with

out

pr

ovid

ers,

pati

ent r

ight

s offi

cers

, and

co

nsid

erati

on o

f the

ir w

ishe

s

ombu

dsm

en

3

Supp

orts

indi

vidu

al a

nd fa

mily

Id

entifi

es p

oten

tial r

isks

rela

ted

to

Pres

ses

for

indi

vidu

als

and

mem

ber

deci

sion

s to

exe

rcis

e

exer

cisi

ng in

divi

dual

and

fam

ily

fam

ily m

embe

rs to

exe

rcis

e

th

eir

righ

ts w

hen

the

risk

s ar

e

mem

ber

righ

ts

thei

r ri

ghts

no

matt

er w

hat t

he

not s

erio

us

ri

sk

B. S

uppo

rts

self-

advo

cacy

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Coac

hes

indi

vidu

als

and

fam

ily

Arr

ange

s in

divi

dual

and

fam

ily

Excl

udes

indi

vidu

als

and

fam

ily

mem

bers

on

how

to p

artic

ipat

e

mem

ber

acce

ss to

pla

nnin

g m

embe

rs fr

om p

lann

ing

in p

lann

ing

mee

tings

and

to a

sk

mee

tings

and

to k

ey d

ecis

ion

m

eetin

gs

for

wha

t the

y w

ant

mak

ers

abou

t the

ir b

enefi

ts

an

d se

rvic

es

2

Link

s in

divi

dual

and

fam

ily

Refe

rs in

divi

dual

and

fam

ily

Dis

cour

ages

par

ticip

ation

in

mem

bers

to p

eer

and

fam

ily

mem

bers

to p

eer

and

fam

ily

peer

and

fam

ily s

uppo

rt

supp

ort t

rain

ing

prog

ram

s su

ppor

t acti

vitie

s (t

o re

ceiv

e

activ

ities

or p

rovi

de p

eer

supp

ort)

3

Conn

ects

indi

vidu

al a

nd fa

mily

Co

nnec

ts in

divi

dual

and

fam

ily

Dis

cour

ages

par

ticip

ation

in

mem

bers

with

lead

ersh

ip a

nd

mem

bers

with

adv

ocat

es a

nd

orga

nize

d ad

voca

cy a

ctivi

ties

advo

cacy

trai

ning

pro

gram

s ad

voca

cy o

rgan

izati

ons

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


36

Com

pete

ncy

Cate

gory

7: I

ndiv

idua

lizin

g Ca

reA

. Ass

esse

s th

e in

fluen

ce o

f key

indi

vidu

al, f

amily

, and

com

mun

ity

char

acte

risti

cs

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

In th

e as

sess

men

t, a

pplie

s pe

rson

al

Iden

tifies

impo

rtan

t ind

ivid

ual a

nd

Trea

ts in

divi

dual

s as

if th

ey “

are

know

ledg

e of

the

influ

ence

of r

ace,

fa

mily

cha

ract

eris

tics,

suc

h as

: rac

e,

thei

r di

agno

sis”

and

igno

res

ethn

icity

, cul

ture

, rel

igio

n, g

ende

r,

ethn

icity

, cul

ture

, rel

igio

n, g

ende

r, th

eir

othe

r ch

arac

teri

stics

se

xual

ori

enta

tion,

dis

abili

ty,

sexu

al o

rien

tatio

n, d

isab

ility

,

oc

cupa

tion,

and

fina

ncia

l sta

tus

occu

patio

n, a

nd fi

nanc

ial s

tatu

s

2

In th

e as

sess

men

t, a

pplie

s pe

rson

al

Iden

tifies

impo

rtan

t cha

ract

eris

tics

Routi

nely

igno

res

the

impa

ct o

f

kn

owle

dge

of th

e po

tenti

al

of th

e in

divi

dual

’s c

omm

unity

and

co

mm

unity

and

geo

grap

hy in

in

fluen

ce o

f com

mun

ity

its g

eogr

aphy

th

e as

sess

men

t pro

cess

ch

arac

teri

stics

and

geo

grap

hy o

n

indi

vidu

als,

illn

esse

s, a

nd s

ervi

ces

3

Educ

ates

indi

vidu

al a

nd fa

mily

A

sks

indi

vidu

al a

nd fa

mily

mem

bers

A

cts

tow

ards

clie

nts

as if

all

mem

bers

abo

ut th

e po

tenti

al

to e

xpla

in th

e im

pact

of t

hese

in

divi

dual

s w

ho s

hare

a

impa

ct o

f key

per

sona

l and

pe

rson

al a

nd c

omm

unity

cha

ract

er-

com

mon

cha

ract

eris

tic o

r

co

mm

unity

cha

ract

eris

tics

on

risti

cs o

n th

eir

lives

, goa

ls, s

tren

gths

, co

mm

unity

are

the

sam

e

th

eir

lives

pr

oble

ms,

nee

ds, i

llnes

ses,

trea

tmen

t,

(app

lies

ster

eoty

pes)

