Spotlight on Prevention
BEST PRACTICES FOR TRAINING AGENCY STAFF
www.justicecenter.ny.gov • 1 (800) 624-4143
BACKGROUND Spotlight Overview
SUMMARY Effective training is a key step in preparing staff for success in the workplace and is critically important to maintaining high-quality care and a more stable workforce. 1 Incidents of abuse and neglect can occur when staff are not trained in all aspects of supporting people receiving services. When an incident does occur, training or re-training is a frequent corrective action implemented by providers to address the situation and prevent a similar situation in the future. However, when conducting Corrective Action Plan (CAP) audits involving training as a corrective action, the Justice Center often finds the method, approach or timeliness is insufficient, which reduces its potential to affect positive change.
In 2025, the Justice Center assessed nearly 1,600 corrective actions and found that approximately 25% were insufficient related to staff training , including: f Staff not being trained on plans of care for people receiving services f Staff not being trained on topics required by provider licensing agencies f Staff not being trained in a timely manner following an incident
f Providers lacking the ability to identify staff who are absent when trainings are offered f Providers lacking a system or policy to delineate staff roles for the oversight of staff training
Recognizing that effective training of agency staff is a key step in prevention, the Justice Center, in collaboration with feedback from the Office for People With Developmental Disabilities, the Office of Mental Health, the Office of Addiction Services and Supports, the Office of Children and Family Services, and the State Education Department has created the following toolkit to provide information and resources that help provider agencies train staff who care for people receiving services. Content in this toolkit is based on common themes and trends identified during investigations where lack of training or awareness about a particular protocol may have contributed to an abuse or neglect incident. After reading this toolkit, providers will come away with the tools needed to create effective training policies/procedures and run impactful training programs that help staff provide quality support to people receiving services. This toolkit is intended to serve as a guide and may be modified as needed. It does not address every scenario that could occur and does not constitute legal advice or replace or supersede any regulatory or certification requirements instituted by oversight agencies or certification/licensing bodies.
1 The National Library of Medicine, Direct Care Staff Training Standards and Educational Interventions in Long-Term Care, December 21, 2025: https://pmc.ncbi.nlm.nih.gov/articles/PMC12760446/
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TOOLKIT SECTIONS Spotlight Overview
STAFF TRAINING Basics............................................................................................ 4 Agency Policy..............................................................................5 Training Curriculum.....................................................................6 Documentation of Training........................................................8 Training Feedback.......................................................................9 CAP Audit Findings.....................................................................10 COULD THIS HAPPEN IN YOUR PROGRAM? Case Scenarios............................................................................12 Answer Key...................................................................................16 TEMPLATES AND SAMPLE FORMS New Staff Shadowing Tracker...................................................21 New Staff Training Checklist.....................................................22 Review Quiz..................................................................................24 Training Attestaton - Completed Example..............................25 Training Sign-In Sheet Template..............................................26 Training Sign-In Sheet Template - Completed Example......27 Mock Emergency Drill Form Template....................................28
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Staff Training BASICS
STAFF TRAINING BASICS Effective training provides staff with a solid foundation for delivering safe, appropriate, and high-quality care to people receiving services. For agencies that already have established robust training programs, this guidance is not intended to replace these systems and instead, can be used as a tool to identify opportunities to enhance training efforts. Training is one of the most frequent corrective actions taken in response to incidents and as such, the Justice Center is uniquely positioned as an oversight entity to review agency training programs and ensure they adequately address contributing factors leading to incidents. Two frequently cited areas for improvement are the timely completion of training and ensuring that all relevant staff are included. DEVELOP AGENCY POLICY ON STAFF TRAINING Agency policies and procedures outline expectations related to how staff should perform their essential duties. Having an agency policy on requirements for staff training helps all staff to understand their responsibilities in this area.
