What is an individual learning plan?
Learning plans are created through reflective conversations regarding how a practitioner’s competencies help achieve programmatic outcomes. An individual
learning plan documents specifically what competencies a practitioner wants to build on, what they will do to build on it, and the milestones or achievements
against which progress will be measured. Learning plans should be developed and attainable within the specified contract term.
Why are learning plans important? What’s in it for me?
Learning plans are a much more comprehensive approach to professional development than a list of required trainings. Learning plans require collaborative
conversations in which practitioners and supervisors or mentors focus on what is important to the practitioner. By you identifying your own strengths you want
to build, you take ownership of your development as opposed to just completing a list of trainings which may or may not interest you. You become more
engaged in your learning because you not only choose the competencies you are working to develop, but you also choose the methods you will use. You may
want to attend a training and develop implementation plans to help you transfer learning into action. You may want to shadow a peer. You and your supervisor
may decide that a stretch assignment through which you are mentored will be the most beneficial. The choices are endless!
In addition to your own growth and marketability, the parallel process occurs; your clients, program, agency, and funders also benefit from your increased
competencies and engagement. It’s a win-win-win-win-win situation!
How do supervisors and practitioners partner to create individual learning plans?
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Discuss how each sees the practitioner as critical to the achievement of programmatic outcomes.
Review the competencies necessary for the practitioner together. Allow some time for reflection.
The practitioner conducts a self-assessment regarding competencies and chooses an area (or two) to develop. Try to focus on building on strengths
as opposed to addressing weaknesses. It will be more fun, and the practitioner and program will benefit more.
The practitioner and supervisor engage in a conversation regarding the self-assessment and come to an agreement of what they will focus on over
the upcoming contract year. Less is more! Plan to focus on one or two competencies and go deep with them.
List the competency in the learning plan in the “Competency” column.
Think about the practitioner’s learning style and the best way to enhance this competency. It may be to attend training, but that is not enough.
How will the practitioner implement what they learn in training? Adult learners learn the most (70%) through experience. What experiences will
help develop the competency area? It may be job shadowing, stretch assignments, participating in reflective practice and/or reflective supervision,
being observed in action and having feedback provided. Include what works for the practitioner in the “Strategy to Attain Competency” column of
the learning plan.
If the plan does include trainings, keep in mind that these trainings could already be offered by Children’s Services Council of PBC, could be offered
elsewhere, and/or could be new trainings which need to be developed. Do not limit your thinking.
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Don’t forget to think about core required trainings your staff has already attended, such as Touchpoints, Early Childhood Social Emotional Wellness,
etc. Include suggestions for how Children’s Services Council of PBC’s Provider Professional Development can support your staff in the integration of
learning into their daily work with families (i.e. On-site facilitation of reflective practice sessions for supervisors, on-site facilitation of reflective
practice sessions for staff, core required training boosters specific to the needs of your staff, etc.: put this in the “Supports Needed” column of the
learning plan).
Ask what additional supports are needed to meet the competencies. This is what you will put in the “Supports Needed” column of the learning plan.
Identify the timeline/milestones for each component of the learning plan as well as who is responsible for completion of each piece. For example, if
attending Cultural Competency training is on the learning plan, it may be the responsibility of the practitioner to register, attend, and implement the
training. The supervisor’s responsibility may be to assist the practitioner in identifying how to implement the training as well as removing barriers
which staff may be facing in implementation. The timeline may be that staff will have taken (or been exempted from) the Cultural Competency
training within 3 months of hire.
What is the difference between an individual learning plan and a program learning plan?
Individual learning plans are created for each direct service practitioner and supervisor and kept on file in their personnel records. Practitioners and supervisors
are accountable to do what they write on the learning plans.
A program learning plan is the compilation of the individual learning plans. It documents what the program is focusing on over the contract term as well as the
strategies, milestones, and supports for the professional development process (Part A). It also documents the specific trainings and number of individuals who
have identified a need for this training within the program (Part B). Program learning plans (Part A and Part B) are submitted to your Program Officer at CSC.
What is the contractual requirement for learning plans? What needs to be submitted to CSC?
For programs that have the development of learning plans in their contract, the contractual requirement is to create individual learning plans, keep them on file,
and implement them. Additionally, the requirement includes the development and implementation of a program learning plan. The program learning plan (Part
A and Part B) is what gets submitted to your Program Officer.
What supports can CSC offer regarding the development of learning plans?
