2024 Edition

Personnel Development and Supervision Introduction

Purpose

The agency supports personnel and promotes personnel competence, satisfaction, and retention by providing initial and ongoing competency-based training; a variety of personnel development opportunities; and regular, supportive supervision.

Introduction

COA’s Personnel Development and Supervision (PA-PDS) standards focus on ensuring personnel have the competencies, support, and continuous learning opportunities they need to fulfill their roles at the agency and effectively meet the needs of the individuals and families they serve. 

Personnel competence is the product of a dynamic combination of factors including experience, formal education, training, coaching, peer support, mentoring, and supportive supervision. As such, COA’s PA-PDS standards reflect a multi-faceted approach to personnel development and supervision that enhances supervisors’ abilities to respond to the individual needs of their workers while simultaneously promoting personnel competence, satisfaction, and retention across the agency.

Interpretation

 The term “personnel” covers full-time and part-time employees. Standards that apply to direct service  volunteers and independent contractors specifically note their inclusion. COA does not include non-direct service, occasional, or casual volunteers in evaluating an agency’s practices, but agencies should consider the benefits and risks associated with their role.

Note: Please see the PA-PDS Reference List for the research that informed the development of these standards.


Note: For information about changes made in the 2020 Edition, please see PA-PDS Crosswalk. 

2024 Edition

Personnel Development and Supervision (PA-PDS) 1: Personnel Development

The agency 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.

Examples: Professional development programs can include: 
  1. direct supervision;
  2. formal, internal personnel training;
  3. internal and external conferences and workshops;
  4. degree or certificate programs;
  5. encouraging personnel to join and participate in professional organizations; 
  6. helping personnel to identify training and educational experiences that are credit bearing; and 
  7. offering tuition reimbursement, financial assistance, or time off.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed administration and management infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 
Fundamental Practice

PA-PDS 1.01

The personnel development program:

  1. is reviewed annually and revised in accord with an assessment of the agency’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 personnel in core positions or specific job categories;
  5. provides opportunities for personnel to fulfill the continuing education requirements of their respective professions; and
  6. provides opportunities for personnel to practice cultural humility.
Related Standards:

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. 



Examples: Competency expectations may include the knowledge and skills needed to effectively implement new agency-wide practices with fidelity. 


Examples: Examples of opportunities for personnel to practice cultural humility can include: 

  1. lunch-and-learns, webinars, or lectures; 
  2. facilitated conversations;
  3. employee resource groups; and
  4. resource sharing.
 

PA-PDS 1.02

The agency supports advancement within the agency and profession by offering, or providing access to, a competency-based leadership development program that:
  1. is aligned with the agency’s strategic and human resource planning; 
  2. identifies desired leadership competencies that support achievement of the agency’s vision, mission, and strategic goals;
  3. outlines the initiatives or activities that will assist eligible personnel in developing those competencies;
  4. establishes performance-driven, objective criteria for eligibility to participate; and
  5. is visible across the agency to promote participation.
Interpretation: Standard implementation can be demonstrated through access to a state-wide leadership development program that meets elements (a) through (e) of the standard.  When an adequate program is not available, the standard requires that the agency implement its own leadership development program that meets the requirements of the standard.

Examples: Criteria for eligibility can include factors such as data on performance over time, assessments of competencies and skills, previous experience, time in current position, etc.

Leadership development programming can include, but is not limited to: trainings, degree or certificate programs, review of relevant professional literature or research, shadowing, additional assignments to develop new skills, leadership mentoring, and exposure to functions outside the individual’s current role. 
NA State-administered agency regional office
 

PA-PDS 1.03

New personnel are oriented within the first three months of hire to the agency's mission, philosophy, goals, and services.
 

PA-PDS 1.04

The agency’s training evaluation practices are incorporated into the agency’s overall performance and quality improvement initiatives and:
  1. include methods for assessing knowledge and skill acquisition such as pre- and post-testing and direct practitioner observation;
  2. are data-driven;
  3. include mechanisms to identify trends and make improvements at regular intervals; and
  4. are continuously evolving to include greater focus on knowledge transfer and quality improvement.
Related Standards:
Interpretation: Training evaluation exists on a continuum ranging from personnel surveys that look only at satisfaction and perceived competence following training to evaluating the impact of training on positive outcomes. While agencies will fall at various stages along this continuum, every agency should be actively working towards developing more sophisticated systems for evaluating the delivery and effectiveness of their training activities.

