Planning and Evaluation Competencies



FORM A/B

New Mexico Prevention Workforce Development

Professional Development Plan

This Professional Development Plan is a tool designed to look at specific prevention competencies areas and systematically:

1. Assess current abilities and knowledge/skill expertise;

2. Identify existing gaps; and

3. Pursue a process for competency development.

The domains and competencies listed below are aligned with those established by the International Certification and Reciprocity Consortium (IC&RC) for substance abuse certification and include additional areas identified by a committee of NM prevention professionals. This plan or instrument can be completed by supervisors for their prevention staff or by individuals as a self-development plan. It is recommended that the competencies be review after the first few months of employment or working in the prevention field and annually thereafter.

Use the scale below to rate your abilities and knowledge/skill expertise for each of the competencies as they relate to prevention activities and services. Use the following definitions to help reflect on and identify current level of expertise:

|1 |no experience or knowledge/skill expertise in this competency area |

|2 |minimal amount of experience or knowledge/skill expertise in this competency area. Can work effectively in simple situations, with support and coaching from others. |

|3 |moderate amount of experience or knowledge/skill expertise in this competency area. Can work effectively in slightly complex situations with minimal amount of support. |

|4 |a significant amount of experience or knowledge/skill expertise in this competency area. Can function effectively and independently in a broad range of complex situations. |

|5 |broad and deep experience or knowledge/skill expertise in this competency area. You are a model of mastery with regards to the knowledge of the subject matter and skill |

| |needed for competency. |

|Action Steps |What Prevention Training courses will build skills and knowledge in the particular competency area. Consider including other resources and development opportunities|

| |(education/training, certification, people, experiences and projects, reading materials). |

| |What is a reasonable date for achieving a significant step in or completion of competency process. |

|Comments |Describe how improvement has been demonstrated within the competency area. |

What percentage of work time is spent in the following domains? Total should equal 100%.

|_______ Domain I: Planning and Evaluation |_______ Domain IV: Public and Organizational policy |

|_______ Domain II: Education and Skill Development |_______ Domain V: Professional Growth and Responsibility |

|_______ Domain III: Community Organization |_______ Domain VI: Program Management and Supervision |

Domain I: Planning and Evaluation

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Assess community needs by collecting the most current local data through systematic assessment methods in order to |1 |2 |3 |4 |5 | | |

|provide relevant data for the planning process. Knowledge of needs assessment models and procedures; data sources; | | | | | | | |

|systematic data collection; evaluation systems and methods; community resources; current prevention research and | | | | | | | |

|theory; and state and federal confidentiality laws. Skill in verbal communication skills; computer operation; group | | | | | | | |

|facilitation; accessing data; and managing and disseminating information. | | | | | | | |

|B. Develop a prevention plan by facilitating a planning process that considers the findings of the needs assessment in|1 |2 |3 |4 |5 | | |

|order to prioritize needs and guide program selection. Knowledge of data analysis methods; planning process; current | | | | | | | |

|prevention research and theory; community organization process; community resources; cultural characteristics of | | | | | | | |

|communication; conceptual frameworks of continuum of ATOD services. Skill in group facilitation; developing and | | | | | | | |

|implementing written, electronic and/or oral communications; analyzing data; prioritizing needs; and formulating goal | | | | | | | |

|statements & measurable outcomes. | | | | | | | |

|C. Select strategies by reviewing professional literature for effective programs and practices in order to meet the |1 |2 |3 |4 |5 | | |

|needs of the target population. Knowledge of current research-based prevention programs & practices; current ATOD | | | | | | | |

|prevention theory and practice; evaluation methods and procedures; cultural characteristics of communities; and word | | | | | | | |

|processing and database software. Skill in accessing and analyzing ATOD prevention literature; conduct literature | | | | | | | |

|searches; using word processing and database software. | | | | | | | |

|D. Apply sound prevention theory and practice by adapting or developing programs in order to meet the identified needs|1 |2 |3 |4 |5 | | |

|of the target population. Knowledge of current prevention research and theory; current ATOD prevention theory and | | | | | | | |

|practice; cultural characteristics of the community; and components of effective prevention programming. Skill in | | | | | | | |

|recognizing when program adaptation is necessary; group facilitation skills; setting up, organizing and managing | | | | | | | |

|meetings; managing and disseminating information; developing and implementing written, electronic and/or oral | | | | | | | |

|communications. | | | | | | | |

Domain I: Planning and Evaluation, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|E. Identify financial sources through networking, workshops, and research in order to fund prevention projects. |1 |2 |3 |4 |5 | | |

