After successful completion of the hiring process, it is essential to train employees in relevant skills. The training ensures that the employees' skills and competency match the requirements of the organization. As the only behavior analyst in my organization, it will be my responsibility to train the three newly hired Registered Behavior Technicians (RBTs).
Process for Training the Employees
The training will involve a four-step process as illustrated below;
Step 1: Assessment of Needs and setting Training Objectives .
This is arguably the most significant step in every training process. The step will allow me to consider the requirements of the organization and the kind of training that is needed. It will also give me room to set the objectives of the training to ensure the successful training of the employees (Lincoln, 2018). In the assessment, I will determine the skills that are most relevant to the organization. The skills should promote the realization of the organization's strategic objectives. Also, it will be essential to assess individual employees to identify their skills before the training. This will allow me to determine the form of training that the employees require to be accomplished in their skill competency. Once the assessment is done, I will be able to set the training objectives according to the training needs of the employees.
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Step 2: Organize the Training Materials .
Once the training needs are identified, the next step will be to develop the training content that will meet the training objectives. The materials should contain what I wish the employees to know after the training process. It is important to also to come up with training techniques that will ensure the effective delivery of information in the training materials. For instance, PowerPoint slides will allow me to demonstrate how to perform particular technical tasks within the organization.
Step 3: Execution of the Training .
Once the training materials are developed, the next step will be to execute the training. As the behavior analyst in the organization, I will handle the training. The fact that I am knowledgeable about what is required to carry out my behavior plans will enable me to conduct the training successfully. I will also set a timeline for the training to ensure that it is completed within a stipulated time frame. The training time should be realistic and concise to ensure that the organization's objectives are achieved.
Step 4: Evaluation to Measure the Effectiveness of the Training.
The step will allow me to determine whether the training objectives were realized. The employees' feedback is a crucial factor to consider in the evaluation process. The reaction of the employees to the training will enable me to make the initial evaluation of its effectiveness. Also, monitoring the RBTs performance will allow me to determine whether the training had an impact on their skills competence.
In my first training session, I will focus on training the RBTs on essential technical skills that will ensure exceptional performance in my organization. I will teach them on data collection procedures that will ensure they collect accurate data on clients' behavior. I will also incorporate training on the principles and techniques of behavior analysis to ensure that the RBTs can successfully analyze the behavior of clients (Lincoln, 2018). This will further ensure accurate data collection based on behavior. At the end of the training session, I will subject the RBTs to a case study where they will be required to analyze behavior and collect data. This will allow me an opportunity to gauge the level of mastery of the training objectives by the employees. Successful analysis of the case study and accurate collection of data will confirm the success of the initial training session.
How to Ensure RBTs Follow through with the Behavior Plans
Once the training is completed, a follow up is essential. This will ensure that the objectives of the organization are met. I will adopt two methods to make this follow up.
Method 1: Use of Fidelity Checklists.
The checklists help to determine the success of the implementation process of the plan. The consistency and commitment of the RBTs to the behavior plans can be evaluated using the fidelity checklists (Burke, Daniel, O'Keefe, & Smith, 2018). The fidelity of the RBTs can be done regularly through a weekly collection of fidelity data. The frequency of data collection can reduce gradually as the RBTs become more accustomed to the behavior plans. The fidelity data can be collected through observation of the employees as they implement the behavior plans. Objective observation will allow me to fill in the fidelity checklist with data that will be essential in determining the fidelity of the RBTs. The data will inform me of the action that I should take to ensure the RBTs follow through with the behavior plans.
Method 2: Supervision of the RBTs
Supervision is an effective method that will enable follow up of the RBTs commitment to the behavior plans. Supervision will allow me to monitor the progress made by the RBTs after the training. As a supervisor, I will mentor and coach the RBTs as well as encourage them to follow through with the behavior plans. I will also assist them when they get stuck in the execution of their tasks. I will also encourage communication, which will ensure I get feedback on the challenges faced by the RBTs. However, I will allow autonomy to ensure the RBTs navigate through challenges. This will enable them to own the plans and pride in their work.
Regular supervision will be essential immediately after training. Twice per week would work for the first few months and gradually reduce it to once per week. However, constant contact with the RBTs will be essential for the long term realization of the objectives. A supervisor's working file would be the vital document that I would use during the supervision sessions. I will give feedback orally to the RBTs in the privacy of my office to ensure confidentiality (Tschannen ‐ Moran & Gareis, 2018). Also, I can issue individual status reports to the RBTs to sensitize them on areas that require improvement.
How to Set Up a Management System That Ensures Continued Performance at High Level
An effective management system would ensure that the supervisees continue performing maximally in the long run. Setting up such an effective management system would require several considerations. First, I would utilize performance management as an opportunity to mentor and encourage the supervisees to maximize their potential. The management system would be centered on coaching the supervisees to grab opportunities that would see them grow their skills (Ashdown, 2018). Active engagement of the RBTs in the performance management meetings would encourage them to perform at high levels.
Secondly, the management system should allow positive reinforcement of excellent performance by the employees (Ashdown, 2018). I would, therefore, set up a management system that motivates the RBTs to perform even better through appreciation of their efforts. Thirdly, the management system should allow for regular performance feedback to the RBTs and trainees. The management should not only focus on gauging progress but also provide prompt feedback on the employees’ performance. Positive feedback will reinforce the strong skills demonstrated by the supervisees. Also, the feedback allows the opportunity to recommend improvement strategies. Lastly, the management system should provide adequate learning opportunities that will ensure the continued development of the skill set of the RBTs. I will achieve this through regular training opportunities and participation in leadership development programs.
Continued supervision, in the long run, is essential to ensure that the RBTs and other trainees remain focused on the realization of the organization's goals. I will hold regular progress meetings that will allow discussion of results and outcomes. The sessions will also allow for planning on how to move forward. The planning will ensure all the goals and objectives of the organization are realized.
Handling Performance Issues
The management system cannot be 100% effective. Performance issues are likely to occur over time. When this happens, it will be crucial to have a solid plan on how to assess the situation and come up with the best plan of action. An effective performance management system would be essential in handling performance issues. When handling a performance issue, I would use three-step criteria to assess the situation and come up with a decision on how to handle the situation. First, I would gather as much information as possible about the issue. Consistent records of the continued performance issues by the employee would present specific facts of the matter. The records would be vital when I eventually confront the employee about the issue.
Secondly, I would consider the employee needs that could be causing performance issues. A private conversation with the employee would allow me the opportunity to learn of any underlying factors that may be causing performance issues (Diamantidis, & Chatzoglou, 2019). Lastly, once all the facts are gathered and confirmed, it would be the right time to decide on what to do. Confronting the employee as soon as all the facts are on the table would be the next step. Direct and clear communication would be crucial in communicating the decision to the employee. The employee feedback would also be essential in ensuring that the best approach is used to address the issue.
References
Ashdown, L. (2018). Performance Management: A Practical Introduction. Kogan Page Publishers.
Burke, R., Daniel, B. M., O'Keefe, S., & Smith, B. L. (2018). Employee Engagement and the Value of High Fidelity Simulation Problem Based Learning Scenarios During Annual Skills Review.
Diamantidis, A. D., & Chatzoglou, P. (2019). Factors affecting employee performance: an empirical approach. International Journal of Productivity and Performance Management, 68(1), 171-193.
Lincoln, D. (2018). Making Use of Mastery Criteria: An Evaluation of an RBT Training Method (Doctoral dissertation).
Tschannen ‐ Moran, M., & Gareis, C. R. (2018). Discretion and Trust in Professional Supervisory Practices. The Wiley Handbook of Educational Supervision, 209.
