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 opportunities for personnel to fulfill the continuing education requirements of their respective professions; 
6. provides opportunities to support advancement within the organization and profession; and 
7. provides opportunities for personnel to practice cultural humility. 

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 and state 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 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; and
5. the legal rights of service recipients.

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.

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. 

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.

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. 

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.

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.

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.

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 of ongoing performance review; and
5. establishes resources and supports for supervisors.

1. provide regularly scheduled supervision and conduct evaluation and training activities as outlined in the organization’s supervision framework; and
2. offer flexible support in response to crisis situations or urgent needs.

1. delegating and overseeing work assignments;
2. ensuring that service delivery is performed according to the organization's mission, policies and procedures, and applicable law and regulation;
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. implementing policies and procedures designed to prevent, recognize, and respond to work-related stress.

1. new;
2. developing competencies, including personnel who have not yet obtained professional licensure or certification;
3. experiencing challenging or traumatic circumstances with the individuals and families they work with; or
4. experiencing higher caseloads.