Standards for Canadian organizations

2020 Edition

Training and Supervision (CA-TS) 1: Personnel Development

The organization supports effective service delivery through a structured personnel development program that provides personnel with the knowledge, skills, and abilities needed to achieve positive outcomes for persons served.
2020 Edition

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Purpose

The organization supports personnel and promotes personnel competence, satisfaction, and retention by providing initial and ongoing training; a variety of personnel development opportunities; and regular, supportive supervision.
Examples: Professional development programs can include:
  1. direct supervision;
  2. formal, internal personnel training;
  3. internal and external conferences and workshops;
  4. encouraging personnel to join and participate in professional organizations;
  5. helping personnel to identify training and educational experiences that are credit bearing; and
  6. offering tuition reimbursement, financial assistance, or time off.
1
The organization's practices fully meet the standard as indicated by full implementation of the practices outlined in the CA-TS 1 Practice standards.
2
Practices are basically sound but there is room for improvement as noted in the ratings for the CA-TS 1 Practice standards.
3
Practice requires significant improvement as noted in the ratings for the CA-TS 1 Practice standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the CA-TS 1 Practice standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Annual training and development plan
  • Annual assessment of training needs
  • Table of contents of orientation curriculum
  • Procedures for evaluating training effectiveness
  • Documentation tracking staff completion of orientation
  • Training curricula
  • Results of evaluation for training effectiveness
  • Interviews may include:
    1. HR Director
    2. Relevant personnel

 
Fundamental Practice

CA-TS 1.01

A personnel development plan:
  1. is reviewed annually and revised in accord with an assessment of the organization's training needs;
  2. incorporates a variety of educational methods;
  3. is responsive to the history, cultural backgrounds, and related needs of personnel;
  4. outlines specific competency expectations for each job category;
  5. provides the opportunity for personnel to fulfill the continuing education requirements of their respective professions; and
  6. provides opportunities to support advancement within the organization and profession.
Examples: Educational methods can include, but are not limited to:
  1. interactive classroom trainings;
  2. webinars, self-paced trainings, or other computer-assisted training models;
  3. coaching; and
  4. structured peer support opportunities.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement; e.g.,
  • One of the standard's elements is not fully addressed.
3
Practice requires significant improvement; e.g.,
  • Two elements are not fully addressed; or
  • One of the elements is not addressed at all.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.

 

CA-TS 1.02

New personnel are oriented within the first three months of hire to the organization's mission, philosophy, goals, and services.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement; e.g.,
  • Occasionally orientation extends beyond the three months.
3
Practice requires significant improvement; e.g.,
  • The curriculum is not well developed or lacks depth; or
  • A significant number of staff have not been oriented.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.

 

CA-TS 1.03

The organization evaluates the effectiveness of its training activities and makes needed improvements.
Examples: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
  1. surveying personnel to assess satisfaction with a training activity and perceived competence;
  2. implementing pre- and post-testing to assess skill acquisition, including practitioner observation where appropriate;
  3. tracking performance data over time to identify trends and make improvements to training activities; and
  4. conducting more complex analysis to assess the impact of training on positive outcomes.
1
The organization's practices reflect full implementation of the standard.
2
Practices are basically sound but there is room for improvement.
3
Practice requires significant improvement.
4
Implementation of the standard is minimal or there is no evidence of implementation at all.