|Knowledge of local, state and federal funding resources; research procedures; and information management systems (e.g. | | | | | | | |

|word processing, database software, spreadsheets). Skill in identifying potential funding sources; and in using word | | | | | | | |

|processing and database software. | | | | | | | |

|F. Review evaluation options through consultation and research in order to determine an appropriate evaluation method.|1 |2 |3 |4 |5 | | |

|Knowledge of sampling techniques; prevention evaluation designs; prevention research and theory; evaluation | | | | | | | |

|instruments; how to select culturally sensitive instruments; and process and outcome evaluation theories & techniques. | | | | | | | |

|Skill in developing and implementing written, electronic and/or oral communications; and assessing and reviewing | | | | | | | |

|evaluation design. | | | | | | | |

|G. Conduct evaluation activities of the prevention program using the selected measurement tools to determine program |1 |2 |3 |4 |5 | | |

|effectiveness. Knowledge of ATODA prevention research and theory; steps of conducting an evaluation; systemic data | | | | | | | |

|collection methods; information management systems (e.g. word processing, database software and spreadsheets). Skill in| | | | | | | |

|collecting data; analyzing data; managing data; reporting data; and developing and implementing written, electronic | | | | | | | |

|and/or oral communications. | | | | | | | |

|H. Document project activities and outcomes using an appropriate reporting system to demonstrate accountability. |1 |2 |3 |4 |5 | | |

|Knowledge of information management systems; and systemic data collection methods. Skill in developing and | | | | | | | |

|implementing written, electronic and/or oral communications | | | | | | | |

|I. Refine the prevention program by reviewing and incorporating findings of the evaluation in order to enhance program|1 |2 |3 |4 |5 | | |

|effectiveness. Knowledge of ATODA prevention theory; and data collection and analytic methods. Skill in interpreting | | | | | | | |

|data; developing and implementing written, electronic and/or oral communications; report writing; and applying the | | | | | | | |

|evaluation findings to the improvement of the program. | | | | | | | |

Domain II: Education and Skill Development

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Tailor education and skill development activities by gathering information about the knowledge and skill levels of |1 |2 |3 |4 |5 | | |

|the intended audience in order to maximize program effectiveness. Knowledge of interview techniques; differences in | | | | | | | |

|special populations and cultures; and human growth and development Skill in assessing the training needs of the | | | | | | | |

|recipients; gathering relevant information regarding the audience and service delivery environment; and interviewing | | | | | | | |

|potential training participants. | | | | | | | |

|B. Connect prevention theory and practice by using current research and program models in order to prepare effective |1 |2 |3 |4 |5 | | |

|education and skill development activities. Knowledge of historical perspectives of the prevention of ATOD abuse and | | | | | | | |

|related problems; theoretical approaches to the prevention of ATOD abuse and related problems; current prevention | | | | | | | |

|program models; effective environmental strategies; current research in the prevention of ATOD abuse and related | | | | | | | |

|problems. Skill in examining, synthesizing the implications of, adapting the concepts and content of prevention | | | | | | | |

|history, theory, current research, and program models; and applying environmental strategies to the particular needs | | | | | | | |

|and within the context of the resources of the community. | | | | | | | |

|C. Maintain fidelity when replicating research-based prevention programs by implementing them faithfully or making |1 |2 |3 |4 |5 | | |

|only adaptations that do not compromise program integrity in order to ensure program effectiveness. Knowledge of | | | | | | | |

|research-based prevention programs; when to adapt; program effectiveness criteria; adaptive processes; and professional| | | | | | | |

|and personal courtesy. Skill in research. | | | | | | | |

Domain II: Education and Skill Development, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|D. Deliver culturally competent education and training by working with representatives from the intended audience to |1 |2 |3 |4 |5 | | |

|identify appropriate content, methods, resources, materials, and evaluation tools. Knowledge of the culture of intended| | | | | | | |

|audience or community; impact of culture on behavior, attitudes and values; role of language, speech and communication | | | | | | | |

|styles in culturally distinct communities; impact of social services policies on cultured groups; and appropriate | | | | | | | |

|resources that can be utilized by the intended audience; power relationships within the community, agency or | | | | | | | |

|institution and their impact on the intended audience; and appropriate cultural and population materials and curricula.| | | | | | | |

|Skill in learning the cultures of intended audiences; communicating accurate information to culture groups and their | | | | | | | |