1. Provide consultation/feedback regarding the drafts of your plans
2. Post Learning Plan FAQs on the website along with a place for you to send additional questions you may have
3. Provide sample tools on the website which will assist you in developing and implementing learning plans
a. Professional development v training
b. Learning plan samples (individual and program)
c. Reflective supervision tool
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d. Field observation tool
e. Competency based training list
4. Provider Professional Development can meet with you and/or present at your organization regarding the importance of professional development, what
learning plans are and how to develop them.
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Sample Individual Learning Plan
Practitioner: Alex Santos
Program: Happy Children
Has completed learning requirements/required trainings
Has not completed learning requirements/required trainings. If this box is checked, include attendance and implementation of these trainings on the
learning plan.
Competency
Cultural
Competency
(Foundational)
Strategy to Attain
Competency
Attend and Cultural
Competency (CC) training
(1 day)
Attend Bridges Out of
Poverty (BOP) Overview (1
day)
Reflect on implementation
of CC and BOP by leading
discussion of case study at
team meeting
Participate in reflective
supervision
Shadow/be coached by a
more senior case worker
who frequently works with
Haitian clients.
Read the book The Spirit
Catches You and You Fall
Down. Co-facilitate
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Supports Needed
Timeline/Milestones
CSC offers training.
Supervisor engages in pre-training conversations with practitioner one week prior to
staff attending each training. This is documented in supervision notes.
Supervisor allows
uninterrupted time
away from office for
practitioner to attend
training.
Be placed on agenda
for case study at team
meeting.
Supervisor skilled in
providing reflective
supervision.
Senior case worker
skilled in providing
coaching
Get on the agenda to
conduct a reflective
practice session.
Practitioner registers and attends Cultural Competency training at CSC by January
2014 and Bridges Out of Poverty Overview by July 2014. This is documented by their
transcript.
Practitioner leads case discussion during team meeting prior to October 2014. This is
documented in team meeting agenda and minutes.
Practitioner and supervisor engage in reflective supervision at least once per month
(October 2013-September 2014) during which they discuss training implementation
strengths and challenges. This is documented in supervision notes.
Practitioner and senior case worker go on 5 home visits to Haitian families together
by October 1, 2014.
Reflective practice session regarding The Spirit Catches You and You Fall Down
conducted by July 1, 2014.
reflective practice session
about it.
Alex Santos
Practitioner’s signature
DM #121217
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03/10/12
Marcella Higgins
Supervisor’s signature
03/10/12
Sample Individual Learning Plan
Practitioner: Kim Smith
Program: Happy Children
Has completed learning requirements/required trainings
Has not completed learning requirements/required trainings. If this box is checked, include attendance and implementation of these trainings on the
learning plan.
Competency
Compliance
Standards
Strategy to Attain
Competency
Obtain feedback monthly
from supervisor regarding
case notes
Lead a team meeting
regarding best practices in
case note documentation
(conduct due diligence)
Kim Smith
Practitioner’s signature
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03/10/12
Supports Needed
Timeline/Milestones
Reflective supervision
with supervisor during
which we review case
notes
Practitioner and supervisor engage in reflective supervision at least once per month
(October 2013-September 2014) during which case notes are reviewed. This is
documented in supervision notes.
Get on agenda for
team meeting
Practitioner leads case discussion during team meeting prior to October 2014. This is
documented in team meeting agenda and minutes.
Marcella Higgins
Supervisor’s signature
03/10/12
Sample Individual Learning Plan
Practitioner: Marcella Higgins
Program: Happy Children
Has completed learning requirements/required trainings
Has not completed learning requirements/required trainings. If this box is checked, include attendance and implementation of these trainings on the
learning plan.
Competency
Performance
Management:
Coaching and
Developing
Others
Strategy to Attain
Competency
Initiate public recognition
for staff: message board
which highlights when I
catch supervisees doing
something right/well,
include as a standing
agenda item for team
meetings
Supports Needed
Timeline/Milestones
Program provides cork
board
Recognition board is installed by October 15, 2013. At least one recognition is added
per week.
Utilize reflective
supervision as a tool with
staff to periodically review
and update their learning
plans
Team meetings include Recognition on the agenda as of October 1, 2013 as
documented in the agenda as well as meeting minutes.
Review each staff person’s progress with their learning plans quarterly. Document in
supervision notes. Revise/update plans as needed.
Initiate two way dialogue with staff during reflective supervision. Document in
supervision notes. Collect feedback and act accordingly.