In regards to element (a), data from assessments should be used to inform the individual’s ongoing professional development and, in the aggregate, should inform improvements to recruitment, selection, professional development, and supervision activities. 

Examples: Agencies may pursue partnerships with universities or other external experts to develop more sophisticated training evaluation systems.

2024 Edition

Personnel Development and Supervision (PA-PDS) 2: Personnel Competencies

Personnel are prepared to fulfill their job responsibilities.
Interpretation: Standards in PA-PDS 2 should be applied to independent contractors based on their role and the competencies stipulated in their contract. While agencies typically would not provide training to contractors directly, they should maintain documentation from contractors that demonstrates their competency in applicable areas.

Competency can be demonstrated through education, training, or experience. 

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VIEW THE STANDARDS

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed administration and management infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 
Fundamental Practice

PA-PDS 2.01

All personnel who have regular contact with individuals and families receive training on legal issues, including:
  1. mandatory reporting pursuant to relevant professional standards and as required by law, and the identification of clinical indicators of suspected abuse and neglect, as applicable;
  2. federal, state, and local laws requiring disclosure of confidential information for law enforcement purposes, including compliance with a court-order, warrant, or subpoena;
  3. duty to warn, pursuant to relevant professional standards and as required by federal, state, and local law;
  4. the agency’s policies and procedures on confidentiality and disclosure of service recipient information, and penalties for violation of these policies and procedures;
  5. the legal rights of service recipients; and
  6. any requirements associated with consent decrees.
 

PA-PDS 2.02

Personnel receive training on the following, as appropriate to their position and job responsibilities, including:
  1. proper documentation techniques;
  2. the maintenance and security of records; and
  3. the use of technology and information systems including refresher trainings when changes or updates are made.
 

PA-PDS 2.03

Direct service personnel receive training on: 

  1. communicating respectfully and effectively with service recipients; 
  2. engaging service recipients, including building trust, establishing rapport, and developing a professional relationship; 
  3. understanding the science of trauma and the impact of trauma on individuals, families, and personnel; and 
  4. trauma-informed care, including screening, assessment, and service delivery practices. 
Interpretation: Training on trauma should be tailored to the type of service being provided. For example, it may not be appropriate or necessary for assessments in an Early Childhood Education (PA-ECE) setting to be trauma informed. It is up to the agency to assess the applicability of this standard for each of its programs and service population and design the training accordingly.
 

PA-PDS 2.04

Training for direct service personnel addresses differences within the agency’s service population, as appropriate to the type of service being provided, including:

  1. interventions that address cultural and socioeconomic factors in service delivery;
  2. the role cultural identity plays in motivating human behavior; 
  3. procedures for working with non-English speaking persons or individuals with communication impairments;
  4. understanding explicit and implicit bias and discrimination;
  5. recognizing individuals and families with special needs; 
  6. the needs of individuals and families in crisis, including recognizing and responding to a mental health crisis;
  7. the needs of victims of violence, abuse, or neglect and their family members; and
  8. basic health and medical needs of the service population.
Related Standards:

Examples: Depending on the type of service being provided, relevant training topics may vary from specialized treatment approaches to procedures for referring individuals to other providers when those needs cannot be addressed by the agency.

Mental Health First Aid (MHFA) is one way to prepare personnel to recognize, understand, and respond to service recipients and colleagues experiencing a mental health crisis. Similarly, "gatekeeper training" programs prepare personnel to recognize, interpret, and respond to signs of suicide risk.
 
 

PA-PDS 2.05

Direct service personnel are trained on, or demonstrate competency in, providing inclusive care to individuals with intellectual and developmental disabilities including: 

  1. communication techniques; 
  2. de-escalation techniques for individuals with intellectual and developmental disabilities; and 
  3. implementing the principles of self-determination and inclusion. 
 