and

serv

ice

pref

eren

ces

B. T

ailo

rs s

ervi

ces

to u

niqu

e in

divi

dual

, fam

ily, a

nd c

omm

unit

y ch

arac

teri

stics

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Ass

ists

in b

uild

ing

or m

odify

ing

A

dapt

s th

e se

rvic

es p

rovi

ded

to th

e Pr

ovid

es th

e sa

me

serv

ices

to

serv

ices

and

pro

gram

s to

add

ress

un

ique

cha

ract

eris

tics

and

pref

eren

ces

all i

ndiv

idua

ls a

nd fa

mily

th

e ne

eds

and

pref

eren

ces

of

of th

e in

divi

dual

and

fam

ily m

embe

rs

mem

bers

des

pite

thei

r

un

ique

gro

ups

in th

e lo

cal

di

ffere

nces

co

mm

unity

2

Build

s w

orki

ng re

latio

nshi

ps a

nd

Conn

ects

indi

vidu

al a

nd fa

mily

D

isco

urag

es o

r ig

nore

s th

e

co

llabo

rate

s w

ith o

ther

m

embe

rs to

ser

vice

s an

d re

sour

ces

indi

vidu

al a

nd fa

mily

mem

ber

orga

niza

tions

that

add

ress

the

ta

ilore

d to

thei

r un

ique

cha

ract

er-

parti

cipa

tion

in s

ervi

ces

tailo

red

need

s an

d pr

efer

ence

s of

uni

que

is

tics

or p

refe

renc

es

to th

e ne

eds

of u

niqu

e gr

oups

gr

oups

in th

e lo

cal c

omm

unity

C. M

odifi

es p

lans

and

ser

vice

s ba

sed

on in

divi

dual

and

fam

ily e

xper

ienc

e

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Use

s av

aila

ble

tool

s fo

r m

easu

ring

Pe

riod

ical

ly a

sses

ses

indi

vidu

al a

nd

Dis

mis

ses

indi

vidu

al a

nd fa

mily

in

divi

dual

sati

sfac

tion

and

prog

ress

fa

mily

mem

ber

satis

facti

on w

ith

mem

ber

feed

back

and

con

cern

s

plan

s, s

ervi

ces,

and

pro

gres

s

2

Ass

ists

trea

tmen

t tea

m a

nd

Adj

usts

pla

ns a

nd s

ervi

ces

bein

g Re

fuse

s to

cha

nge

plan

s or

em

ploy

er a

genc

y to

impr

ove

pr

ovid

ed b

ased

on

the

feed

back

se

rvic

es d

espi

te in

divi

dual

and

se

rvic

es b

ased

, in

part

, on

re

ceiv

ed a

nd th

e pr

ogre

ss m

ade

fam

ily m

embe

r co

ncer

ns a

nd

feed

back

from

indi

vidu

als

and

on

ach

ievi

ng g

oals

re

ques

ts

fam

ily m

embe

rs

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


37

Com

pete

ncy

Cate

gory

8: D

ocum

enti

ng

A. C

ompl

etes

requ

ired

doc

umen

tati

on

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Serv

es a

s a

reso

urce

and

men

tor

Co

mpl

etes

all

requ

ired

Mis

ses

dead

lines

for

prep

arin

g

to

oth

er s

taff

on

docu

men

tatio

n

docu

men

tatio

n co

rrec

tly, e

ffici

ently

do

cum

ents

on

a fr

eque

nt b

asis

gu

idel

ines

and

pro

cedu

res

and

in a

tim

ely

man

ner,

incl

udin

g:

