CRCST
Technical Continuing Education (TCE)
SELF-STUDY PLANS

This series of self-study lessons on Central Service topics was developed by the International Association of Healthcare Central Service Materiel Management (IAHCSMM). The lessons are administered by Purdue University’s Continuing Education Division.

EARN CONTACT HOURS:
You can use these lessons as an in-service with your staff, or visit www.iahcsmm.org for online grading at a nominal fee ($5 per single lesson plan, or bundled packages are available for quantities of 6 lessons for $25 (save $5) or 12 lessons for $50 (save $10) for greater savings).

Each lesson plan graded online with a passing score of 70% or higher is worth one point (contact hour). You can use these points toward your re-certification of CRCST (12 points).

Mailed submissions to IAHCSMM will not be graded and will not be granted a point value.

To order a paper/pencil subscription for the CRCST Lesson Plans, please call Purdue University at 877-537-7732. IAHCSMM does not provide written grading service for any of the Lesson Plan varieties, and Purdue University ONLY provides written grading services for the CRCST Lesson Plans (not the ICE or SCE Lesson Plans).

Lesson Plan CRCST 96
Career Development in Central Service
[Reprinted from Communiqué: September/October 2007]

This Self-Study Lesson addresses career development in Central Service. The role of certified Central Service professionals has expanded to provide numerous job and career opportunities. Those actively working in Central Service, however, must first become proficient in their existing positions before exploring promotion alternatives. Career growth and professional development opportunities depend on one’s individual motivation and personal goals. If one aspires to increased responsibilities, with associated higher compensation levels, it is first necessary to plan and prepare for success. Numerous methods of doing so are presented in this Self-Study Lesson.

Objective 1: Explain the benefits of career development programs to healthcare facilities and Central Service personnel.

Career development programs provide training and educational opportunities for staff members, to help them become more proficient in their current positions and prepare them for career advancement. Healthcare facilities that encourage these opportunities benefit in several ways, including:

• Reducing absenteeism and turnover – When Central Service managers show their concern by helping their staff prepare for the future, it helps improve morale, which can reduce absentee levels and turnover rates. Labor and other costs associated with absenteeism and turnover are difficult to quantify, but are known to be significant. Customer service also suffers from these situations.

• Increasing productivity – Staff who are prepared for new positions generally have a shorter learning curve when they attain them. The transitional period from when the staff member starts a new job until he or she can meet performance standards for the job will be reduced. Also, education and training programs are likely to cost more in the future than they do now.

• Demonstrating managers concerns for their staff – Managers can support their staff members as career development programs are developed and implemented by showing respect for them and exhibiting genuine desire to help them improve.

• Preparing for future challenges – Facilities are better prepared for challenges when the range of tasks that staff members can perform correctly is expanded. Career development activities aimed at improving performance in existing positions can help improve product and service quality, and reduce costs.

• Helping address future labor needs – As Central Service managers identify likely areas of education and work experience that will be needed in the future, they can help their staff consider career development opportunities.

Career planning activities also, obviously, benefit the participating staff members:

• The programs allow staff members to learn and gain the experience they need to qualify for career advancement opportunities. Numerous facilities use—and many staff members appreciate—promotion-from-within programs that recognize the potential for future contributions by existing staff.

• These programs help reinforce the employment decisions made by new staff. Corporate cultures that emphasize professional development opportunities allow staff members to enjoy on-the-job success and to feel positive about their employer and themselves.

Objective 2: Review the essential competencies required to effectively
perform Central Service functions.

Developing a career path involves many personal choices, and it should be carefully planned and followed. Supervisors should expect and encourage staff members to consult them about their career goals. A good supervisor can offer guidance about opportunities for staff members to expand their knowledge and experience.

The first objective of any career development program should be to become proficient in one’s current position. A career ladder a plan that identifies more-responsible positions, with associated competency development requirements typically builds upon one’s existing proficiencies. Also, ineffective staff members are less likely to receive support from their managers for the on-going education and training necessary to prepare them for higher-level positions.

What do Central Service technicians do? Their work usually involves two major responsibilities:

• Sterile processing involves decontamination, assembly, sterilization, and storage (clean/sterile).

• Distribution of manufactured supplies and equipment involves receiving, storing, transporting, and dispensing.¹ A career development program can begin as the technician interacts with supervisors and managers, to assess any deficiencies in his or her knowledge or skills, and to participate in training or education programs to address them.

Objective 3: Describe helpful policies for planning career development programs.

Career development programs help one identify and achieve goals. A good question to ask initially is: how did I attain my present position? Was it through careful planning, a matter of chance, or a combination of both? Career decisions are often influenced by factors such as personal interests, likes and dislikes, and being in the right place at the right time.

A Central Service technician’s career plans can be influenced by opportunities presented by his or her employer. Many staff members will not require much encouragement to become involved in career development programs, while others will. All employees can benefit from their employer’s efforts to prepare them for promotions and by participating in well-planned education and training activities.

Career development planning involves answering the following questions for each position on a progressive career ladder:

• To what position do I aspire?
• How long do I think it will take to attain the position?
• What new knowledge and skill competencies will I need to be eligible for the position?

Some employees plan their careers by reviewing an organization chart and noting each successively higher position on it. There may be a lateral (at the same organizational level) position, however, that can provide one with the proper amount of experience to be best qualified for a higher-level position. Many of the most successful employees make lateral moves before vertical ones, to gain the most comprehensive and useful backgrounds during their careers.

After desired positions and required competencies have been considered, it is important to identify possible methods by which they can be mastered. Scheduled completion dates should also be considered because they provide incentives for completing the career development activity.

Objective 4: Discuss alternative methods for obtaining career education and training.

