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The Engagement Associate supports the Accend mission by engaging new clients and engaging new employees.
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Engager Competencies
- Engages new referrals and assures a follow-up appointment within two business days, unless the referred individual has declined offer
- Transitions new referrals to trainees based on availability and client preferences
- Consistently uses standardized tools, checklists, and assessments to train and document training to new employees
- Demonstrates importance of maintaining updated and accurate client contact files
- Demonstrates importance of ownership with accurate documentation that shows complete and quality work
- Provides administrative supervision as defined by the Guide for each trainee, reviewing client engagement, current performance levels, basic and core competency progress, and growth opportunities
- Supervision notes reflect emphasis on service coordination and problem solving between trainees and team members serving the same individuals
- Competently uses timecard for all quality elements defined by the guide for general and service-specific quality and provides positive or corrective feedback
- Trainee Progress Notes meet quality standards
- Consistently uses and teaches applicable usage of reports (custom time report, service summary report, insurance, due items, caseload management search)
- Consistently teaches from the Training, Policies and Procedures Guide and promotes use of the Guide by new employees.
- Consistently and concurrently uses Progress Notes and Checklists during training and supervision activities to assure quality, identify problem areas, give positive and corrective feedback
- Proactively identifies additional training and support needs and areas for growth during probationary period for individual staff and advocates for improvement
- Identifies need for performance intervention when trainee does not meet expectations with basic support
- Competently completes a comprehensive 60 day review and determines further training needs based on deliberate evaluation of the trainee’s work, performance, and agency fit
- Finalizes evaluation of competencies of trainees by end of probationary period and determines any further training necessary
- Treatment/service plan goals and outcomes developed by Training Coordinator with Trainees and individuals served are measurable, achievable, and meaningful
- Trainees demonstrate understanding of the need for effective services by documenting treatment progress as defined by Treatment Plan & reporting during clinical supervision when progress is stalled
- Trainees successfully demonstrate core competencies by the end of the probation period, or the Engager has proactively identified potential problems and developed a remedial intervention
- Trainees identify, achieve, and sustain their self-identified productivity target by the last 3 weeks of the training period
- Engager maintains 80% productivity
- With the Training Director, helps develop interested Team Members for Trainer/Mentor roles
- When Trainer/Mentors will be observed by, or will observe, new employees, delegates specific Training Checklist items for them to cover and document during training sessions and follows up to see that these assignments are well-documented
- Maintains high productivity and efficiency with 80% of time being target time as defined in this section
The Engagement Associate, or Engager at Accend has the following Mission:
- To engage clients in services, ensuring our mission of Responsiveness
- To engage new employees in the agency mission
- To ensure the success of new employees with high quality training and support, helping them meet core competencies and get a head start on building their careers at Accend
Engagers are high-performing staff members who provide a specific service (or services), who promote our mission in their words and actions, and who are good teachers and mentors.
As we grow, we will have need for more Engagers in specific services. If the previous statements apply to you, and you think you would be a good Engager, talk to our Training Director or Human Resource Director about this position, and consider setting a goal of becoming an Engager in your Career Plan. There are also opportunities for high-performing Team Members to become Trainer Mentors. These positions are described below.
An Engager has two primary roles, as reflected in the mission description for this role, above. Specifically, the Engager does the following:
When staff are unavailable for assigning new referrals, the Engager acts as Primary for individuals referred for services associated with his or her specific Engagement role (service) and Regional Department. The Engager conducts the first appointment following intake for the service and begins assessment and planning for services.
The Engager builds a relationship between the agency and the referred individuals, responding to immediate needs and explaining, when necessary,* that the referred individuals will soon meet a new, permanent provider, but may always reach out to them if they have concerns or feel their needs are not being met by the new provider.
When new employees begin, they accompany the Engager to appointments with new referrals, first as observers, then as providers, being Observed and Directed by the Engager. During these appointments, the Engager is either demonstrating/modeling service delivery or, when Observing and Directing, using checklists to assess competency, and intervening only as necessary to ensure quality or prevent errors in communication.