as

sess

men

ts, s

ervi

ce re

cord

s,

in

cide

nt re

port

s, b

illin

g fo

rms,

and

hum

an re

sour

ces

form

s

2

Prod

uces

doc

umen

tatio

n th

at

Prod

uces

doc

umen

tatio

n th

at is

D

ocum

ents

sub

jecti

ve

conv

eys

a co

mpr

ehen

sive

and

ob

jecti

ve, a

ccur

ate,

and

legi

ble

impr

essi

ons

rath

er th

an

desc

ripti

ve v

iew

of t

he in

divi

dual

obje

ctive

fact

s; c

reat

es il

legi

ble

and

fam

ily, s

ervi

ce p

lan,

and

docu

men

ts

serv

ices

pro

vide

d

3

Use

s te

chni

cal l

angu

age

in

Use

s cl

ear

and

appr

opri

ate

Routi

nely

cre

ates

do

cum

enta

tion,

impr

ovin

g th

e

lang

uage

, gra

mm

ar, a

nd s

pelli

ng

docu

men

tatio

n th

at is

unc

lear

,

qu

ality

of t

he in

form

ation

bei

ng

in d

ocum

enta

tion

cont

ains

poo

r gr

amm

ar, a

nd is

co

nvey

ed

ri

ddle

d w

ith in

accu

rate

spe

lling

s

B. B

alan

ces

priv

acy

wit

h do

cum

enta

tion

requ

irem

ents

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Dis

cuss

es w

ith in

divi

dual

and

fam

ily

Iden

tifies

sen

sitiv

e in

form

ation

that

Tr

eats

all

info

rmati

on o

btai

ned

mem

bers

the

adva

ntag

es a

nd

coul

d be

har

mfu

l or

unco

mfo

rtab

le

as a

ppro

pria

te fo

r

di

sadv

anta

ges

of d

ocum

entin

g

for

an in

divi

dual

or

fam

ily m

embe

rs

docu

men

tatio

n

se

nsiti

ve in

form

ation

if

shar

ed

2

Cons

ults

with

sup

ervi

sor

on

Incl

udes

ess

entia

l inf

orm

ation

in

Incl

udes

non

-ess

entia

l hig

hly

w

heth

er to

incl

ude

sens

itive

do

cum

enta

tion,

whi

le e

xclu

ding

pe

rson

al in

form

ation

in

info

rmati

on in

doc

umen

tatio

n no

n-es

senti

al, s

ensi

tive

info

rmati

on

docu

men

tatio

n

3

Revi

ews

reco

rds

with

indi

vidu

als

Pr

ovid

es in

divi

dual

and

fam

ily

Refu

ses

indi

vidu

al a

nd fa

mily

an

d di

scus

ses

thei

r re

actio

n to

m

embe

rs w

ith a

cces

s to

thei

r ac

cess

to re

cord

s w

hen

the

info

rmati

on it

con

tain

s re

cord

s re

quire

d co

nsen

t has

bee

n

gi

ven

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


38

Com

pete

ncy

Cate

gory

9: B

ehav

ing

Prof

essi

onal

ly a

nd E

thic

ally

A. F

ulfil

ls re

spon

sibi

lities

and

com

mit

men

ts

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Serv

es a

s a

mod

el fo

r ot

hers

in

Min

imiz

es a

bsen

ces

from

wor

k,

Abs

ent,

late

, or

leav

es e

arly

on

term

s of

att

enda

nce

and

timel

ines

s ar

rive

s on

tim

e, a

nd c

ompl

etes

a fu

ll

a fr

eque

nt b

asis

wor

k da

y

2

Volu

ntee

rs fo

r ad

ditio

nal d

uties

, M

anag

es h

is o

r he

r tim

e eff

ectiv

ely

Act

s w

ithou

t pla

nnin

g ho

w a

ll

be

yond

ass

igne

d re

spon

sibi

lities

nece

ssar

y w

ork

will

be

acco

mpl

ishe

d

3

Hel

ps th

e or

gani

zatio

n fin

d w

ays

Co

mpl

etes

ass

igne

d du

ties

in a

M

isse

s de

adlin

es ro

utine

ly,

to im

prov

e th

e qu

ality

and

tim

ely

way

and

follo

ws

thro

ugh

on

leav

es a

ssig

ned

wor

k

effi

cien

cy w

ith w

hich

ser

vice

s ar

e

reas

onab

le re

ques

ts o

r pr

omis

es

unfin

ishe

d, a

nd fa

ils to

follo

w-

deliv

ered

m

ade

to o

ther

s th

roug

h on

com

mitm

ents

mad

e

to

oth

ers

4

Goe

s ab

ove

and

beyo

nd re

quire

d

Prov

ides

em

ploy

er-a

ppro

ved

Viol

ates

em

ploy

er r

ules

and

du

ties,

with

out v

iola

ting

empl

oyer

se

rvic

es a

nd a

ppro

ache

s to

car

e,

polic

ies

abou

t the

del

iver

y of

ru

les

and

polic

ies

wor

king

with

in th

e lim

its o

f se

rvic

es

as

sign

ed jo

b du

ties

and

role

5

Prov

ider

lead

ersh

ip in

mee

tings

, Pa

rtici

pate

s ro

utine

ly a

nd a

ctive

ly

Mis

ses

mee

tings

freq

uent

ly o

r

in

eith

er a

form

al o

r in

form

al ro

le

in s

taff,