Training policies should: f Be written in plain, everyday language, and account for staff who may not speak English as their primary language;
f Outline initial and refresher training requirements, including any training required by licensing agencies, training requirements for basic lifesaving skills, emergency procedures, and reviewing plans of care for people receiving services; f Include timeframes for completing initial, annual, and refresher training; f List staff responsible for providing training; f Include requirements for staff providing training, such as: y education y certifications y years of practical experience y specialized training f Identify the staff members responsible for tracking when trainings are due and ensuring they are completed on time;
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AGENCY POLICY Staff Training
f List the staff members responsible for providing training to temporary or contract staff; f Outline a process for training staff who work non-traditional hours, part-time, per-diem, or staff who “float” between locations; f Identify minimum training requirements to assist and work with people receiving services, including requirements for working independently; f Outline on-the-job training or shadowing requirements that must be completed before staff can work with people receiving services; Note: Policies should specify how long staff must be employed or which training must be completed before staff are eligible to be shadowed by another staff member. Please reference the Tracking of New Staff Shadowing Hours , which can be used to document shadowing hours.
f Include a requirement that all training be documented; f Outline the process for storing documentation including how and where training records are kept, and for how long;
Note: Consider storing training documentation in a space that designated staff can access when necessary. If training is tracked in an electronic system, ensure the training record is updated following the training.
f Include a contingency plan to cover these tasks during staff turnover, or if a person in charge of training is involved in a reportable incident.
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TRAINING CURRICULUM Staff Training
DEVELOP TRAINING CURRICULUM Providers should create a training curriculum for new staff that lists all the training they must complete before working with people receiving services, including any required on-the-job training. Reference the New Staff Training Checklist for an example of on-the-job training for new staff. Offer different ways to train staff Live trainings are strongly encouraged to allow staff to ask questions or to review specific policies or program requirements. In-person training provides hands-on practice, real-time feedback and interactive relationship building. When in-person training is not possible, some programs may need to use alternative methods to train staff.
Some examples include:
Virtual Trainings When conducting a virtual session, make use of modern teleconferencing software to enhance participation and engagement from participants. Encourage trainers and staff to have their cameras on during the training and share the trainer’s screen so staff can see any documentation being reviewed during the session. Consider using polls, questions in the “chat” feature, and/or breakout sessions for participants to help participants interact and engage with one another.
Email Consider requiring a “read receipt” with the email or otherwise requiring staff to respond to the email with an acknowledgment that they have reviewed and understand the material and any attachments.
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TRAINING CURRICULUM Staff Training
Read and Sign “Read and Sign” refers to training materials that staff read independently and sign to indicate that the information was reviewed. When using a “Read and Sign” or other abbreviated models of training, consider having staff complete a quiz (or a similar activity) on the training material to assess their understanding of the content. Please reference the sample Review Quiz . Staff should be instructed to submit their completed quiz to a designated manager or trainer once finished. Ensure the training document includes the name and contact information of the appropriate person to answer questions or provide further explanation should staff need clarification.
Other If using text messages or applications, such as WhatsApp, to communicate information for training staff, ensure safeguards are in place to protect the privacy and confidentiality of people receiving services. These should be used only as a last resort when no secure alternative exists. Avoid using unsecured accounts, including social media accounts, to send or share information regarding people receiving services.
QUICK TIP Observe staff demonstrate the skills they have been trained on and provide feedback on their implementation. For example, observe staff interacting with people receiving services after they have been trained on the plans of care, or observe staff preparing and serving a meal after they have received training on dining plans.
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DOCUMENTATION OF TRAINING Staff Training
DOCUMENT ALL TRAININGS Maintaining accurate, complete training records can serve many purposes, including helping agencies easily provide documents requested by their licensing, regulatory, and monitoring agencies. More importantly, training materials and related documentation can help provide staff with information to reference after training is completed and for agencies to hold staff accountable to the items they were educated on. Training documentation should be complete, legible, and easily verifiable.
