Leadership In-Service # 1

Introduction to components of STAR direct-care staff training

Leadership In-Service #2 (not included in this prototype)

Leadership’s role in support and supervision of the STAR program

Leadership In-Service #3 (not included in this prototype)

Integrating STAR approaches into the daily care of residents

TRAINER NOTE:

                1 To introduce leadership to the components of STAR training that the direct care staff is learning.

                2 To introduce leadership to support and supervision of the STAR program.

                3 To explore opportunities for integration of STAR approaches into the daily care of residents.

The definition of leadership in Assisted Living residences varies. Some sites may have several leadership staff members, with a mix of LPNs and RNs. Others may have only one leadership staff member, who may only work part time. The education and supervisory experience that leadership staff members bring to their jobs will cover a broad range. Administrators, operators and case managers may or may not be involved with ongoing care. Some have extensive clinical experience and some have none. They are, however, instrumental in providing organizational support for this training and for ongoing dementia care training. As the STAR trainer, you will need to encourage all the leadership staff to participate in the three Leadership in-services. 

The Leadership In-Services are delivered in three sessions:

The first in-service (we suggest one hour of time) occurs prior to the direct-care staff STAR training. During this introductory in-service, you will provide leadership staff a brief overview of STAR, and instruct them on the use of the ABC Cards, videos and handouts. The first in-service is also a time to emphasize the role that the leadership plays in supporting STAR training for direct-care staff. At the end of this first in-service, you will give leadership staff participants a homework assignment of completing an ABC Card and a Get Active! Plan for a resident. This provides leadership with direct experience in the benefits and challenges in the ABC approach.

The second in-service (we suggest 30 minutes in length) should occur two weeks after the first Leadership in-service. During this in-service, you will meet with leadership staff members to discuss their experience with the ABC Card and Get Active! plan. This is an opportunity for you, as the STAR trainer, to model good supervisory techniques (e.g., positive feedback, encouraging questions and dissent, etc). The group will discuss and problem-solve any difficulties that occurred when working on their ABC Cards. The second in-service addresses basic supervisory skills to use with staff. At the end of this session, you will ask participants to select one direct care staff member to supervise in the use of an ABC Card and Get Active! Plan. This provides them with direct experience supervising their staff in the use of STAR techniques.

The third in-service (we suggest 30 minutes of time) should occur after the direct-care staff individual training sessions are completed. This in-service provides an opportunity for leadership to discuss their experiences supervising direct care staff on STAR techniques using the ABC Cards and Get Active! plans. This in-service is also an opportunity to help leadership develop a site-specific plan to integrate STAR approaches into the existing communication and supervisory systems of the residence.

During these sessions, you will be working with the leadership staff to find ways to integrate the content of the STAR program into daily routines. As you are leading discussions and going over assignments, pay attention to the management/supervisory techniques that participants use and/or report. Your observations will be helpful as you lead brainstorming and planning discussions with the leadership staff. Be sure to use specific examples from situations raised during direct-care staff training, emphasizing how vital one-on-one supervision of direct care staff is to maintaining the positive outcomes of the STAR training. Encourage the leadership to raise any questions they have about the training and its concepts. In this way, you educate and model good supervisory and training skills.

Remember, these sessions are designed to promote incorporation of STAR into the current communication and supervisory systems to assure the program’s ongoing success as well as to train the leadership to perpetuate an effective care program. 

Agenda:

1. Leadership STAR folder containing all STAR handouts except ABC Cards

I. Introduction

    •  Direct-care staff receive more hours of training and practice.

    •  ABC Card: There are 4 Ws to a problem behavior.

    • The A-activator occurs before and the C-consequence after.

Trainers' Guide: Leadership In-Service #1

Trainers' Guide: Leadership In-Service #1

 

 

 

Print the Trainer's Guide for Leadership In-Service #1

 

 

STAR Manual PDF    ~or~ Use print as a PowerPoint from the presentation above   

 

 

 

 

Enter which team members completed this section in STAR Tracker to print their CE Certificate