team

, and

age

ncy-

wid

e

atten

ds w

ithou

t con

trib

uting

mee

tings

B. C

ompl

ies

wit

h la

ws,

regu

lati

ons,

pol

icie

s, a

nd e

thic

al c

odes

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Educ

ates

col

leag

ues

abou

t M

aint

ains

con

fiden

tialit

y of

Vi

olat

es c

onfid

entia

lity

thro

ugh

confi

denti

ality

rul

es a

nd p

roce

dure

s pr

otec

ted

heal

th in

form

ation

; ac

tions

suc

h as

rele

asin

g

info

rms

indi

vidu

als

and

fam

ily

prot

ecte

d in

form

ation

with

out

m

embe

rs o

f the

lim

its o

f pe

rmis

sion

confi

denti

ality

2

Sear

ches

for

info

rmati

on o

n

Adh

eres

to a

ll la

ws,

regu

latio

ns,

Viol

ates

law

s, re

gula

tions

,

ch

ange

s to

law

s, re

gula

tions

, po

licie

s an

d et

hica

l cod

es o

f po

licie

s, a

nd c

odes

of c

ondu

ct

polic

ies,

and

cod

es o

f con

duct

co

nduc

t tha

t app

ly to

the

wor

ker

ro

utine

ly

and

the

job

3

Follo

ws

up a

fter

sub

mitti

ng

Subm

its m

anda

ted

repo

rts

Det

ects

but

doe

s no

t rep

ort

man

date

d re

port

s to

ens

ure

that

re

gard

ing

abus

e or

ris

k of

har

m

abus

e or

ris

k of

har

m

info

rmati

on w

as re

ceiv

ed a

nd

appr

opri

ate

actio

n w

as ta

ken

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea


39

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea

Com

pete

ncy

Cate

gory

9: B

ehav

ing

Prof

essi

onal

ly a

nd E

thic

ally

(c

ontin

ued)

C. S

eeks

sup

ervi

sion

and

con

sult

ation

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Part

ners

in d

eliv

erin

g ca

re w

ith

Reco

gniz

es th

e pe

rson

al li

mits

of h

is

Del

iver

s se

rvic

es fo

r w

hich

he

or

othe

rs w

ho c

ompl

emen

t his

or

her

or

her

kno

wle

dge

and

skill

s sh

e is

unq

ualifi

ed

know

ledg

e an

d sk

ills

2

Prov

ides

sup

ervi

sion

to o

ther

s

Parti

cipa

tes

routi

nely

and

M

isse

s su

perv

isio

n se

ssio

ns

whe

n au

thor

ized

by

the

empl

oyer

co

nstr

uctiv

ely

in fo

rmal

sup

ervi

sion

fr

eque

ntly

; rej

ects

sug

gesti

ons

or d

irecti

on o

ffere

d du

ring

su

perv

isio

n

3

Offe

rs c

onsu

ltatio

n to

oth

ers

in

Seek

s ad

ditio

nal s

uper

visi

on o

r In

non

-urg

ent s

ituati

ons,

take

s

ar

eas

of h

is o

r he

r ex

perti

se

cons

ulta

tion

whe

n un

cert

ain

abou

t ac

tion

whe

n un

cert

ain

with

out

th

e be

st c

ours

e of

acti

on o

r

requ

estin

g gu

idan

ce fr

om a

conc

erne

d ab

out p

erfo

rman

ce o

f su

perv

isor

co-w

orke

rs o

r ot

her

serv

ice

prov

ider

s

D. M

anag

es s

tres

s an

d m

aint

ains

per

sona

l hea

lth

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Reco

gniz

es s

igns

of b

urno

ut o

r

Reco

gniz

es s

igns

of p

erso

nal s

tres

s Ig

nore

s pe

rson

al s

igns

of s

tres

s

dist

ress

2

Teac

hes

or s

hare

s st

ress

U

ses

self-

care

str

ateg

ies

to m

anag

e Be

com

es ir

rita

ble

and

angr

y

m

anag

emen

t tec

hniq

ues

with

an

d re

duce

str

ess

and

prev

ent

with

oth

ers

whe

n st

ress

ed

othe

rs

burn

out

3

Enga

ges

in p

reve

ntion

and

hea

lth

Ensu

res

adeq

uate

wor

k Im

paire

d w

ork

perf

orm

ance

pr

omoti

on b

ehav

iors

pe

rfor

man

ce b

y m

aint

aini

ng

beca

use

of fa

ilure

to s

eek

pe

rson

al h

ealth

m

edic

al c

are

4

Volu

ntee

rs to

ass

ist c

o-w

orke

rs

Use

s pr

oper

“bo

dy m

echa

nics

” U

ses

unsa

fe p

racti

ces

for

liftin

g,

with

phy

sica

l sup

port

task

s to

w

hen

phys

ical

ly a

ssis

ting

othe

rs

crea

ting

a ri

sk o

f inj

ury

min

imiz

e th

eir

risk

of i

njur

y


40

Exam

ples

of h

ow th

e w

orke

r ha

s de

mon

stra

ted

a st

reng

th

or le

arni

ng n

eed

in th

is a

rea

Com

pete

ncy

Cate

gory

10:

Dev

elop

ing

Prof

essi

onal

ly

A.

