OST 13: Personnel Training and Support
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Personnel receive the
training and support they need to develop professionally and provide
quality programming that promotes positive child and youth development.
The organization implements a training and professional development program that promotes learning, skill enhancement, and advancement.
Interpretation: Personnel should participate in training and professional development activities on an ongoing basis. Assistant Group Leaders should receive at least 15 hours of training annually, Group Leaders should receive at least 18 hours of training annually, Senior Group Leaders should receive at least 21 hours of training annually, Site Directors should receive at least 24 hours of training annually, and Program Administrators should receive at least 30 hours of training annually. This includes, but is not limited to, training on the topics specified in OST 13.03 and TS 2.
As noted in TS 1.01, personnel may participate in different types of training and professional development activities. For example, organizations may provide in-service workshops, or facilitate participation in online courses or off-site conferences. It may also be helpful to have professional resource materials, such as books or magazines on out-of-school time, available. The organization should allocate sufficient resources to support personnel development and training.
Before working with children and youth, new personnel are given an orientation that includes a review of:
- the program’s mission, philosophy, goals, routines, and practices;
- their job descriptions, including their responsibilities to children and youth, families, and the organization; and
- policies and procedures, including policies and procedures related to health and safety, emergencies, and confidentiality.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- New personnel have a chance to discuss any questions they may have about the program’s mission and philosophy;
- Job descriptions include expectations regarding space set-up, activity planning, supervision, and behavior support and management;
- New personnel are told about the schedule and activities;
- New personnel can read and ask questions about their hours (e.g., schedules, breaks, training, and planning time);
- New personnel are given a tour of the program space and shown where to find materials and supplies;
- New personnel are introduced to the program director and their co-workers;
- When the organization runs programs that are housed in schools, new personnel are introduced to relevant school personnel (e.g., the school principal and custodian);
- New personnel are helped to understand the different roles of different personnel;
- New personnel have the opportunity to “shadow” or be mentored by other personnel; and
- New personnel receive a handbook that contains all program policies and procedures.
Personnel who work with children and youth are trained in:
- child and youth development, and the differing needs of children and youth at different stages of development;
- building positive relationships with children and youth;
- working and communicating with families;
- cultural awareness, sensitivity, and responsiveness;
- understanding and combating bias and discrimination;
- designing and/or facilitating activities that support program goals and engage program participants;
- topics relevant to program goals and activities (e.g., education, dance, computers, etc.);
- setting up and appropriately utilizing program space;
- collaborating appropriately with other community members, organizations, and institutions;
- positive techniques for guiding behavior and for helping children and youth guide their own behavior;
- appropriate disciplinary techniques;
- group interactions and management, including promoting positive relationships and managing conflicts among children and youth;
- recognizing aggressive and out-of-control behavior, and other factors that may lead to a crisis;
- understanding how staff behavior can influence the behavior of children and youth;
- promoting the nutrition, health, and safety of children and youth;
- responding appropriately to the differing needs of children and youth, including children and youth with special needs or issues; and
- recognizing when children and youth may benefit from additional or alternative services.
Interpretation: If personnel can demonstrate that they are already competent in these areas, additional training may not be necessary.
Children and youth with special needs or issues can include, but are not limited to, those with developmental disabilities or limitations, those who are abused and neglected, and those with special health needs (such as chronic asthma or other medical conditions that may require episodic or ongoing medication or monitoring).
Note: See OST 3.05 for more information on working with children and youth with special needs.
In an effort to promote quality programming and compensate personnel for their time and energy, personnel are provided with paid time to plan, organize, and set up program activities and events.
The organization has a plan in place to offer the best possible wages and working conditions in an effort to reduce staff turnover, and personnel who work full-time receive benefits, including health insurance and paid leaves of absence.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Compensation takes education and experience into account;
- Wages are above the minimum hourly wage and are competitive with other human service jobs;
- If possible, the organization provides dental insurance, life insurance, disability insurance, retirement benefits, and subsidized child care; and
- Personnel are compensated for time spent in training and professional development activities.
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Research Note: The turnover rate in this field is high, and some research suggests that this is due to low wages. Accordingly, increases in wages and access to benefits might help to stabilize the workforce, advance the profession, and promote program quality. |
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Employee workloads support the achievement of positive outcomes for children and youth, are regularly reviewed, and are based on an assessment of the following:
- the qualifications, competencies, and experience of personnel, including the level of supervision needed; and
- the work and time required to accomplish assigned tasks and job responsibilities.
Personnel work well together, and:
- cooperate with each other;
- are respectful of each other;
- provide role models of positive adult relationships; and
- communicate with each other while the program is in session to ensure that the program flows smoothly.
Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:
- Personnel are flexible about their roles;
- Personnel pitch in to help each other with children and youth, as needed;
- Work appears to be shared fairly;
- When problems occur, personnel discuss their differences and work toward fair solutions;
- Long or complicated discussions are saved for times when children and youth are not present;
- Respect is shown to all;
- Personnel communicate about their needs in a way that promotes cooperation;
- Personnel are aware of how their tone and demeanor convey respect;
- Personnel manage tense situations in a way that shows respect for other staff members;
- Personnel check in with each other and stay in touch throughout the day;
- Personnel model positive adult interaction through cooperation, caring, and effective communication;
- Personnel notice and respond supportively to non-verbal cues and gestures;
- Personnel check with each other to make sure all areas are supervised;
- Conversations about personal matters are brief and do not interfere with transitions and activities; and
- Personnel adhere to the rules established for children, when appropriate (e.g., rules related to chewing gum, drinking sodas, wearing hats, etc).
The organization:
- provides volunteers with orientation and training addressing program goals and expectations for the volunteer;
- maintains essential information about volunteers, including identifying information and emergency contact information; and
- ensures that volunteers are adequately supervised at all times.
Note: As referenced in HR and TS, volunteers who have a regular, ongoing role at the program will be covered by the same standards as “personnel.” Please see the Standards Clarification for more information. All other volunteers, including casual volunteers, will be covered by this standard.
NA The organization does not use volunteers to provide OST services, or all OST volunteers meet the standards for personnel.