|community; discussing racial and cultural differences and issues; responding to cultural-based cues; assessing the | | | | | | | |

|sensitivity of an individual participant to cultural differences; identifying materials appropriate for the intended | | | | | | | |

|audience; using interviewing techniques reflective of the professionals understanding of the role of language in the | | | | | | | |

|intended audiences’ culture; utilizing the concepts of empowerment within the intended audience or community; creating | | | | | | | |

|material appropriate for intended audience; and adapting materials to increase their appropriateness. | | | | | | | |

|E. Conduct education and skills development activities by employing appropriate training techniques in order to |1 |2 |3 |4 |5 | | |

|address the educational needs of the intended audience. Knowledge of group dynamics, learning styles; human growth, | | | | | | | |

|development and behavior; special populations, cultures & local norms and attitudes; developing and implementing | | | | | | | |

|written, electronic and/or oral communications; presentation methods; group facilitation; leadership styles; and | | | | | | | |

|conflict resolution. Skill in designing a training event, including agenda flow, activity selection, training methods | | | | | | | |

|and use of audio visual aids; establishing and maintaining rapport and leadership with groups; presenting to audiences | | | | | | | |

|of various sizes & demographics; using and designing audiovisual aids facilitating group discussions and activities; | | | | | | | |

|modeling communication skills; giving clear instructions; observing group and individual behavior; identifying and | | | | | | | |

|addressing disruptive behavior patterns within groups; eliciting feedback to ensure understanding of information; and | | | | | | | |

|creating and modifying activities. | | | | | | | |

Domain II: Education and Skill Development, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|F. Educate consumers by providing accurate, relevant and appropriate information about ATOD abuse and related problems|1 |2 |3 |4 |5 | | |

|in order to encourage healthy lifestyles. Knowledge of effects of ATOD use/abuse on the human body and in society; | | | | | | | |

|similarities/differences in ATOD use among various cultures; ATOD health-related issues (aids, pregnancy, STDs); ATOD | | | | | | | |

|risk and protective factors; drug resistance and healthy lifestyle components (stress mngt, parenting, anger mngt, | | | | | | | |

|decision making); learning styles; research regarding the causes of ATOD use/abuse/dependency; disease concepts of | | | | | | | |

|dependencies; the continuum of care for alcoholism and other drug dependencies; and aftercare/recovery issues. Skill | | | | | | | |

|in gathering current ATOD info; group facilitation; teaching developmentally appropriate ATOD info; teaching methods of| | | | | | | |

|stress mngt and anger mngt; teaching methods of conflict resolution; teaching parenting techniques; teaching models for| | | | | | | |

|decision making; identifying problems related to ATOD abuse; using various teaching styles; identifying cultural and | | | | | | | |

|population-appropriate training materials related to ATOD abuse and healthy lifestyles; and identifying appropriate | | | | | | | |

|training evaluation tools. | | | | | | | |

|G. Disseminated appropriate information by identifying, adapting, or creating prevention materials in order to respond|1 |2 |3 |4 |5 | | |

|to requests for prevention information and prepare for education and training activities. Knowledge of resources to | | | | | | | |

|attain materials and info relevant to the intended audience; prevention history, theory, practice, & current research; | | | | | | | |

|current, accurate ATOD information; cultural and population-appropriate materials and curricula; copyright issues; and | | | | | | | |

|electronic and print media. Skill in identifying accurate, research-based materials and curricula; identifying | | | | | | | |

|materials appropriate for the intended audience; adapting materials to increase appropriateness; creating appropriate | | | | | | | |

|materials; accessing resources for materials and curricula; using electronic and print technology; assembling graphic | | | | | | | |

|presentation materials; establishing rapport within the community; and disseminating materials. | | | | | | | |

Domain II: Education and Skill Development, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|H. Provide prevention information to professionals in related fields through appropriate means to increase their |1 |2 |3 |4 |5 | | |

|understanding of prevention and ATOD-related problems. Knowledge of locating sources of quality info; skills and | | | | | | | |

|services provided by other related professionals, oral, written and electronic methods of communication; networking | | | | | | | |

|with other professionals; interagency dynamics; collaborating with other professionals; follow-up evaluation techniques| | | | | | | |

|related to content and process; policies, procedures, legal and programmatic limitations of related professions; | | | | | | | |

|federal and state confidentiality requirements; professional terminology; pharmacology addiction; and continuum of | | | | | | | |

|care. Skill in accessing various sources of quality info; selecting and organizing prevention concepts and content in | | | | | | | |