See

ks o

ppor

tuni

ties

to im

prov

e kn

owle

dge,

ski

lls, a

nd a

biliti

es

Ex

celle

nt P

erfo

rman

ce

Sati

sfac

tory

Per

form

ance

U

nsati

sfac

tory

Per

form

ance

1

Crea

tes

a w

ritt

en p

rofe

ssio

nal

Sets

per

sona

l goa

ls fo

r pr

ofes

sion

al

Sets

no

goal

s fo

r pr

ofes

sion

al

deve

lopm

ent p

lan

de

velo

pmen

t de

velo

pmen

t or

take

s no

acti

on

to a

chie

ve g

oals

2

Enro

lls in

con

tinui

ng e

duca

tion

Pa

rtici

pate

s ro

utine

ly in

em

ploy

er

Mis

ses

empl

oyer

org

aniz

ed

prog

ram

s an

d/or

cer

tifica

tion

and

or

gani

zed

inse

rvic

e tr

aini

ng a

nd

inse

rvic

e tr

aini

ngs;

pas

ses

on

degr

ee g

ranti

ng p

rogr

ams

othe

r co

mpe

tenc

y bu

ildin

g ac

tiviti

es

othe

r op

port

uniti

es fo

r

co

ntinu

ing

educ

ation

3

Seek

s ex

peri

entia

l opp

ortu

nitie

s to

Le

arns

abo

ut lo

cal c

ultu

res

and

Prac

tices

with

out k

now

ledg

e or

le

arn

abou

t loc

al c

ultu

res

and

norm

s no

rms

awar

enes

s of

loca

l cul

ture

s an

d

no

rms

B.

Use

s pe

rfor

man

ce e

valu

ation

s an

d fe

edba

ck to

impr

ove

perf

orm

ance

Exce

llent

Per

form

ance

Sa

tisf

acto

ry P

erfo

rman

ce

Uns

atisf

acto

ry P

erfo

rman

ce

1

Iden

tifies

str

engt

hs a

nd

Parti

cipa

tes

in th

e pe

rfor

man

ce

Refu

ses

to p

artic

ipat

e in

the

wea

knes

ses;

use

s co

mpe

tenc

ies

in

eval

uatio

n pr

oces

s an

d ac

cept

s pe

rfor

man

ce e

valu

ation

pe

rfor

man

ce e

valu

ation

doc

umen

ts

cons

truc

tive

feed

back

pr

oces

s; re

ject

s co

nstr

uctiv

e

to

sha

pe p

rofe

ssio

nal d

evel

opm

ent

fe

edba

ck

goal

s

2

Use

s fe

edba

ck fr

om p

erfo

rman

ce

Use

s ev

alua

tion

feed

back

to

Repe

ats

prob

lem

atic

beha

vior

s

re

view

s to

set

new

pro

fess

iona

l im

prov

e w

ork

perf

orm

ance

de

spite

feed

back

abo

ut th

em

deve

lopm

ent g

oals


41


360 Degree Feedback



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 identified as the Alaska Core Competencies. Many individuals observe employees working and can offer valuable opinions about (a) how well employees are doing their jobs and (b) how they could do their jobs better. This 360 Degree Feedback form asks for those opinions. The name “360 Degree” refers to getting feedback from those “all around” employees, including clients, family members, co-workers, and those supervisors who do not complete the employee’s Performance Review. The feedback obtained using this form should be helpful and constructive. Good feedback allows employees to better understand how others view their work, helps supervisors identify skills on which employees needs additional training, and can be considered by supervisors as they complete Performance Reviews.

Here are the steps for using this form: Step 1: An employee’s 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 questions being asked and how to answer. Step 3: The person completing the form rates the employee on each of the 10 categories that have not been crossed out, should provide comments and examples about the employee’s skills, and can add general comments and other examples at the end of the document. Check “Not observed” if the person completing the form doesn’t have information about the employee’s ability on a specific competency. Step 4: The person filling 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 specific ratings and comments from individuals unless those individuals gave permission for their form to be shared. Step 6: The forms should be placed in the employee’s personnel file and used to help complete Skill Building Plans and Performance Reviews.

If the individuals asked to complete this form find the competencies or rating system too confusing, they can simply write all of their feedback and examples in the “Other Comments” section.



42

Competency Category 1: Working with Others Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 2: Assessing Strengths and Needs Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 3: Planning Services Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 4: Providing Services Needs Not Exceptional Satisfactory Improvement Observed

Feedback

Examples: listens and communicates effectively; collaborates; builds positive relationships.