Seek feedback from staff
via reflective supervision
regarding how I can better
support them in their
careers
Marcella Higgins
Practitioner’s signature
DM #121217
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03/10/12
Leslie Adams
Supervisor’s signature
03/10/12
Sample Program Learning Plan
Program: Happy Children
Part A
Competency
Cultural
Competency
(Foundational)
Strategy to Attain
Competency
All staff attend
Cultural Competency
training (1 day)
Supports Needed
Timeline/Milestones
CSC provides enough
training opportunities to
meet the need:
Supervisors engage in pre-training conversations with staff one week prior to staff
attending the training. This is documented in supervision notes.
All direct service staff
attend and
implement Bridges
Out of Poverty
Overview (1 day)
We will have
approximately 20 people
needing to take Cultural
Competency, and 17
people to go through
both Bridges Out of
Poverty and the Cultural
Competency/Bridges Out
of Poverty reflective
practice session
Staff attend Cultural
Competency and
Bridges Out of
Poverty reflective
practice to enhance
their implementation
of these training
initiatives (2 hours
per session)
Reflective
supervision
Partner home visitors
more experienced in
working with Haitian
families together
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Provide
training/technical
assistance regarding
coaching for 3 home
visitors.
All staff register and attend Cultural Competency training at CSC within 3 months of hire
documented by their transcript.
All direct service staff register, attend, and implement Bridges Out of Poverty Overview
within 8 months of hire. This will be documented on their transcript.
All direct service staff participate in at least one reflective practice session related to
Cultural Competency or Bridges Out of Poverty within 6 months of completing the
training pre-requisite. This will be documented on their transcript.
Supervisors engage in reflective supervision with staff at least once per month during
which they discuss training implementation strengths and challenges. This is
documented in supervision notes.
Reflective practice session regarding The Spirit Catches You and You Fall Down
conducted by July 1, 2014.
Shadowing/coaching partnerships established by November 1, 2013. Each pair attends 5
home visits together prior to October 1, 2014.
with newer home
visitors for
shadowing/coaching.
Engagement
5 home visitors will
read the book The
Spirit Catches You
and You Fall Down
and conduct a
reflective practice
group amongst
themselves
All direct service staff
will attend and
implement CSC’s
Touchpoints training
(3 days)
Reflective
supervision
On-site reflective
practice session
partnering with
Agency Y
Field observation and
feedback
Technical Skills
All staff will attend
Child Abuse and
Neglect training (1/2
day)
All nurses on staff
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CSC offers enough
trainings to
accommodate
approximately 25 new
hires in FY 2012-2013
Supervisors engage in pre-training conversations with staff one week prior to staff
attending the training. This is documented in supervision notes.
Touchpoints trainers are
available for consultation
as needed
Supervisor and supervisee engage in reflective supervision regarding implementation of
Touchpoints within one month of supervisee completing training. This is documented in
supervision notes.
CSC offers booster
trainings for those who
have already attended
the 3 day training but
need a mini-refresher
(approximately 18
people)
CSC offers enough Child
Abuse and Neglect
trainings to
accommodate
approximately 25 new
hires in FY 2012-2013
Agency hosts one Touchpoints reflective practice session onsite in FY 2012-2013. Staff at
agency Y will be invited to attend this session to enhance relationship and learning
experience.
Staff register and attend training. Completion of Touchpoints training on their transcript
within 6 months of hire.
Supervisors will randomly conduct 8 field observations within FY 2012-2013 and offer
feedback regarding strengths and opportunities observed regarding Touchpoints’
implementation. This will be documented in supervision notes.
Supervisors engage in pre-training conversations with staff one week prior to staff
attending the training. This is documented in supervision notes.
Staff show completion of Child Abuse and Neglect training on their transcript within 6
months of hire.
attend lactation
consultation training
(unknown training
length)
On-site reflective
practice
Compliance
standards
Reflective
supervision during
which case notes are
reviewed
CSC Program Officer and
Provider Professional
Development work with
Program Director in
identifying a lactation
consultation training that
meets the needs of our
program for 20 staff
n/a
Initiate public
recognition for staff
Utilize reflective
supervision as a tool
Agency hosts at least one reflective practice session onsite in FY 2011-2012 which
discusses challenges of keeping the relationship with families after reporting suspected
abuse or neglect.
All nurses on staff register and attend lactation consultation training during FY 20122013. This will be documented by their certificate of attendance (if training is not
offered through CSC) and/or their transcripts.
Practitioner and supervisor engage in reflective supervision at least once per month
(October 2013-September 2014) during which case notes are reviewed. This is
documented in supervision notes.
Practitioner leads case discussion during team meeting prior to October 2014. This is
documented in team meeting agenda and minutes.