It should include:
f Training materials used for staff education, such as training curriculums, slide decks, agency policies, plans of care, or other information; f Notes on how the training was conducted (in-person, virtual, online, or “read and sign”). For in-person or virtual sessions, include the trainer’s name and title; f The full first and last names of all staff who attended, with job titles, and completion dates. To streamline this process, consider using preprinted sign-in sheets with current staff names—including temporary, per-diem, and relief staff—and ensure these rosters are updated when staff are hired or leave;
f A master staff roster reflecting all employees active at the time of the training to easily verify all staff were trained. Staff absent during the initial session should be trained as soon as possible upon their return and before working with people receiving services when the training pertains to their care. Document their absence dates to explain the delay; f Formal documents or attestations to summarize training and/or meetings held as part of coaching or counseling sessions. Ensure the attestation form includes a summary of the retraining or meeting, including any questions asked and clarified, any documentation reviewed, the date the information was reviewed, and the printed names and signatures of all parties who were present during the meeting or training. (See our Training Attestation Example for a template.)
Consider using training platforms to assign, store, and track training documentation. Designate managers or supervisors to monitor and ensure all staff “acknowledge” or complete their assigned courses. QUICK TIP
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TRAINING FEEDBACK Staff Training
TRAINER FEEDBACK Create a consistent process for gathering staff feedback on training content and share it with trainers to maximize its relevance and impact.
Consider using tools such as:
f Feedback/evaluation forms f Follow-up emails to elicit feedback, send supplemental materials, policies, and procedures f Anonymous surveys Additionally, consider implementing a system for the trainer’s supervisor to observe the training and provide feedback to the trainer.
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CAP AUDIT FINDINGS Staff Training
COMMON CAP AUDIT FINDINGS As noted in the introduction, insufficient training is a common finding identified by the Justice Center during the CAP audit process. Some of the most common reasons for an insufficient finding include: 1. Little-to-no documentation is provided to confirm training or retraining took place
2. Documentation was provided but was incomplete or lacked necessary information
3. Training was completed but only for a portion of staff (ex: part- time or per-diem staff were not included)
4. Training was conducted virtually and no attendance list was captured
5. Training was completed, but not in a timely manner following the incident that prompted the training
6. Initial training documentation was submitted as verification for training, but the corrective action required an updated or new training was needed following an incident
7. The training was not relevant to the issue identified
8. Training was completed on outdated plans of care or incorrect information
9. Training was not provided immediately upon return to work, for staff who were absent from a required training
10. Training was conducted by staff who did not have the proper credentials, experience, or education to provide it
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COULD THIS HAPPEN IN YOUR PROGRAM?
The following case studies are intended as training tools for agencies to use with their staff. Please feel free to modify these scenarios to make them applicable to your agency. Answers to each scenario are at the end of this section.
Could This Happen In Your Program? CASE SCENARIOS
CASE #1 Dani has been working at a group home for three weeks. When Dani was hired and onboarded by the agency, they received training in CPR and First Aid and shadowed a senior staff for their first three shifts. One evening, Mal, a person receiving services, came to the staff office and told Dani they had vomited. Dani told the other staff on shift and also noted that Mal’s gait seemed unsteady. The other staff encouraged Mal to return to their bedroom and rest, as that had been the nurse’s instructions the last time Mal had episodes of vomiting. Mal returned to their bedroom and during the overnight shift, was back and forth several times between their room and bathroom. When Suzee, the morning staff, arrived to the program and began completing room checks, they found Mal unresponsive in their bed. Suzee called 911, began CPR, and Mal was transported to the Emergency Department, where they were diagnosed with an intestinal obstruction. Suzee asked Dani why they did not follow the instructions outlined in Mal’s plan of care for when Mal was vomiting, to which Dani replied that they were not aware of the plan. The investigation revealed that the nurse did not train Dani on the individual plans of care because they did not know that providing that type of training was a nursing responsibility because it was not outlined in the agency’s policy on training requirements.
Case Concerns Use the space below to identify the case concerns.
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CASE SCENARIOS Could This Happen In Your Program?
CASE #2 Ali is a manager at a group home. The agency revised a policy on emergency medical care, noting that staff are to call 911 first during an emergency, rather than contacting a manager or nurse. Ali printed the revised policy and placed it in the staff office with a note for staff to read and sign it by the end of the week. That evening, a person receiving services had a fever of 103 and was struggling with their breathing. Jo, a direct support staff, called Ali, the manager, who was not working at the time of the incident and did not answer their phone. Jo continued to call other agency contacts. Andie, another direct support staff, arrived on their shift, and Jo explained the situation. Andie had read the revised policy and called 911 to assist the person receiving services. The next day, Ali’s supervisor came to the home and asked Ali for the training records regarding the revised policy. Ali replied, “The training record is in the staff office; each staff member is responsible for reviewing it.” When the supervisor looked at the training record, they noticed that some staff on the shift had signed their names but did not include the date they read the policy, and other staff, such as Jo, had not signed the “read and sign” form to indicate they had read the policy.