Comments & Examples:

Examples: gathers information; assists individuals and families in identifying their values, goals, strengths, and problems; communicates the results of assessments clearly; detects warning signs of worsening problems.


Examples: identifies recommended goals and services; supports individuals and families in making decisions about their care.


Examples: provides emotional or physical support; problem solving; helps maintain safety; teaches or trains; provides crisis intervention; conducts group.



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Competency Category 5: Linking to Resources Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 6: Advocating Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 7: Individualizing Care Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 8: Documenting Needs Not Exceptional Satisfactory Improvement Observed

Examples: identifies 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 characteristics of individuals and families and adjusts services to meet their needs; changes services based on individual and family feedback.


Example: completes required documentation accurately.



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Competency Category 9: Behaving Professionally and Ethically Needs Not Exceptional Satisfactory Improvement Observed

Competency Category 10: Developing Professionally Needs Not Exceptional Satisfactory Improvement Observed

Other Comments & Examples (provide additional feedback here):

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

Signatures:

Signature Date

Person completing the form

Supervisor: I have reviewed this form

Examples: fulfills responsibilities; complies with laws, regulations, policies, and ethical codes; seeks supervision.


Examples: improves his or her knowledge, skills, and abilities; uses feedback to improve his or her performance.



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Performance Review



Supervisor ________________________________ Review type (e.g. initial, annual) __________________

Performance Period: From ____ /____ /____ To ____ /____ /____

InstructionsDirect care workers providing health and social services should have the basic skills that have been identified as the Alaska Core Competencies. This Performance Review form is designed to assist supervisors in evaluating the employees on these skills. For each of the 10 Competency Categories below, rate the employee’s skills as Exceptional, Satisfactory, or Unsatisfactory and add brief comments about strengths or weaknesses in each category. The individual competencies (lettered A, B, C, etc.) explain the skills within each category, but the supervisor is not expected to rate or comment on each of these. Comments on the Competency Categories are not necessary if the supervisor has completed and attached the Alaska Core Competencies Logbook.

Once each Category is rated, provide an Overall Rating of the employee’s performance for this Performance Period. In the Comments section, briefly summarize the overall performance and justification for the Overall Rating. Most agencies require this form to be reviewed and approved by a senior manager and/or a personnel manager prior to being discussed and reviewed with the employee, who then has the option of making written comments about the evaluation. The employee should receive a copy and the original should be placed in the employee’s personnel file.


Ratings by Competency CategoryAre behavioral examples documented by the supervisor in an attached Logbook? Yes No

Competency Category 1: Working with Others Comments


B. Communicates effectively

C. Builds positive relationships

D. Collaborates

E. Maintains appropriate boundaries

Rating: Exceptional Satisfactory Unsatisfactory


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Competency Category 2: Assessing Strengths and Needs Comments

A. Gathers and summarizes information

B. Assists in identifying personal values, goals, and priorities

C. Identifies strengths and resources

D. Identifies problems, deficits, and stressors

E. Detects warning signs

F. Communicates results clearly

G. Reassesses routinely


Competency Category 3: Planning Services Comments


B. Supports individual and family member decision-making in developing a plan of care

C. Assists individuals in developing personal plans


Competency Category 4: Providing Services Comments

A. Implements and coordinates the plan of care

B. Conducts outreach and engagement

C. Maintains safety

D. Creates a therapeutic learning environment

E. Provides emotional support

F. Provides physical support

G. Teaches and trains

H. Supports problem solving and conflict resolution

I. Prevents and intervenes in crises

J. Organizes and conducts group activities

K. Promotes health and wellness


Competency Category 5: Linking to Resources Comments


B. Supports individual and family decision-making in selecting resources

C. Connects individuals and families to community resources



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Competency Category 6: Advocating Comments

A. Advocates on behalf of the individual and family



Competency Category 7: Individualizing Care Comments

A. Assesses the influence of key individual, family, and community characteristics

B. Tailors services to unique individual, family, and community characteristics

C. Modifies plans and services based on individual and family experience


Competency Category 8: Documenting Comments

A. Completes required documentation

B. Balances privacy with documentation requirements


Competency Category 9: Behaving Professionally and Ethically Comments

A. Fulfills responsibilities and commitments

B. Complies with laws, regulations, policies, and ethical codes C. Seeks supervision and consultation

D. Manages stress and maintains personal health


Competency Category 10: Developing Professionally Comments

A. Seeks opportunities to improve knowledge, skills and abilities

B. Uses performance evaluations and feedback to improve performance



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Overall Rating: Rating: Exceptional Satisfactory Unsatisfactory

Comments (Summarize the overall performance and justification for the Overall Rating. Highlight

strengths and areas in need of improvement):

Signatures:

Signature Title Date

Rated by:

Reviewed by:

Approved by:

Employee – I have been given a copy of this report and it has been discussed with me.