|ways to maximize learning; constructing pre- and post-learning assessments; networking; advocating for prevention among| | | | | | | |

|professionals in related fields; demonstrating the command of various educational methods and materials; developing and| | | | | | | |

|implementing written, electronic and/or oral communications; collaborating; clarifying prevention terminology; | | | | | | | |

|observing and responding to feedback from others. | | | | | | | |

Domain III: Community Organization

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Define the community by identifying its demographic characteristics and core values for the purpose of providing |1 |2 |3 |4 |5 | | |

|appropriate prevention services. Knowledge of community demographics; formal and informal power systems; community | | | | | | | |

|institutions; cultural norms; sources for community statistics and information; and information gathering techniques. | | | | | | | |

|Skill in gathering quantitative and qualitative information; interviewing; communication and active listening; | | | | | | | |

|organizing data and other information; observation; group facilitation; and cultural sensitivity. | | | | | | | |

Domain III: Community Organization, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|B. Identify key community members using informal and formal processes in order to determine community readiness and |1 |2 |3 |4 |5 | | |

|ensure diverse participation. Knowledge of formal and informal power systems; community institutions; strategies for | | | | | | | |

|identifying key community members; characteristics of indigenous leaders; cultural norms; intracommunity organization &| | | | | | | |

|communication patterns; and community acknowledgment and readiness. Skill in communication and active listening; | | | | | | | |

|interviewing; cultural sensitivity; identifying sources of leadership; observation; and determining informal | | | | | | | |

|leadership. | | | | | | | |

|C. Engage community leaders by including them in the planning process in order to foster participation and ownership |1 |2 |3 |4 |5 | | |

|in achieving prevention goals. Knowledge of strategic planning processes; consensus building; conflict resolution; | | | | | | | |

|group dynamics; cultural diversity; facilitation techniques; and networking, coordination and collaboration. Skill in | | | | | | | |

|facilitation; organizing; engagement; conflict resolution; consensus building; collaboration; coaching and motivating; | | | | | | | |

|fostering community ownership. | | | | | | | |

|D. Identify prevention needs and resources within the community by collecting relevant information in order to provide|1 |2 |3 |4 |5 | | |

|a foundation for a sound and culturally appropriate plan. Knowledge of prevention history, theory and best current | | | | | | | |

|practice; cultural norms; existing ATOD and other prevention resources; effective environmental strategies; risk and | | | | | | | |

|protective factor theory; needs assessment techniques; prioritization techniques; assessment and data collection | | | | | | | |

|techniques for measuring coalition effectiveness and changes in norms, policies and availability. Skill in applying | | | | | | | |

|prevention theory to practice; applying environmental strategies to the particular needs and within the context of the | | | | | | | |

|resources of the community; cultural sensitivity; gathering and organizing information; group facilitation; | | | | | | | |

|communication and active listening; applying various needs assessment techniques; interviewing; observation; | | | | | | | |

|identifying gaps in service; identifying human and financial resources. | | | | | | | |

Domain III: Community Organization, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|E. Develop a prevention plan in accordance with appropriate prevention theory by collaborating with community member to |1 |2 |3 |4 |5 | | |

|achieve the identified goals. Knowledge of conceptual framework for the continuum of services regarding the prevention | | | | | | | |

|of ATOD abuse and related problems (e.g. universal, selected, indicated); strategic planning process; organization and | | | | | | | |

|prioritization of information; group process (consensus building, facilitation, conflict resolution); components of | | | | | | | |

|comprehensive prevention programs; state and local ATOD and other prevention plan; cultural diversity; and collaboration | | | | | | | |

|and coordination strategies. Skill in applying prevention theory to practice; identifying and building on community | | | | | | | |

|assets; organizing and prioritizing information; designing and implementing strategic plans; cultural competence; | | | | | | | |

|collaborating ad coordinating; consensus building; and conflict resolution. | | | | | | | |

|F. Support the community by providing technical assistance in order to implement a plan for achieving prevention goals. |1 |2 |3 |4 |5 | | |

|Knowledge of local norms and attitudes; strengths and skills of the community; human financial resources; current | | | | | | | |

|history, theory and practice regarding prevention of ATOD abuse and related problems; networking; collaboration; | | | | | | | |

|communication and active listening; training techniques; group facilitation; presentation and consultation strategies; | | | | | | | |

|group dynamics. Skill in determining local norms and attitudes; assessing and developing community assets; coordinating | | | | | | | |

|services; organizing and working with volunteers; applying theory to practice in the prevention of ATOD abuse; networking| | | | | | | |