Case Concerns Use the space below to identify the case concerns.
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Could This Happen In Your Program? CASE SCENARIOS
CASE #3 Gia, a new staff member at a residential facility, arrived on shift and was assigned to provide supervision to Beck, a person receiving services. Gia reviewed Beck’s plans of care to identify any helpful information to support Beck. The treatment plan noted Beck required 15-minute checks; the safety plan reflected that Beck required one-to-one supervision; and the behavior plan reflected that Beck required “range of scan” supervision during waking hours. Gia quickly skimmed the plans, signed the training sign-in sheet to reflect that they had read them, then hurried away to assist another staff member. Later that day, Gia was supporting Beck and providing one-to-one supervision. Ray, another direct care staff member, asked Gia to help prepare dinner. Gia explained they were supporting Beck. Ray said, “Beck needs 15-minute checks. They will be fine.” Gia assisted with dinner preparations. While Beck was alone, they swallowed a pen cap. When Gia reported the incident to their supervisor, the supervisor asked Gia why they did not provide one-to-one supervision to prevent Beck from ingesting items. Gia noted that the plans of care had different supervision levels, and they were not sure which plan was accurate.
Case Concerns Use the space below to identify the case concerns.
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CASE SCENARIOS Could This Happen In Your Program?
CASE #4 Blake, a person receiving services, fell over the weekend, broke their ankle, and needed to use a walker until their ankle healed. Blake’s support team determined that they would need a staff member to provide 1:1 supervision to ensure Blake used their walker and did not further injure themselves. The evening before Blake returned home, the manager of the group home they lived in held a virtual meeting with the staff that worked in the home to train them on the enhanced supervision Blake now required. During the virtual training, the manager shared with staff that Blake would need 1:1 supervision and that this would be documented on the daily assignment sheet. The manager did not take attendance or record who attended the meeting. The day Blake returned home, Jacob checked the daily assignment sheet and saw they were assigned to supervise Blake, cook dinner, and do laundry. The daily assignment sheet noted that Blake was independent within their home. That day, Jacob went into the basement alone to start the laundry, heard a loud bang, and immediately ran upstairs. Jacob discovered Blake was on the floor in the middle of the living room, and their walker was across the room next to their recliner. When Jacob was asked why they left Blake in the living room alone, they said Blake was able to be by themselves. It was discovered that Jacob had not attended the virtual training that reviewed the enhanced supervision Blake needed. Case Concerns Use the space below to identify the case concerns.
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ANSWER KEY Could This Happen In Your Program?
There may be additional concerns to address based on your program’s policies and agency requirements. The concerns listed below are intended to begin a discussion with staff about expectations and how to address similar scenarios that could occur in your program. CASE #1 CONCERNS f Dani did not receive any training other than basic CPR and First Aid prior to working with people receiving services, so they did not recognize the emergent medical issue for Mal. f The staff working with Mal did not contact the nurse or seek medical attention as required. f The nurse did not know it was their responsibility to train direct care staff on the plans of care for the people receiving services. f The agency’s policy on training requirements did not include that it was the nurse’s responsibility to train staff on plans of care. CASE #2 CONCERNS f Jo did not read the revised policy and did not know to call 911 first. f Jo did not know who to contact for guidance regarding their observations of a person receiving services who had an elevated fever and was struggling to breathe. f The date on which Andie read the policy was unknown, as they did not include a date alongside their signature. f Ali did not track staff training to ensure staff were trained prior to working their shift. CASE #3 CONCERNS f The plans of care reflected different levels of supervision for the person receiving services. f The person did not receive the level of supervision they required. f There was no process to review plans on a routine basis to ensure accuracy. f Gia did not contact management to ask about the different levels of supervision within Beck’s plans.