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

additional comments):


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Portfolio Guide

IntroductionDirect care workers providing health and social services should have the basic skills that have been identified in the Alaska Core Competencies. Each worker has a valuable and unique perspective on his or her strengths, weaknesses, and learning needs. This Portfolio Guide provides information on what a portfolio is, its purpose, and cover pages to get you started on creating your own portfolio 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 creating samples of their real work that demonstrates proficiency in competencies required by your job.

What is a Portfolio? ff Portfolios are defined as a purposeful collection of work that tells the story of your effort, progress, and/or

achievement.

ff Portfolio documents are generally held together in a three-ring binder with tabs to organize the different work samples. Additional materials that are not paper-based can be collected in a separate tote kept with the portfolio binder.

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

ff A portfolio is a living document that you will expand and change over time depending on the job requirements or expectations of a particular job or place of employment.

What are the purposes of a Portfolio?ff A portfolio is a concrete way of demonstrating your skills and competencies to potential employers on the 10

Alaska Core Competency categories.

ff A portfolio showcases your works in progress, tracks your learning over time, and can be used to assess your work products over time.

ff Portfolios are an active way to participate in learning and to allow you to increase your ability to self-evaluate.

ff Portfolios promote professional identity by organizing thinking regarding accomplishments on the job.

ff Portfolios can be used to demonstrate your skills needed for a specific job or can be used as evidence of work-related skills for future employment in the direct care worker field.

Instructions:Your portfolio may be developed as a component of your current job or you can choose to chronicle your learning experiences on your own.



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To get started, purchase a three-ring binder, paper, and index tabs to identify different work samples. The index tabs allow easy access to each section and will help you present your portfolio as an organized and professional document. Consider placing documents you have three-hole punched in each section, rather than placing documents in clear, slide-in sheets. If work samples are not paper-based, use the cover page to identify the entry and identify where the work sample (e.g., video, etc.) is located.

There is not one way to create a portfolio. To determine the organization of your portfolio consider who you are, your professional goals, and what you want to communicate about your professional self.

Next, create a general portfolio cover page that contains information specific to you such as your contact information, your employer, your position, and any other information 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 field. In addition, it would be useful to include a copy of your resume at the beginning of your binder.

Now begin to start building your portfolio by creating entries or work samples to showcase your work, skills, attitudes, etc. Work samples are compiled over a period of time and illustrate learning or competency in actual work situations. You can use the portfolio entry cover page (see page 4 for cover page template) to reference the Alaska Core Competencies and identify which one or more competencies your work examples pertain to.

Work samples should include a summary statement which describes the activity/work sample. Work samples come in many formats and are not limited to written products.

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

ff Written journal entriesff Records of training activities completed on the job or in the communityff Examples of learning exercises and what knowledge you gained by participating in themff Examples of interactions with persons in your care or co-workers that you believe demonstrate a specific and

valuable skillff Examples to demonstrate cultural attunement to Alaska Native and/or rural and indigenous issuesff Resumeff Oral presentationsff Slide presentationsff Career goal essaysff Personal belief statementsff Photosff Video clips ff Artwork

Ideally, select portfolio work samples that illustrate your proficiency in the ten competency categories identified in the Alaska Core Competency Model. Use creativity when providing work samples to demonstrate your skills and knowledge of your job. Work samples should show authentic evidence of your growth as a direct care worker.

Remember that the confidentiality of the individuals receiving care, family members, and other supports must be protected. Names and identifying information must be changed, deleted or blanked out if specific permission is not granted.

On the following page is a template to get you started on your professional portfolio1. You are not bound to this format, this is just a guide.

Print off a portfolio 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 specific competencies.

Please refer to an example of a portfolio entry after the blank template

1 You may want to consider creating an online E-Portfolio to track your learning experiences and credit through The Alaska Training Cooperative Learning Management System (AKTC LMS). Any trainings you take through the AKTC will automatically be added to your E-Portfolio and you can also self-report other trainings for a complete record of trainings. Please visit www.aktclms.org and sign up for free. Once you have signed up and logged in visit the User Home to get started with your E-Portfolio.


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Portfolio Work Sample Cover Page

Date:

Summary Statement about Work Sample/Activity/Experience:

Type of Work Sample/Activity/Experience (see list of some possibilities above):

Competencies that are addressed by this example:

Reflection: Any other information that is relevant to understanding how this entry demonstrates your skills, attitudes, values, or competence in a given area of the direct care worker field.