*When newly hired providers are available immediately to take on new referrals, the process is the same, with the Engager attending initial appointments with new referrals until the new providers are capable and confident to engage new referrals on their own.
The Engager emphasizes service delivery and responsiveness with On-the-Job Training and with a process of Explaining - Demonstrating - Debriefing, or Explaining - Observing - Debriefing, not on classroom style training or one-one-one talk training. New employees should hit the ground running, learning how to provide services while observing them being provided, or while providing them, not talking about them.
During the new employee's orientation training period, the Engager monitors progress with orientation training checklists and monitors the new employee's productivity using TabsTM Custom Time Reports at least weekly. Weekly summary sessions for feedback and questions and answers are essential in the first 4-6 weeks, with decreasing frequency over the following 8-6 weeks of the orientation period.
As the employee reaches the 60-80-day mark from initial hire, emphasis should shift to completion of training and development of an Initial Career Plan. If, during this vital time period, it appears that the newly hired provider is still struggling to engage clients and meet other expectations, the Engager should consult with the Training Director and Human Resources about options going forward. These might include:
- A decision to extend the training/probationary period for a new hire who demonstrates potential but still needs remedial help.
- A decision that the individual is not a good fit for the job, and an exploration of options that might include a decision to terminate employment.*
*While these decisions are hard, the Engager understands that what is best for the clients we serve is the highest priority. A newly hired employee who cannot provide high quality services may cause harm to individuals or the agency.
Emphasize the Guide!
The Engager emphasizes the Training, Policies and Procedures Guide (this one) as the primary resource for training. Where the Guide is lacking, confusing or unclear, the Engager provides feedback and suggestions as a contributing author. The goal of training from The Guide is not that newly hired Team Members memorize it, rather that they learn how to use and to refer to it when questions arise.
Engagers do not develop their own parallel training materials. If an Engager identifies that a particular resource is needed, they should propose this as a chapter, page, or additional resource to attach to the guide. This ensures consistency and fidelity in new employee training.
Coordinating the new Team Member's training is an essential element of the Engager's job. Most Orientation classroom training follows a set, rotating schedule, and new Team Member's simply need to attend training per the schedule. However, it is the Engager's job to assure that new Team Members attend, complete, and document this training, using the Training Checklist.
Another important role of the Engager is to check in with Trainers/Mentors regarding their own subjective observations about the trainee, record these, and follow-up as necessary with kudos to the trainee, or regarding potential problems identified.
Each position has two or three checklists. These include:
- The General Orientation Training checklist (all employees);
- A training checklist specific to the service the new Team Member will provide; and
- Observation and Direction checklists used by the Engager or other trainers/mentors/observers to assess direct service compentency in service delivery.
During weekly (or less frequent as orientation proceeds) check-ins. review the checklist to see that new hires have completed their portions and, if the Trainers for a particular subject has a role in the checklist, that they have completed their portion. The Engager ultimately assesses competency in the General Orientation and Service-Specific sequence in these regular check-ins.
As we grow our training program, additional Mentors and Trainers from among the direct service staff will also provide training: being observed or observing. The Engager may assign specific topics from the General or the Service Specific Training Checklist to these mentors and trainers and assures that the topics are covered during their time together.
The Engager takes the lead role in service coordination for individuals referred to multiple services, while teaching new providers how to do the same. When individuals are referred to multiple services, there is a hierarchy of responsibility for assessment and planning, as described below. The Engager should assure that individuals (new hires or experienced employees) are doing their part in referral, assessment, treatment planning, and service coordination. Hierarchies are described in the following chart.
| Role |
Responsibility |
| Case Manager/BHH Systems Navigator |
Assures that initial assessment and Planning work is completed for all services to which an individual is referred (and chooses) by the deadlines for that service and per agency policy/procedures and Responsiveness mission.
