TN 16 (03-02)

DI 39521.420 Roles and Responsibilities in the DDS Training Process

A. Introduction

1. General

The DDS administrator plays the most vital role in establishing a successful training and career development program, a program designed to build and retain a staff of skilled, capable, and dedicated employees.

2. Designation of training coordinator

Each DDS should appoint a training coordinator for its agency. Where the DDS is decentralized or very small--and designating a specific individual will not adequately address the needs--the DDS should establish and implement an identifiable training function or system tailored to effectively meet their situation.

Since it is critical that training be systematically planned and ordered by priority, a training coordinator is extremely valuable in assuring a well-managed program.

The size of the agency is a factor in determining the time available to the training coordinator for training and the level of skill the person can bring to the position.

B. Policy

1. Role of the DDS administrator

  • Setting goals

  • Assigning responsibilities

  • Delegating authority

  • Having training and developmental needs identified

  • Obtaining funding

  • Establishing priorities

  • Planning and preparing training and development plans for the staff in the agency

  • Overseeing the development and conduct of training and participation in staff developmental experiences

  • Overseeing the development and implementation of feedback mechanisms

  • Overseeing the development and maintenance of required records

  • Monitoring cost effectiveness

  • Establishing and enforcing consequences and

  • Providing attitudinal support

2. Role of DDS training coordinator

a. Identify training needs

Identifying training needs includes:

  • Analyzing performance--which may include use of quality assurance (QA) or supervisory reviews to identify inadequate job performance. Analysis may be based on (but not limited to): questionnaires, DDS studies, and training needs surveys.

  • Working with the QA staff and the line supervisor to identify training needs, determine the extent of the problems and develop appropriate solutions.

b. Establish training plans

Formal plans for training should be completed annually by the training coordinator, based on a systematic review of training needs. This type of planning is useful in developing the Annual Spending Plan request and prioritizing and scheduling work efforts.

The training plans should identify/address the following:

  • in-service training needs resulting from new hires, staffing shifts, establishment of new positions;

  • changes such as amendments, new programs and changes in policy, procedures, or systems;

  • performance improvement areas (advanced, refresher, or remedial reviews);

  • proposed training obtained through outside resources; and

  • proposed training to prepare an employee to assume different and/or increased responsibilities and career development opportunities.

Formal plans should be reviewed periodically to assure that they are meeting the needs of the DDS. Establish and maintain contact with the Center for Disability in the SSA regional office. The Center for Disability staff can provide materials regarding training methodology and information on courses offered through federal sources.

c. Develop and deliver training

This function should include:

  • designing training curricula and lesson plans;

  • updating training materials and handouts;

  • conducting training, and

  • maintaining training logs (e.g., training dates, types of training conducted, and list of participants, etc.).

3. Role of DDS chief medical officer (CMO)

Role of the DDS Chief Medical Officer includes the following

  • Presenting or coordinating orientation and training for new medical consultants and CE panel physicians;

  • Presenting or coordinating refresher/remedial training for experienced physicians;

  • Assisting with training new and experienced examiners and line supervisors;

  • Evaluating DDS QA findings relating to medical training needs;

  • Providing feedback on training needs of examiners;

  • Training of professional relations personnel