Learning Resources
Website and resource
Supervision, Skills for Care
https://www.skillsforcare.org.uk/Support-for-leaders-and-managers/Managing-people/Supervision.aspx
What is supervision in care? Ineffective and effective supervision and impact. Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care
https://cpdonline.co.uk/knowledge-base/care/supervision-in-care/
Coaching and Mentoring
https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-mentoring-factsheet
Coaching and Mentoring-GOV.UK
https://www.gov.uk/guidance/coaching-and-mentoring
Helpful hints and tips
Section one
Legislation should include regulations where appropriate: Care Quality Commission – fundamental standards, Care Act 2014, Common core principles to support self-care – Skills for Care, Supervision policy, Safeguarding and risk management, Equality Act 2010, General Data Protection Regulations (GDPR).
Professional supervision: A practice-focused professional relationship with an individual from the same professional group, involving the opportunity to reflect upon, develop and monitor those aspects of the role that are profession-specific.
Professional supervision as a part of the performance management process: Power imbalance – putting supervisee at ease; remaining informal and supportive, conflict resolution – sensitive and constructive approaches, conduct and performance – providing feedback and putting in place measurable targets, grievance, and discipline processes – addressing issues of poor performance in line with agreed policies.
Professional development processes: May include personal development plans, learning logs, development requests.
Identifying development needs: Personal Development Plans, SMART targets, agreeing schedules for completion, identifying training needs, reviewing own performance, career planning.
Section two
Coaching: Enables the practitioner to achieve specific goals. Focus on short- and long-term goals; target setting; SMART targets. Developing a person’s skills and knowledge so that their job performance improves, leading to the achievement of organisational objectives. More structured – focus on specific issues. Meetings scheduled. Coach does not need to have knowledge of the role.
Mentoring: Transfer of knowledge/skills from a highly experienced person to a person of lesser experience. Long-term passing on of support, guidance, and advice. A supportive form of development. Focus on providing support to manage career, progress and improve skills. Productive discussion of personal issues, unlike in coaching where the emphasis is on performance at work. Mentoring activities have both organisational and individual goals.
Benefits of coaching/mentoring relationships: Development of trust. Learning from senior staff. Staff feeling accepted and part of the team. Opportunities to shadow and plan progression. Supporting appraisal processes. Identification of staff potential.
Models of practice: GROW – Goal, Reality, Options, Will. Kolb’s Experiential Learning Cycle
Benefits to users of services: Improved practice. Upskilled staff. Stronger team cohesiveness. Continuity and consistency of care. Carers feel empowered to provide innovative approaches. Learning ethos of organisations promotes evidence-based practice.
Business objectives: Develops staff skill mix. Offers opportunities for progression. Promotes learning culture. Develops staff in-house.
Information, advice and guidance: Accessing current research. Updating training. Sharing new learning. Reviewing change in policy development. Support from training providers and local colleges; internet sources.
Impact of coaching and mentoring: Personal development. Professional development. Career progression. Developing leaders. Improved practice. User of services satisfaction. Person-centred approaches. Team development. Learning culture. Organisational development. Coping with change.
KNOWLEDGE TASKS
Please take note of the following command verbs that you will come across in the knowledge activities below and what they mean in terms of the level of detail your answer requires:
Describe – In order to describe something, you must give a detailed account of it. This must be written in full sentences and paragraphs.
Explain: You need to ensure that your answer is clear, revealing relevant facts. This must be written in full sentences and paragraphs.
Identify – Your answer should establish who or what something is. This can be in a list format.
Summarise – Write down briefly the main points or essential features.
Evaluate- You are required to look back on the effectiveness of something. When answering evaluate questions, you need to: make a judgement. Support this judgement with evidence that shows why you said it was effective or ineffective.
Analyse- You are required to break down each topic into fundamental parts and critically examine each, providing in depth discussions.
Section One
- Analyse how requirements of legislation, codes of practice and agreed ways of working influence and structure professional supervision requirements in adult care
- Evaluate the function of professional supervision in adult care
- Compare different supervision activities and processes which can be used in adult care
- Analyse how effective supervision should be used to support and protect: • the supervisee • individuals, carers and families
- Analyse how effective supervision can protect the supervisor and the organisation
- Explain why the wellbeing of the supervisee should be included within effective supervision and supportive practices, and ways to enable and promote this
- Describe how external and internal factors influence practice and can be used within professional supervision objectives
- Evaluate how supervision can be used alongside appraisal and professional development processes to enhance performance and aspirations of the supervisee
- Analyse factors which can result in a power imbalance in professional supervision and how to address them
- Evaluate ways to address challenges arising during professional supervision
Section Two
1. Analyse the differences between coaching and mentoring, giving examples of how each process is used within own organisation
2. Review the benefits of coaching and mentoring relationships to both parties when supporting practitioners within the setting
3. Discuss how coaching and mentoring support the professional development of practitioners
4. Assess how organisational policies in own setting relating to coaching and mentoring promote a learning ethos
5. Explain how appropriate support and training are provided for the coach/mentor within own organisation
6. Discuss the benefits to users of services of maintaining effective coaching and mentoring support for practitioners within a setting
8. Assess the role and responsibilities of practitioners when engaging with coaching and mentoring activities to develop professional practice
9. Analyse how the organisation will benefit from effective coaching and mentoring support for all practitioners
10. Analyse how the use of coaching and mentoring in own work setting supports business objectives
11. Discuss different types and sources of information, advice and guidance that can support learning in the work setting
12. Evaluate the impact of coaching and mentoring on practice in own setting
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Criteria covered |
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| Unit 7 | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10 |
| Unit 37 | 1.1,1.2,1.3,1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.3, 6.1 |