PA-PDS 2.06

Direct service personnel demonstrate competence in or receive training on how to:
  1. identify and access needed community resources;
  2. collaborate with other service providers;
  3. access financial assistance, including public assistance and government subsidies; and
  4. empower service recipients and their families to advocate on their own behalf.

Examples: One example of community resources are personal advocates and the conditions under which a personal advocate may be needed.
 

PA-PDS 2.07

Personnel receive training, as appropriate to the position or job category, that includes:
  1. implementing practices that promote positive behavior;
  2. recognizing psychosocial issues, medical conditions, and challenging behaviors that are a threat to self or others and knowing when to seek assistance;
  3. understanding how the physical environment, and other factors, can lead to a crisis; and
  4. understanding the impact of personnel behaviors and responses on the behavior of service recipients.
Related Standards:
NA The agency does not provide services to individuals face-to-face.

NA The agency provides Employee Assistance Program (EAP) services only.

Examples: Training on challenging behaviors that are a threat to self may include responding to age-appropriate but potentially dangerous behavior, for example, reacting to a child who runs into the street, so as not to harm him/her. Relevant psychosocial issues can include the role a service recipient's trauma history may play in their behavior.
 
 
Fundamental Practice

PA-PDS 2.08

Direct service staff receive training on methods for de-escalating volatile situations, including:
  1. listening and communication techniques, such as negotiation, centering strengths, and mediation; 
  2. involving the person in regaining control and encouraging self-calming behaviors; 
  3. separation of individuals involved in an altercation; 
  4. offering a voluntary escort to guide the person to a safe location; 
  5. voluntary withdrawal from the group or milieu to allow the person to calm down; and 
  6. other non-restrictive ways of de-escalating and reducing episodes of aggressive and out-of-control behavior.
Related Standards:
NA The agency does not provide services to individuals face-to-face.

NA The agency provides Employee Assistance Program (EAP) services only.
2024 Edition

Personnel Development and Supervision (PA-PDS) 3: Leadership Support of Supervisors

Agency policy and practice reflect a culture that values and supports its supervisors.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed administration and management infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 
Fundamental Practice

PA-PDS 3.01

The agency has a supervision framework that includes each program and job category that:
  1. identifies the job responsibilities, skill set, and other behaviors required of supervisors, including their administrative, educational, and supportive functions;
  2. sets supervisor-supervisee ratios;
  3. establishes expectations for the frequency and format of supervision;
  4. establishes expectations for the frequency and format for ongoing evaluation of frontline workers; and
  5. establishes resources and supports for supervisors.

Examples: Examples of resources and supports for supervisors include, but are not limited to:
  1. employment assistance programs;
  2. offering lateral transfers to less stressful assignments; and 
  3. ensuring coverage so supervisors can take advantage of trainings or other professional development opportunities.
 

PA-PDS 3.02

When assigning supervisory responsibilities, the agency considers:
  1. ratio standards established by its supervision framework; 
  2. the qualifications and experience of the worker and the supervisor;
  3. the complexity and intensity of services; and
  4. additional agency responsibilities.
Interpretation: COA recommends that generally supervisory ratios do not exceed 1:8. For child and family services agencies, including child protective programs and foster and kinship care, it is recommended that front-line supervisory ratios not exceed 1:5. 

The evaluation of this standard will focus on whether supervisory ratios are manageable, taking into account the factors cited in the standard and interpretation. Each agency will establish ratios that it deems appropriate in its supervision framework (PA-PDS 3.01), and reviewers will evaluate: (1) whether the agency’s designated ratios reflect a manageable workload for supervisors, and (2) whether the agency is maintaining ratios of the size established by its supervision framework.
 

PA-PDS 3.03

The agency periodically assesses the needs of its supervisors and incorporates supervisory support goals into its long-term planning and quality improvement activities.
Interpretation: Assessments should identify both existing resources that facilitate the work of supervisors as well as the systemic barriers that get in the way of them effectively fulfilling their roles within the agency.
 