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ANSWER KEY Could This Happen In Your Program?
CASE #4 CONCERNS f The manager did not document who attended the virtual training. f The daily assignment sheet was not updated to reflect the enhanced supervision that Blake required. f Jacob was assigned to provide 1:1 supervision to Blake, cook dinner, and complete laundry. f Jacob went to the basement and left Blake alone without staff supervision. f Jacob was assigned to support Blake, although they were not trained on the level of supervision they required.
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TEMPLATES AND SAMPLE FORMS The forms provided in this toolkit are intended as a guide and may be modified as needed. Consider altering forms to reflect any program requirements.
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New Staff Shadowing Tracker The purpose of this form is to record the hours that new staff shadow regular staff at the program and note the minimum number of shadowing hours required. Name of staff shadowing: Date of hire: Title of staff shadowing: Number of shadowing hours required:
Time shadowing began
Time shadowing ended
Name and title of staff shadowed (clearly print)
# of hours shadowed
Date
Activities observed while shadowing
Total hours shadowed:
By signing below, we attest that
has completed the minimum hours of shadowing.
Signature of staff:
Date:
Manager’s name printed:
Manager’s signature:
Date:
Keep this form in the employee’s training records at the program and if required, submit a copy to Human Resources
This form is intended for use as an example only. Training requirements and applicability vary based on the service setting. Topics, such as agency policies, may be added or deleted and required timeframes for completing the training may be modified based on provider and licensing agency training requirements. When using this form, consider timeframes for which certain topics should be covered, such as prioritizing training on emergency protocols, for example, within the first week of hire. New Staff Training Checklist Employee’s Name: _____ __________ Start Date:________ Employee’s Title: ______ Work Location: ___________
Trainer’s Printed Name
Training
Employee’s Signature
Date Completed
Tour of the program/facility Introduction to people receiving services Professional expectations Dress code Cell phone usage
Tobacco usage policy Fire evacuation plan Fire extinguisher locations First Aid Kits/PPE Call-in policy Process for requesting time off On-call supervisor process Program emergency contacts JC Code of Conduct Incident reporting Nursing/Medical plans Safety plans
Narcan training Behavior plans Supervision levels Dining Plans
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Communication logs Staff assignment sheets On-call nurse Reporting maintenance concerns Adaptive equipment Activities of Daily Living Visitor log Participate in a fire evacuation Fire alarm system Accident reports Food inventory “Grab and Go” hospital binder Medication Administration Certification Completing medication inventory CPR certification Vehicle certification Vehicle logs Petty cash Agency credit card
Keep this form in the employee’s training records at the program and if required, submit a copy to Human Resources
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This form is an example of a quiz for staff to complete after a training on a plan of care for a person receiving services. This may be helpful for trainings that were unable to be conducted in person. Please note, not all sections of this quiz may be applicable to all service settings and can be modified based on your program’s requirements. Review Quiz: ____________________ for ________________________ (name of plan) (name of person receiving services) Staff Name: Staff Title: Date: Levels of Supervision: What is the level of supervision the person requires at home? What is the level of supervision the person requires in the community? What is the level of supervision the person requires during the overnight shift? What is the level of supervision the person requires in vehicles? What is the level of supervision the person requires while eating? Medical: Does the person take any medications? Does the person need assistance administering their medications? Does the person have any PRN medications? Does the person have any allergies? If yes, please list them Does the person have a history of seizures? Behavioral: Does the person have a behavior intervention plan? Does the person have a history of wandering away/eloping? Does the person have a history of self-harm? If yes, what are the behaviors to be aware of and what are the types of self-injurious behaviors?
Does the person have a plan for physical interventions? Does the person have any medical diagnoses that contradict physical interventions? Are any rights restrictions in place for the person? If yes, please list them
Please place this quiz in the manager’s mailbox once completed.
