1 Designing a Management System A Registered Behavioral Technician is an individual who is trained in working with patients who exhibit a number of behavioral issues and are therefore in need of developmental behavioral therapy. The job involves working with clients who have mental health problems; performing well in this role needs continuous training and development. A behavior analyst who has recently opened a practice has three registered behavioral technicians (RBTs) to train. This paper examines the process of designing an effective training program, to ensure that the RBTs are thoroughly trained.
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2 The RBT role usually includes various tasks, key among them being, working with nurses and doctors to develop suitable treatment plans, ensure patients take their medication in the required doses and at the right time and helping to facilitate patients’ group therapy sessions. Additionally, they also communicate with patients, and help them perform daily living skills which might be challenging for them due to their mental illness. There are three types of learners, the one who learns by seeing, that is the visual learner; secondly, the learner who learns by hearing, that is the auditory learner; and thirdly, the learner who learns by having a first-hand experience with the job, the kinesthetic learner (Fahed-Sreih, 2018). The training program must incorporate the needs of each of these learners. The first step to imparting the right knowledge and skills to RBTs is developing an effective training program. A good training program is one which matches the goals of the program to the trainees’ competencies. There should be clear learning objectives, and it is crucial for the trainees to be privy to them. The trainer must identify the learning style of each employee and provide individualized attention to each of them. In this case study, there are only three RBTs, which makes it relatively easier for the trainer to understand the learning ability of each of them. Some of them might learn best from face-to-face teaching, while others would learn better from assigning them duties. Once the trainer identifies the trainees’ learning styles, he must then develop a custom-made learning program for each of them. The learning material must contain highly relevant content. It would be detrimental to develop a training program that lacks relevant content. The behavioral analyst must develop content that fits the length of the training period. For example if the training period is ten weeks, the content should be evenly spread out over the duration of the training. It is essential to keep the communication channels between the trainee and trainer open at all times in the course of the project.
3 As the behavioral analyst in charge of training employees, my primary role is to design a management system that guarantees that patients will be in good hands. I will achieve this by training the RBTs well. In the first training sessions, I will communicate the goals of my firm to the trainees. In this case, my goal is to ensure that my clients are able to live an independent and satisfying life despite their mental health challenges. I will then assess what the RBTs can learn to help in the achievement of that goal. This will help to develop an appropriate training curriculum. I will use a variety of training methods to ensure that the RBTs understand the lesson as much as possible. There are three types of learners, the one who learns by seeing, that is the visual learner; secondly, the learner who learns by hearing, that is the auditory learner; and thirdly, the learner who learns by having a first-hand experience with the job, the kinesthetic learner. The training program must incorporate the needs of each of these learners. In the first sessions, I will train the RBTs on crucial skills in the career such as observing clients and collecting relevant data about their behavior, helping to implement behavior correction plans and treatment plans, and communicating with clients to facilitate their cooperation. In addition, in the initial stages of the training program, I will also teach the RBTs to socialize with patients in order to nurture their social skills and discuss treatment plans with the parents and caregivers of the patients. I will know that the trainees have mastered the training in four main ways. Firstly, their reaction towards the training will be positive, they will be enthusiastic to apply what they will have learned during the course. Secondly, I will perform random assessments such as asking questions or giving quizzes to find out whether they have grasped the lesson. Thirdly, when RBTs master the training, they will be able to put what they learn into practice. Finally, the behavioral analyst will see changes in the program because the
4 RBTs will be well-equipped with the knowledge and skills to enable the firm achieve its goals and objectives. The documents I will use during supervision sessions include questionnaires, checklists, performance appraisals, assessment scores and observation forms. I will observe the RBTs for one to two hours a day until the training is over. This is crucial because it helps the behavioral analyst determine whether RBTs have retained the knowledge they gained during the learning session. This also helps to assess whether there are any gaps in the learning program and how they can be filled. I will deliver the feedback to the trainees through face-to-face communication, or in writing through email and marked assessment sheets. It is crucial to provide feedback promptly because it helps the RBT make changes in time. Feedback is an essential part of the learning process. The strategies that the trainer can use to encourage good performance from the supervisee include; communicating the trainers expectations with the trainees. Trainers should know exactly what is expected of them in the course of the training and later when they begin to apply the skills to their roles at the firm (Fahed-Sreih, 2018). The trainer should also conduct periodic performance appraisals to determine whether the training has changed the trainees’ ability to perform their work. I will, therefore, maintain ongoing supervision through performing a regular assessment of their performance. The feedback offered should be objective and constructive. There should always be mutual respect and professionalism between the trainee and the trainer. Once the trainer teaches his students, he ought to empower them to do the work, This entails reducing the amount of supervision and allowing them to make decisions pertaining to patient care. It is also of utmost importance to equip employees with the resources they need to perform their jobs, these might include tablets and certain tracking software. Performance issues
5 should be detected early enough to enable prompt reformative action. Some of the methods used to correct performance issues are communicating about the issues observed, and retraining the employee in the method that they understand best.
Reference Fahed-Sreih, J. (2018). Human Resource Planning for the 21st Century. BoD – Books on Demand.
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Designing a Management System