NA State-administered agency regional office
 

PA-PDS 3.04

Supervisors participate in a comprehensive professional development program that includes:
  1. supervisor orientation;
  2. in-service supervisor training; 
  3. access to regularly scheduled supervision;
  4. tuition reimbursement for degree and certificate programs, whenever possible; and
  5. structured peer support, mentoring, coaching, and/or clinical consultation opportunities.

Examples: Structured peer support can include activities such as peer group case review, peer group problem solving, and facilitated learning labs.
2024 Edition

Personnel Development and Supervision (PA-PDS) 4: Supervision

Supervision supports personnel development, retention, and improved outcomes.
Interpretation: Unless otherwise noted, the standards in this section apply to supervisors at all levels including middle managers who support front-line supervisors.

Note: Supervisory responsibilities should be delineated in the written supervision framework submitted in PA-PDS 3.

1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed administration and management infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
 

PA-PDS 4.01

Supervisors have sufficient time to:
  1. provide regularly scheduled supervision and conduct evaluation and training activities as outlined in the agency’s supervision framework; and
  2. offer flexible support in response to crisis situations or urgent needs.
Interpretation: Supervisors should maintain an administrative file with up-to-date documentation of each supervisory session, including the date and duration of each session as well as a brief outline or summary of what was discussed.
 

PA-PDS 4.02

Supervisors’ administrative functions include:
  1. delegating and overseeing work assignments; and
  2. ensuring that service delivery is performed according to the agency’s mission, policies and procedures, and applicable law and regulation. 
Related Standards:
 

PA-PDS 4.03

Supervisors promote a supportive culture of continuous learning across all levels of the agency by:
  1. consistently recognizing the strengths and accomplishments of personnel;
  2. framing errors as opportunities for growth and continued learning;
  3. promoting knowledge acquisition and skill development through various professional development opportunities; 
  4. assisting personnel in transferring the skills and knowledge obtained in the classroom to their work in the field; and
  5. facilitating opportunities for personnel to learn from one another’s successes.

Examples: Professional development opportunities can include a mix of formal training or education, peer support, mentoring, consultation, and coaching.  

Examples: Regarding element (d), supervisors can support knowledge transference by:
  1. working with personnel to identify the most appropriate trainings for their position;
  2. clarifying the purpose and relevance of the training before it is delivered; 
  3. following up with personnel to establish a plan for incorporating acquired skills and knowledge into their work, including setting performance goals and methods for tracking progress when appropriate; 
  4. modeling appropriate practice and/or establishing mentorships with more experienced colleagues; and
  5. observing practice in the field accompanied by constructive feedback.  
 

PA-PDS 4.04

Supervisors address the social and emotional needs of personnel through:
  1. adherence to agency policy and procedures that promote worker safety; and
  2. activities or practices designed to prevent, recognize, and respond to work-related stress.
Interpretation: Supervision must go beyond task supervision to address the social and emotional needs of workers, including the risk of indirect trauma exposure.

Examples: Activities or practices that can prevent, recognize and respond to work-related stress include, but are not limited to:
  1. training supervisors and workers on the potential impacts of work-related stress and prevention strategies;
  2. reflective supervision;
  3. peer support including self-care groups, supervision, mentoring, and group processing;
  4. encouraging personnel to utilize vacation time;
  5. offering flex time arrangements;
  6. informal and formal assessment tools;
  7. managing work assignments to avoid heavy caseloads of traumatized individuals; and
  8. providing access to employee assistance programs. 
 

PA-PDS 4.05

Supervisors provide additional support to personnel when they are: 
  1. new;
  2. developing competencies, including personnel who have not yet obtained professional licensure or certification; 
  3. experiencing challenging circumstances with the individuals and families or staff they work with; or
  4. experiencing higher caseloads.
Interpretation: The suicide attempt or death of a service recipient can be a traumatic experience for staff. To help staff process the loss of a service recipient to suicide, voluntary, non-judgmental support services should be made available to help personnel grieve and prepare for future contact with individuals at risk for suicide.

Examples: Examples of additional support that might be needed by personnel include, but are not limited to: 
  1. more frequent supervision;
  2. additional training opportunities;
  3. shadowing; and
  4. voluntary crisis response services.
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