PA-YD 14: 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 youth development.
Note: See the
Research Note to PA-YD 13.
The agency 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 PA-YD 14.02 and PA-TS 2.
As noted in PA-TS 1.01, personnel may participate in different types of training and professional development activities. For example, agencies 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 youth development, available. The agency should also foster collaborative learning opportunities such as time for group problem solving, planning together, staff-to-staff mentoring, or information sharing on youth development. Additionally, regular observations and ongoing feedback can be used as an opportunity for personnel development. The agency should allocate sufficient resources to support personnel development and training.
Before working with 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 youth, families, and the agency; 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 agency 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 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 youth are trained in:
- youth development, and the differing needs of youth at different stages of development;
- building positive relationships with youth;
- engaging, working, and communicating with families;
- cultural awareness, sensitivity, and responsiveness;
- how to encourage and incorporate participant input in decision-making;
- understanding and combating bias and discrimination;
- motivating children to participate;
- designing and/or facilitating age-appropriate 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, agencies, and institutions;
- positive techniques for guiding behavior and for helping youth guide their own behavior including deescalating volatile situations;
- appropriate disciplinary techniques;
- group interactions and management, including promoting positive relationships and managing conflicts among 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 youth;
- promoting the nutrition, health, and safety of youth;
- responding appropriately to the differing needs of youth, including youth with special needs or issues; and
- recognizing when youth may benefit from additional or alternative services and what resources are available within the community.
Interpretation: If personnel can demonstrate that they are already competent in these areas, additional training may not be necessary.
Interpretation: 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 PA-YD 4.05 for more information on working with youth with special needs.
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Research Note: Group management is one of the most important factors in promoting youth engagement, learning, enjoyment, and regular participation. Youth report that they are more engaged and get more out of well-managed activities. |
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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 agency 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 agency provides dental insurance, life insurance, disability insurance, retirement benefits, and subsidized child care
- Employee recognition activities and on-monetary benefits such as flex time; and
- Personnel are compensated for time spent in training and professional development activities.
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Research Note: The turnover rate in the youth development 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. Additional reasons for turnover include: (1) competition in the job market; (2) long hours of work compared to other jobs that pay more; (3) personality clashes among staff; and (4) hiring young staff who have recently graduated from college who don’t stay in the position very long.
High levels of staff turnover can interfere with the development of relationships between youth and adults. Studies have shown that youth who attend programs with little staff turnover report higher levels of adult support and opportunities, which the research correlates to the achievement of positive outcomes for youth. |
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Employee workloads support the achievement of positive outcomes for 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 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 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 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 youth, when appropriate (e.g., rules related to chewing gum, drinking sodas, wearing hats, etc).
The agency:
- 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;
- ensures that volunteers feel recognized and appreciated for their service; and
- adequately supervises volunteers at all times.
Note: As referenced in PA-HR and PA-TS, volunteers who have a regular, ongoing role at the program will be covered by the same standards as "personnel". Please see the Interpretation at the beginning of the section for more information. All other volunteers, including casual volunteers, will be covered by this standard.
NA The agency does not use volunteers to provide YD services, or all YD volunteers meet the standards for personnel.