|and collaboration; communication; training and group facilitation. | | | | | | | |

|G. Develop the capacity of the community through ongoing mentoring and training to sustain positive change resulting |1 |2 |3 |4 |5 | | |

|from the prevention project. Knowledge of evaluate process in relation to program goals and community needs; program | | | | | | | |

|implementation, review and revision; assessment of program impact through process and outcome evaluation; mentoring | | | | | | | |

|techniques; training techniques; recognition of emerging community leadership; collaboration and networking; and | | | | | | | |

|community readiness. Skill in evaluating program process, outcomes and impact; implementing, reviewing and revising | | | | | | | |

|programs; mentoring and training; identifying emerging community leaders; collaborating and networking; and transferring | | | | | | | |

|or transitioning programs to community ownership. | | | | | | | |

Domain IV: Public and Organizational policy

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Identify policy makers using formal and informal processes in order to influence prevention policies and cultural and|1 |2 |3 |4 |5 | | |

|social norms. Knowledge of informal and formal power structures and their policies; who policy makers are and how to | | | | | | | |

|access them; and cultural, social and organizational norms. Skill in interviewing; developing and implementing written, | | | | | | | |

|electronic and/or oral communications; organization of information; advocacy; and cultural competence. | | | | | | | |

|B. Plan policy initiatives working in collaboration with appropriate community groups and other organizations in order |1 |2 |3 |4 |5 | | |

|to implement policy change. Knowledge of planning process; best practices in environmental strategies; collaboration and | | | | | | | |

|networking; organizational development; structure and function of organizational and political systems; methods of | | | | | | | |

|initiating policy change; cultural and social norms; and oral and written communication techniques/theory. | | | | | | | |

|C. Gain the support of decision makers by informing them about effective prevention practice in order to influence |1 |2 |3 |4 |5 | | |

|policy development. Knowledge of formal and informal decision makers; effective prevention practice; decision-making | | | | | | | |

|process; policy development; political context and implementation. Skill in public relations; communication; evaluating | | | | | | | |

|current prevention programs; and data collection and interpreting. | | | | | | | |

|D. Establish working relationships with media by serving as a credible resource in order to develop public support for |1 |2 |3 |4 |5 | | |

|effective prevention policy. Knowledge of existing media sources, target audiences and contact persons; current ATOD | | | | | | | |

|information; current prevention services and activities. Skill in identifying and accessing existing media; developing | | | | | | | |

|relationships with appropriate media personnel; and developing and implementing written, electronic and/or oral | | | | | | | |

|communications (i.e. PSAs, press and news releases). | | | | | | | |

|E. Promote advocacy for prevention by conducting prevention awareness campaigns to strengthen public and organizational |1 |2 |3 |4 |5 | | |

|policy and norms. Knowledge of local issues; current ATOD policies/norms; cultural characteristics of the community; | | | | | | | |

|components of an effective awareness campaign. Skill in conducting awareness campaigns; developing an awareness | | | | | | | |

|campaign; accessing the media; involving the media. | | | | | | | |

Domain V: Professional Growth and Responsibility

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Attain knowledge of current research-based prevention theory and practice by participating in appropriate |1 |2 |3 |4 |5 | | |

|educational opportunities and reviewing current literature in order to provide effective prevention services. Knowledge| | | | | | | |

|of research-based risk and resiliency factors; basic pharmacology; research-based information on: ATOD and disease | | | | | | | |

|concepts of chemical dependency, HIV/AIDS, STDs, suicide prevention and risk factors, Fetal Alcohol Syndrome/Fetal | | | | | | | |

|Alcohol and Drug effects, ; sexuality and human development; at-risk behavior in adolescent females/males, and violence| | | | | | | |

|prevention; conceptual framework and theory for prevention; prevention strategies and programs (parenting, community, | | | | | | | |

|peer, individual); educational and community resources; prevention language and terminology; and research publications | | | | | | | |

|and where to find them. Skill in identifying credible research; reading and writing effectively; reviewing research; | | | | | | | |

|computer literacy; and selecting appropriate educational opportunities. | | | | | | | |

|B. Model collaboration by networking with colleagues, other professional, individuals, and community organizations to |1 |2 |3 |4 |5 | | |

|ensure effective prevention services. Knowledge of personal and professional courtesy; group dynamics; political | | | | | | | |

|process (formal and informal); professional organizations and associations. Skill in social behavior; listening | | | | | | | |

|techniques; using empathy; diplomacy; group techniques; group facilitation; conflict resolution and mediation; and | | | | | | | |

|cooperation. | | | | | | | |

|C. Practice ethical behavior by adhering to legal and professional standards to protect the consumer and promote the |1 |2 |3 |4 |5 | | |

|integrity of the profession. Knowledge of state and federal confidentiality laws; recipient rights; state and federal | | | | | | | |

|program codes of conduct; pertinent rules and regulations; the Health Insurance Portability and Accountability Act | | | | | | | |

|(HIPPA) Privacy Rule. Skill in reading and comprehension; interpretation process; conducting oneself ethically. | | | | | | | |