Makes referrals and follows through to ensure engagement in all services to which an individual is referred (and chooses). |
| Psychotherapist/Diagnostician (Trainee II or Higher) |
Assures that initial Assessment and Planning work is reviewed and approved for all services to which an individual is referred (and chooses) by the deadlines for that service.
Makes referrals and follows through to ensure engagement in all services to which an individual is referred (and chooses). |
| ARMHS or CTSS Practitioner |
Engages the individual in services with a contact within 1 business day of referral/assignment and an appointment within one week of referral/assignement.
Makes referrals as needed to additional services in consultation with the Clinical Supervisor. |
| EIDBI Lead |
Assures that initial Assessment and Planning work is completed and approved for all services to which an individual is referred (and chooses) by the deadlines for that service.
Makes referrals as needed to additional services in consultation with the Clinical Supervisor. |
| EIDBI Specialist |
Provides initial services as scheduled. |
The bulk (80%) of the Engager's time should be spent in the following activities, all of which are Target (Productive) Time for the Engager. Documentation (Progress Notes and Observation and Training Checklists) should be concurrent (occur while the service is being provided) unless contra-indicated for a direct service to a specific recipient for privacy (services in a public space) or mental health reasons. All other time should be documented as described elsewhere.
| Activity |
Service Type (Engager) |
Service Type (Trainee) |
Providing Direct Services
Includes Intake Interviews, Assessment and Planning, and all Direct Services |
Applicable Direct Service type for the service
When being observed by a Trainee (Shadowed) during the service, use the add-on Being Shadowed During Service |
Trainee Shadowing Trainer (Career Development) |
| Observing Trainees during service provision |
Observation and Direction (Career Development) |
Applicable Direct Service type for the service
Use the add-on Being Observed During Service |
| Preparing for, or debriefing, after, service provision with trainee |
Observation Prep or Debrief |
Trainee Being Trained Internal |
Scheduling, reviewing scheduling of Trainees for training by others. Monitoring completion, reviewing training checklists, coordinating with classroom trainers on Trainee attendance and completion.
Keep these sessions short (30 minutes or less) and directed at efficient coordination. |
Training Coordination
Use the appropriate meeting type (With Trainee or Without Trainee) |
Trainee Being Trained Internal |
| Reviewing Timecards or Progress Notes written by Trainees for quality and compliance (daily) |
Review of Trainee Timecards and Notes (Career Development)
Use the applicable meeting type:
With Trainee Present or
Without Trainee Present |
If done with the Trainee, Trainee Being Trained Internal |
Spontaneous or scheduled tutoring (talk training)
(Keep this to a minimum, especially late in the training period, as it is not Target (productive) Time for the Trainee |
Trainer Training Trainee |
Trainee Being Trained Internal |
Regular check-ins and supervision with trainees during the training period
These should occur with a frequency of at least weekly during the first 4-6 weeks of training, and with less frequency, reducing to the standard monthly in the last 6-8 weeks |
Administrative Supervising Others |
Administrative Being Supervised |
| Preparing for administrative supervision of trainees, reading or preparing reports for a trainee or another administrative supervisor on the performance of a trainee |
Administrative Supervision Prep |
NA |
The Engager reports problems and concerns about new hires proactively to the Training Director. These include, but are not limited to, the following:
- Any (including unsubstantiated) suspicion of maltreatment
- Any complaints from clients being served by Trainees
- Failure by a Trainee to meet productivity ramp-up requirements during the training period
- Significant concerns about the Trainee observed by the Engager or other Trainer/Mentor staff during service delivery
- Attendance problems
- Problematic Trainee attitude or behavior
- Any other problems or concerns about the Trainee's ability, aptitude, or performance
Teaching Above-the-Line Communication
When Trainees report problems, the Engager promotes Above-the-Line communication and problem-solving. As needed, the Engager explains the use of the Employee Grievance Form or the Request for Reasonable Accommodations as described in the Personnel Policy.