TRAINING ATTESTATION – Completed Example
Summary of Coaching and/or Counseling Conversation
On January 1, 2026, Jane Doe, Support Staff, did not complete the required bed checks on the overnight shift. I provided the “Bed Checks Protocol” to Jane Doe and reviewed the information listed, which included that bed checks need to be completed on every overnight shift and documented in the “Overnight Sleep/ Supervision Chart” per our agency’s requirements. Jane Doe asked where they can locate a blank copy of the chart in the event they need to make more copies and I informed them the blank copies are located in the back of the communication binder, that is located in the staff office and then showed her the binder. Jane Doe did not have any follow up questions.
Signature of meeting facilitator
Printed name and title of meeting facilitator
Date
I,
, attest that the above summary is accurate.
Printed staff name
Staff signature
Staff’s printed name and title
Date
Keep this form in the employee’s training records at the program and if required, submit a copy to Human Resources.
Training Sign-In Sheet Template
Training(s) Completed:
Documents Reviewed at Training: (Attach documents to sign-in sheet )
Instructor(s) Name & Title Printed:
How training was completed (Read and sign, in-person, Zoom, etc.)
Staff’s Name and Title Pre-Printed
Date Training Was Completed
Staff’s Signature
Instructor’s Signature
Instructor’s initials:
Instructor: initial the below boxes to confirm all tasks have been completed: Attached current staff roster Attached training materials
All applicable staff, including relief, float, and per diem staff have been trained
Training Sign-In Sheet Completed Example
Training(s) Completed: Green House Fire Evacuation Plan Instructor(s) Name & Title Printed: Dante Watkinson, Manager
Documents Reviewed at Training: Attach documents to sign-in sheet )
Green House Fire Evacuation Plan dated January 8, 2024
How training was completed (Read and sign, in-person, Zoom, etc.)
Staff’s Name and Title Pre-Printed
Date Training was Completed
Staff’s Signature
Marcus Jones, Supervisor
Marcus Jones
January 8, 2024 In-person
Chantelle Perez
January 8, 2024 In-person
Chantelle Perez, Counselor
Stephanie Diaz, Direct Care Staff Stephanie Diaz
January 8, 2024 In-person
Read and sign sick on 1/8/24, returned to work on 1/10/24
Judy Stevens, Direct Care Staff
Judy Stevens
January 10, 2024
Mike Blair, Direct Care Staff
Mike Blair
January 8, 2024
In-person
On leave 12/18/23 - 6/25/24, New fire plan dated 6/23/24, in place upon Sasha’s return. They were trained on that plan on 6/26/24.
Not trained
Sasha Demarco, Direct Care Staff
Instructor’s Signature Dante Watkinson
Instructor’s initials: DW
Instructor: initial the below boxes to confirm all tasks have been completed: DW DW DW
Attached current staff roster Attached training materials All applicable staff including relief, float, per diem staff have been trained
MOCK EMERGENCY DRILL FORM TEMPLATE This form is a template and may be modified based on service settings and other agency requirements. When using this form, consider adding or deleting topics that are applicable to the people receiving services in the program.
MOCK EMERGENCY DRILL
Date:
Time:
Location:
Description of the emergency scenario used for drill:
Medical
Staff response
Please explain
Was the person checked for responsiveness?
Yes No
Was there an internal call for help? Did staff simulate calling 911? Were CPR, abdominal thrusts or other interventions begun correctly and in a timely manner? Was the person moved to a different area/location to begin interventions?
Yes No Yes No
Yes No
Yes No Was anyone directed to meet EMS? Yes No Were other people receiving services removed from the scene? Yes No
Did staff remain with the person while waiting for EMS to arrive? Were details of the event correctly conveyed to EMS? Were agency emergency procedures followed?
Yes No
Yes No
Yes No
Yes No
Fill in
Behavioral/Other
Staff response
Please explain
Did staff notify the appropriate or required point of contact? Were any interventions provided?
Yes No
Yes No Did the person refuse medications? Yes No Did the person refuse to attend program or group sessions? Yes No Fill in Yes No
Fill in
Yes No
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Drill Evaluation and Comments:
Staff participating in drill: Printed Name
Signature
Title
Was Drill Observed? No If Yes, Drill Observed by: (Printed Name/Title) Signature: Drill Conducted By: (Printed Name/Title) Signature: Yes
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