Domain V: Professional Growth and Responsibility, Continued

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|D. Recognize norms through awareness of culture, lifestyle, and other factors in order to ensure sensitivity to the |1 |2 |3 |4 |5 | | |

|unique needs of the community. Knowledge of impacted and identified cultures and subcultures; political climate; | | | | | | | |

|community history and development; impacted and identified lifestyles; impacted and identified religions; and | | | | | | | |

|grassroots networking (formal and informal). Skill in research; observation; political awareness; listening; | | | | | | | |

|self-evaluation. | | | | | | | |

|E. Develop cultural competence through education, training, guided practice, and life experience to ensure inclusion |1 |2 |3 |4 |5 | | |

|of diverse populations and achieve the highest level of professional skill relative to the community. Knowledge of self| | | | | | | |

|(including limitations); culture; spirituality; community history and development; life experience unique to the | | | | | | | |

|community; and professional, personal, and community resources. | | | | | | | |

|F. Develop and utilize a comprehensive professional development plan. Knowledge of functions and benefits of a |1 |2 |3 |4 |5 | | |

|professional development plan; steps involved in developing and making use of a professional development plan; model | | | | | | | |

|professional development plans; methods for determining relevant professional competencies; local and national training| | | | | | | |

|and professional development opportunities; credentials required/recommended of professional field. Skill in | | | | | | | |

|recognizing personal and professional limitations and potential areas for growth; developing a personal vision of what | | | | | | | |

|it means to be a Prevention Professional and how it relates to the New Mexico Prevention Plan; planning and goal | | | | | | | |

|setting; and accessing resources and opportunities. | | | | | | | |

Domain VI: PROGRAM MANAGEMENT AND SUPERVISION

|Competencies |NoneLots |Action Steps / |Comments |

| | |Target Date | |

|A. Practice the interpersonal/collaborative skills needed to effectively participate in teams and attain goals. |1 |2 |3 |4 |5 | | |

|Knowledge of communication strategies; presentation techniques; meeting/group facilitation techniques; cultural | | | | | | | |

|competency; teamwork - functions, norms, responsibilities; conflict resolution; problem solving and decision making. | | | | | | | |

|Skill in interpersonal communication; oral presentation; cultural competency; effective and balanced team | | | | | | | |

|participation. | | | | | | | |

|B. Utilize technical expertise involving the specific tools, procedures and strategies that ensure continued |1 |2 |3 |4 |5 | | |

|improvement of resources and processes. Knowledge of action and professional development plans; credentialing and | | | | | | | |

|related supervision requirements and procedures; performance motivation, measurement and appraisal; staff assessment | | | | | | | |

|and development systems related to prevention standards and competencies; standard operating procedures and reporting | | | | | | | |

|requirements; goal setting and strategic planning; tracking and coordinating budget and funding; resource (labor, | | | | | | | |

|materials, overhead) costs; relevant laws, standards and compliance measures; and computer applications. Skill in | | | | | | | |

|information and resource access; data analysis; computer applications; planning and goal setting; recordkeeping. | | | | | | | |

|C. Use interpersonal and technical expertise to demonstrate proficiency in project management and staff supervision. |1 |2 |3 |4 |5 | | |

|Knowledge of leadership and supervisory models; organizational development and change management; staff and program | | | | | | | |

|accountability measures; meeting management; team building; coaching and mentoring techniques; and time management. | | | | | | | |

|Skill in staff supervision; group facilitation and negotiation; organizational and process analysis; written and oral | | | | | | | |

|communication; problem solving/decision making; motivating and guiding others; resource management; identifying needs | | | | | | | |

|and accessing expertise; selecting and adapting appropriate models & strategies; and developing, modifying & applying | | | | | | | |

|standards & policies. | | | | | | | |

_____________________________________ ______________ _____________________________________ ______________

Employee Signature Date Supervisor Signature Date

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