The mentoring, counseling, and encouragement provided by those at higher organizational levels can be a significant influence on the career advancement plans of Central Service technicians within their facilities. Opportunities to impart knowledge and skills can arise during performance appraisal sessions, as work responsibilities are assigned, and even during simple coaching conversations.

How can Central Service technicians meet new competency requirements when they identify them? There are a wide variety of training and education alternatives, depending on the knowledge and skills to be acquired.²

On-the-job training (OJT) and in-service training are offered to employees within their facility, are usually free, and can be formal or informal. In-service training may address a wide range of topics and is typically done in short sessions (30 minutes to one or two hours) offered during the work shift. OJT is often mandatory (required); in-service training may be mandatory or voluntary.

Technical training to teach specific skills, crafts, and trades is available from numerous post-secondary institutions. These courses provide comprehensive, technical information necessary to perform specific jobs. Upon completion of the training which typically includes numerous hours of hands-on experience graduates receive a certificate of completion that documents their readiness for work in the applicable field.

Continuing education programs offer topics for personal and professional growth, and can last from one or a few hours to several days. Educational activities may be offered by the hospital or may be sponsored by professional organizations, vendor businesses, and others.

Mentors are typically older, more-experienced staff members who counsel and advise new employees, and others, about career development programs. They guide growth, help select quality learning experiences, and teach younger employees how to handle various work challenges. Mentors sometimes follow the careers of newer colleagues and offer support and guidance as the younger person advances in a career.

Correspondence courses are often available to help learners meet course objectives in a self-directed manner. Trainees take the initiative to complete the coursework on their own time. Contact with the institution helps clarify problems and concerns as the learner works through course materials.

Colleges and universities offer numerous degree and non-degree programs, in courses of study including certification prep courses, correspondence courses, vocational education, and other learning experiences. Undergraduate or graduate degrees may be required for positions in one’s career plans. Even when not required, many people take occasional courses, without working on a degree, for their own personal enrichment.

There are also other, less formal means of individual education, including:

• Reading. The value of keeping up-to-date through reading cannot be over-emphasized. Numerous trade papers, professional journals, books, magazines, and newsletters for healthcare professionals are available (often electronically).

• Experience. While one can learn a job by doing it, gaining competence requires a combination of experience and education. Mastering the skills required for the job can only come through working in the field. Education, coupled with this work experience, can help workers develop and enhance their competencies.

• Involvement in professional organizations. Sharing ideas with others can stimulate and enhance one’s professional growth. Networking with others in the field creates opportunities for workers to interact with experts, and to share knowledge with their peers. Attending conferences and seminars offered by professional groups can help one keep up with the latest available information. Also, most professional organizations provide newsletters and other training materials and resources. Members of professional organizations also learn by being actively involved in the leadership of the group. The organizational and leadership skills necessary for these interactions with others in their field will help workers become better professionals.

Objective 5: Identify certification and professional development opportunities available from the International Association of Healthcare Central Service Materiel Management.

The International Association of Healthcare Central Service Materiel Management (IAHCSMM) is the premier organization for professionals working in the discipline of central service material management (CS/MM).³ One of the organization’s primary roles is to provide education and certification services to CS/MM professionals. Its annual meeting provides four days of educational offerings for technicians and managers, education for IAHCSMM-approved course instructors, and opportunities to learn about the latest vendor products. IAHCSMM also sponsors day regional meetings, offering educational opportunities throughout the United States, and individual chapters also provide educational seminars to reach as many Central Service technicians as possible.

IAHCSMM develops, requires, and maintains high educational and certification standards. As the professional and technical requirements of the CS/MM profession have become more demanding, IAHCSMM has developed educational and certification programs to address these changing demands. IAHCSMM partners with Purdue University to develop academic and credentialing standards, and Purdue endorses all IAHCSMM educational programs.

For many Central Service technicians, the right combination of education and experience has led to the ultimate proof of competence: certification. Certification is a process to validate that a minimum level of knowledge and skills has
been obtained. Requirements typically include a specified amount of relevant experience, completion of specialized courses of study, and successful completion of a written exam.

IAHCSMM offers several certification courses, including:

• Certified Registered Central Service Technician (CRCST) – emphasizes the competencies noted in Objective 2 above, which, along with a minimum of 400 clinical hours of hands-on experience, prepares one to take the certification examination.

• Certified Instrument Specialist (CIS) – emphasizes identifying, handling, and processing surgical instrumentation. One must first have the CRCST credential to attain this certification.

• Certification in Healthcare Leadership (CHL) – emphasizes supervisory responsibilities, including recruitment, selection, orientation and training, communication, leadership, motivation, and related concepts.

• Certification in Healthcare Materiel Management Concepts (CHMMC) – emphasizes purchasing, financial management, storage and warehousing, waste control, personnel management, and related concepts.

Another designation Fellowship in Central Service (FCS) is available to senior Central Service professionals who are IAHCSMM members. By combining professional accomplishments with a research paper, members may achieve
this, the highest designation for Central Service professionals.

Maintaining each of these certifications requires proof of Continuing Education Units (CEUs) that must be earned, which provides an incentive for further, on-going career development activities.⁴

Endnotes

1. Task Analysis Study for Certified Registered Central Service Technicians (CRCST). Chicago, IL. International Association of Healthcare Central Service Materiel Management. 2003.
2. Adapted from: Human Relations Skills. Chapter 19 in: Central Service Technical Manual. Sixth Edition. Chicago, IL. International Association of Healthcare Central Service Materiel Management. 2003.
3. Adapted from: Foreword: International Association of Healthcare Central Service Materiel Management (working title). Central Service Technical Manual. Seventh Edition. Chicago, IL. International Association of Healthcare Central Service Materiel Management. (In process.)
4. For more information about IAHCSMM and its educational and certification programs, go to its web site: www.iahcsmm.org.