CCBIT stands for Comprehensive Competency-Based
Inservice Training. So, what is "competency-based"
training? There are seven essential elements in a comprehensive,
competency-based inservice training system:
The Use of a Universe of Competencies
The Utilization of
an Individual Training Needs Assessment (ITNA) Instrument
The Development and
Certification of Competent Trainers
The Development of
Job-Related Training Content
A Statewide System
for the Delivery of Training
Transfer of Learning
A Computerized System
for Administration, Monitoring, and Quality Control
The Use of a Universe of Competencies
IHS's comprehensive listing of all the knowledge and skills required
for staff to do their jobs drives our competency-based training
system. This list of competencies is the criteria used to assess
individual training needs, and also guides the development of
all training courses and curriculum content.
The Utilization of an Individual Training Needs Assessment
(ITNA) Instrument
IHS uses an Individual Training Needs Assessment (ITNA) instrument
to identify each worker's training needs. Completed jointly with
one's supervisor, the training needs assessment is performed each
year and provides the Regional Training Centers (RTCs) with the
information needed to develop training that meets each worker's
highest priority training needs.
The Development of and Certification of Competent Trainers
All of our trainers are carefully screened, trained, and certified.
They must have the appropriate course content knowledge, the necessary
adult training skills, and the ability to promote culturally-competent
practice. Each training program is evaluated, and trainers must
maintain a minimum average performance score to continue training
in the Program.
Development of Job-Related Training Content
Courses reflect IHS's commitment to the effective and efficient
utilization of limited training resources. These course content
areas represent all the staff might need to do their jobs; and
include only training essential to job performance. Such systemic
relevance is assured by utilizing our "universe of competencies"
as the guide to curriculum development. This is the cornerstone
of a competency-based inservice training system.
All curricula are developed to facilitate culturally-competent
practice. Our Core Curriculum is standardized so that new staff
throughout a state/province receive consistent foundation-level
training.
A Statewide System for the Delivery of Training
Regional Training Centers assess regional training needs, and
provide training to meet the highest priority needs of managers
and staff in their designated catchment areas. Training is developed
and delivered based upon data gathered from ongoing training needs
assessment of staff in each Region. Quarterly training calendars
are used to publicize training activities throughout the region.
Transfer of Learning
"Transfer of learning" refers to the utilization of
knowledge and skills learned by trainees in training back on their
jobs. Research suggests that without system-wide strategies that
promote transfer, much of what is learned in training will never
be used in the work place. Transfer of learning requires collaboration
between training managers, trainers, the trainees, their immediate
supervisors, and the administrators and managers in the work environment.
Strategies to promote transfer are incorporated into activities
that prepare the worker to attend training; that occur during
the training itself, and that support the worker in utilizing
new skills on their jobs after training.
A Computerized System for Administration, Monitoring,
and Quality Control
IHS uses a computerized software program, TrainTrackTM, for the
administration and tracking of comprehensive, competency-based
inservice training. The system maintains training records for
all staff, tracks trainer performance, and generates all reports
necessary for training program administration and monitoring.
This helps to assure accountability and the continuing high quality
of training.
IHS provides direct training for managers, supervisors, caseworkers,
and foster/adoptive caregivers in the following content areas:
Family-centered
child protection
Risk and family assessment,
and special interviewing techniques
Case planning for
best practice
Foster, kinship,
and adoption assessment and planning
Cultural competence
Management and supervision
for "excellent systems"
Sexual abuse intervention
Protective service
agency leadership in community partnering
Interpreting MEPA/IEPA,
and the Adoption and Safe Families Act: strategies to assure both
compliance and best practice.
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