Category 1: Working with Others Listens effectively Communicates effectively Builds positive relationships Collaborates Maintains appropriate boundaries

Category 2: Assessing Strengths and Needs Gathers and summarizes information Assists in identifying personal values, goals,

and priorities Identifies strengths and resources Identifies problems, deficits, and stressors Detects warning signs Communicates results clearly Reassesses routinely

Category 3: Planning Services Identifies 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 Services Implements and coordinates the plan of

care Conducts outreach and engagement Maintains safety Creates a therapeutic learning environment Provides emotional support Provides physical support Teaches and trains Supports problem solving and conflict

resolution Prevents and intervenes in crises Organizes and conducts group activities Promotes health and wellness

Category 5: Linking to Resources Identifies recommended resources Supports individual and family decision-

making in selecting resources Connects individuals and families to

community resources

Category 6: Advocating Advocates on behalf of the individual and

family Supports self-advocacy

Category 7: Individualizing Care Assesses the influence of key individual,

family, and community characteristics Tailors services to unique individual, family,

and community characteristics Modifies plans and services based on

individual and family experience

Category 8: Documenting Completes required documentation Balances privacy with documentation

requirements

Category 9: Behaving Professionally and Ethically

Fulfills responsibilities and commitments Complies with laws, regulations, policies,

and ethical codes Seeks supervision and consultation Manages stress and maintains personal

health

Category 10: Developing Professionally Seeks opportunities to improve knowledge,

skills, and abilities Uses performance evaluations and feedback

to improve performance


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(Example) Portfolio Work Sample

Date: 12/1/10

Summary Statement about Work Sample/Activity/Experience:

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

Type of Work Sample/Activity/Experience (see list of some possibilities above):

Journal Entry

Competencies that are addressed by this example:

Work Sample: I was doing my morning rounds to say hello to my patients when a particular patient 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 “getting 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 (fictional name), I understand you are wondering when you can leave this place, is that right?” So, I started with greeting him in a friendly way and then repeated what he said so that I showed him I understood him. I went on to ask him some questions 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 information. This seemed to be helpful for Mr. Blackwell because he smiled and said, “thanks for your help…at least you are listening to me.”

Reflection: Any other information that is relevant to understanding how this entry demonstrates your skills, attitudes, values, or competence in a given area of the direct care worker field.

Category 4: Providing Services Implements and coordinates the plan of

care Conducts outreach and engagement Maintains safety Creates a therapeutic learning environment Provides emotional support Provides physical support Teaches and trains Supports problem solving and conflict

resolution Prevents and intervenes in crises Organizes and conducts group activities Promotes health and wellness

Category 5: Linking to Resources Identifies recommended resources Supports individual and family decision-

making in selecting resources Connects individuals and families to

community resources

Category 6: Advocating Advocates on behalf of the individual and

family Supports self-advocacy

Category 7: Individualizing Care Assesses the influence of key individual,

family, and community characteristics Tailors services to unique individual, family,

and community characteristics Modifies plans and services based on

individual and family experience

Category 8: Documenting Completes required documentation Balances privacy with documentation

requirements

Category 9: Behaving Professionally and Ethically

Fulfills responsibilities and commitments Complies with laws, regulations, policies,

and ethical codes Seeks supervision and consultation Manages stress and maintains personal

health

Category 10: Developing Professionally Seeks opportunities to improve knowledge,

skills, and abilities Uses performance evaluations and feedback

to improve performance

Category 1: Working with Others Listens effectively Communicates effectively Builds positive relationships Collaborates Maintains appropriate boundaries

Category 2: Assessing Strengths and Needs Gathers and summarizes information Assists in identifying personal values, goals,

and priorities Identifies strengths and resources Identifies problems, deficits, and stressors Detects warning signs Communicates results clearly Reassesses routinely

Category 3: Planning Services Identifies recommended goals and services Supports individual and family member

decision-making in developing a plan of care Assists individuals in developing personal

plans


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Ask yourself these questions to facilitate your reflection process:

1. How does this learning experience relate to my role as a direct care worker?

This experience happened on the job so it is directly related to my work and role as a direct care worker.

2. What did this experience teach me?

I learned that slowing down and showing the person I am listening (by sitting down, repeating what the person says) that it can go a long way in making a person feel heard. I also think that having us both sit down was a way to avoid the patient from getting more angry and showed that I was willing to sit down with him for a few minutes and focus on his concerns.

3. How am I a better direct care worker as a result of this experience?

This was a positive experience for me because I usually want to rush through my morning duties. I need to continue to push myself to be patient and really take time to listen and show that I am listening.

© 2010, The Alaska Mental Health Trust Authority, The Western Interstate Commission for Higher Education, and The Annapolis Coalition on the Behavioral Health Workforce


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Assessment Tools for the Alaska Core Competenciesfiles.aktc.org/ACC 2016 Assessment Tools...

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Transcript of Assessment Tools for the Alaska Core Competenciesfiles.aktc.org/ACC 2016 Assessment Tools...