Presentation at team
meeting
Performance
Management:
Coaching and
Developing
Others
Supervisors work with supervisees to report all cases of suspected neglect. This is
documented in supervision notes.
Possible coaching
regarding reflective
supervision
Recognition board is installed by October 15, 2013. At least one recognition is added per
week.
Team meetings include Recognition on the agenda as of October 1, 2013 as documented
in the agenda as well as meeting minutes.
Initiate two way dialogue with staff during reflective supervision. Document in
supervision notes. Collect feedback and act accordingly.
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Part B
Please identify the number of staff who have the trainings below on their learning plans:
Please note a training’s inclusion on this list does not guarantee that CSC or NPF will be offering it in the contract term. Offerings are contingent upon a minimal
capacity being met.
Training
Training Provider
Target Audience
Advocacy and Empowerment
CSC
ASQ3
ASQ3 Subject Matter Expert (Train the Trainer) Reflective Practice
Prerequisite: ASQ3
ASQ-SE
ASQ-SE Subject Matter Expert (Train the Trainer) Reflective Practice
Prerequisite: ASQ-SE
Bridges Out of Poverty Overview
CSC
CSC
Direct Service/Individual Contributor
Management
Direct Service/Individual Contributor
Direct Service/Individual Contributor
CSC
CSC
Direct Service/Individual Contributor
Direct Service/Individual Contributor
CSC
Bridges Out of Poverty Reflective Practice: Language
Prerequisite: Bridges Out of Poverty Overview
CSC
Child Abuse and Neglect
CSC
Community Engagement: a three part series
NPF
Coping with Stress
NPF
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
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Number of
Practitioners
Interested in the
Training
17
25
Critical and Creative Thinking
CSC
Cultural Competency
CSC
Cultural Competency/Bridges Out of Poverty Reflective Practice
CSC
Interpersonal Skills: Customer Service
CSC
Interpersonal Skills: Conflict Resolution
CSC
Dynamics of Family Relationships (RFP needed)
CSC
Interpersonal Skills: Myers-Briggs Type Indicator (MBTI)
CSC
Interpersonal Skills: Emotional Intelligence
CSC
Infant Mental Health Level 1 & 2 (Formerly known as Early Childhood
Social Emotional Wellness) Prerequisite: Touchpoints
Ethics
CSC
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NPF
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Administrative
20
17
Financial Management Essentials 101 & 102
NPF
HIPAA
CSC
Home Visitor Safety
CSC
Linking Individual Performance to Organizational Goals
NPF
Managing Employee Focus and Productivity During Organizational Change
NPF
Managing Employee Performance/Performance Improvement
NPF
M-CHAT, Edinburgh, CES-D, and PSI Short Form
Program Planning and Development
CSC
NPF
Reflective Supervision for Supervisors
CSC
Specific to databases
(Please specify which data system)
CSC
Touchpoints
CSC
Triple P
CSC
What is Reflective Practice
CSC
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Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Management
Senior Executive
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
20
3
25
3
Board Recruitment and Diversity
Board Dynamics- How to Maximize Your Board Leadership
Board Responsibilities- Defining Their Roles
Effective Outreach
NPF
NPF
NPF
NPF
Marketing Essentials
NPF
Social Media
NPF
Grant Trainings- Basic
NPF
Grant Trainings- Advanced
NPF
Fund Development Basics
NPF
QuickBooks- Intro, Intermediate, Payroll
NPF
PowerPoint I, II
NPF
Excel- Intro, Intermediate, Advanced
NPF
Financial Management Essentials
NPF
Project Management
NPF
Program Evaluation: Managing to Outcomes
NPF
HR Essentials
NPF
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Senior Executive
Senior Executive
Senior Executive
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
Management
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
1
Business Writing
NPF
Effective Communication and Presentation Skills
NPF
Strategic Time Management
NPF
Problem Solving: Solutions in the Workplace
NPF
Valuing Diversity in the Workplace
NPF
Team Building
NPF
Meeting Facilitation
NPF
Promoting Work Life Balance
NPF
Combatting Compassion Fatigue
NPF
Other: Coaching
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Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Management
Senior Executive
Direct Service/Individual Contributor
Management
Senior Executive
Administrative
Direct Service/Individual Contributor
Management
Senior Executive
Direct Service/Individual Contributor
Management
4
3
Other: Touchpoints Booster
18
Other: Lactation
Other:
Other:
Other:
Other:
20
Marcella Higgins
Program Director’s signature
DM #121217
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Sue Smith
Executive Director’s signature
03/30/12