ABSTRACT
If you're in the business of service delivery, investment in the training and development of your staff is one of the keys to your company's success. But what's the best way to design and implement your investment? In 1994, Fidelity Institutional Retirement Services Company (FIRSCo) needed to ensure that its rapidly expanding staff maintained the company's high levels of customer satisfaction. The solution, according to Ellyn McColgan, formerly an executive vice president of FIRSCo and now the president of Fidelity Investments Tax-Exempt Services Company, was to reach out to its service associates with a powerful new model for training and development called Service Delivery University. SDU is a virtual university with a content-based core curriculum and five colleges that focus on business concepts and skills. It is driven by three principles. First, all training must be directly aligned with the company's strategic and financial objectives and focused on customer needs. Second, service delivery is a profession and should be taught as such. And finally, professional development should be the primary responsibility of line managers rather than the human resources department. McColgan explains how FIRSCo overcame resistance to this sweeping change in employee education. (Time was one obstacle: each associate receives 80 hours of training per year.) In addition, the author discusses the fine art of measuring the success of a program like SDU. She finds that the company's investment has paid dividends to the staff, to the organization as a whole, and to FIRSCo's customers.
Subject(s)
Commerce/organization & administration , Staff Development/organization & administration , Humans , Inservice Training/organization & administration , Inservice Training/standards , Investments , Job Satisfaction , Learning , Organizational Case Studies , Salaries and Fringe Benefits , Staff Development/standards , United StatesSubject(s)
Child Abuse, Sexual/psychology , Stress Disorders, Post-Traumatic/diagnosis , Child , Child Reactive Disorders/diagnosis , Child Reactive Disorders/etiology , Child, Preschool , Day Care, Medical , Female , Humans , Life Change Events , Male , Sex Factors , Stress Disorders, Post-Traumatic/etiologyABSTRACT
A survey of 82 programs operating nationally is used to assess the present status of child and adolescent day-treatment services. Overwhelming variability in the responses leads the authors to suggest criteria for standards and definition. Survey results are presented for programming issues, patients, staff, clinical issues, funding, and research, followed by specific recommendations in each area. The authors conclude that without substantial changes toward standardization, child and adolescent day-treatment programs will continue to struggle in the highly competitive mental health-care market.
Subject(s)
Child Health Services/organization & administration , Day Care, Medical/organization & administration , Mental Health Services/organization & administration , Adolescent , Child , Data Collection , Humans , Patient Care Team , United StatesABSTRACT
Since the inception of the University of Tennessee Child and Adolescent Day Treatment Program in 1982, a total of 53 patients has received services. This paper provides a broad overview of the patient population as well as descriptive data accumulated during the first 18 months of operation of the program. Several factors which determined patient eligibility and availability are briefly described. Special attention is given to the following variables: (1) age, (2) sex, (3) referral source to the program, (4) diagnosis, (5) length of stay in the program, and (6) discharge disposition. Interrelationships among these variables are also discussed.