The role of the Engager in supporting new employees is to ensure success by monitoring the employee's engagement of referrals, problem-solving and brainstorming when they are having trouble with engagement and making sure they receive referrals who are treatment ready. New employees should see their first clients in the first week, perhaps accompanied and Observed by the Engager, or by another qualified staff member. They should be ready to see individuals independently by by the latter half of the first week and continue to see clients with increasing frequency each week of the orientation period, hitting these minimum targets for productive (direct service) time.
For specific ramp-up requirements in various positions, see the Orientation guide, here.
Trainer/Mentors are, like the Engager, high-performing Team Members who provide a specific service (or services), who promote our mission in their words and actions, and who are good teachers and mentors. These Team Members have expressed interest in training and mentoring new Team Members and have demonstrated the competencies described below. When there are a high number of new employees for a given position, Trainer/Mentors are tapped to be observed in the provision of direct services, and to Observe and Direct Trainees as they provide services during the Orientation Training Period.
Trainer/Mentor Competencies
Entry Level Trainer/Mentor:
The Entry Level Trainer/Mentor is observed by Trainees in the delivery of services.
- Demonstrates excellence in all Core Competences for the service provided
- Consistently uses standardized tools, checklists, and assessments to train and document training to trainees
- Explains shadowing process prior to session, putting the observed at ease
- Explains shadowing process to service recipient as applicable, putting recipient at ease and building rapport
- Models effective interactions with the recipient as needed
- Adapts to situations that occur during session (embarrassing situations arise, observer ceases observation, steps in, or leaves room depending on recipient’s behavior)
- Individuals served by the provider show progress toward Treatment Plan goals and objectives, or unexpected progress is described in narratives, or plans are modified in response to a lack of progress
- Adults served by provider consistently show progress in at least one of the 6x6 FA progress measurements in treatment domains, or children show progress in standardized outcome measures
- Uses and Promotes use of the Training, Policies and Procedures Guide when answering questions about policees, procedures, and guidelines for service delivery.
While being shadowed/observed, us the Add-On Service type: Being Shadowed During Service.
Intermediate/Advanced Level Trainer/Mentor:
The Intermediate/Advanced Level Trainer/Mentor is observed and provides Observation and Direction to Trainees
- Assures that provider prepared appropriate materials for an organized session
- Assures that provider partnered successfully with the recipient at the beginning of the treatment sessions (establish rapport, check-in, basic needs met, etc.)
- Explains observation process prior to session, putting the observed at ease
- Explains observation process to service recipient as applicable, putting recipient at ease and building rapport
- Effectively minimizes interaction with provider observed and recipient during session to minimize observer impact on the session
- Intervenes as necessary for safety or to prevent treatment errors that may be harmful to recipient
- Completes notes during session in unobtrusive way for use in providing feedback after session
- Redirects recipient effectively as necessary to the provider being observed
- Assures that provider used an appropriate level of enthusiasm based on the recipient and appropriately engaged with the recipient throughout the session
- Assures that provider was able to determine reinforcing/motivating items or activities to use during session
- Accurately and objectively documents the observation using the correct progress note type
- Provides accurate feedback on the session, including such things as service fidelity, policy and procedure, provider knowledge or skills
- Provides full balanced feedback (positive and constructive) within 24 hours
- Can readily and accurately answer questions staff may have regarding recipient behavior or programming, policy & procedures, etc.
- Able to assess competencies developed by trainee
- Summarizes effectively, including an action plan, as needed for performance improvement
- Reports and recommends performance intervention or remediation for serious performance problems observed in session
While observing and directing a new Trainee use the Service Type: Observation and Direction (found in Career Development).
Ongoing Case Management Mentoring
Case Management Mentoring is required for Case Management Associates over a longer period of time as described in the Case Management Guide. All Training, Shadowing described in this guide apply to this requirement. Following the training period, the Case Management Associate will be assigned to a qualified Case Management Mentor for ongoing Mentoring of at least 5 hours per week. The Mentor and Associate will share a Case Management/Behavioral Health Home caseload and collaborate to assure that all recipient's needs are met.
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