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Activity BriefHSCNumberAB7
Task Type:Professional DiscussionLevel:5Pathway:GDate reviewed:29/11/2020
Task Name:Professional Development, Supervision and Performance Management in Adult Care.
Description of Task:
Professional Discussion to demonstrate knowledge.
Scope of Task
The following areas are to be covered/discussed/referred to in your answers:
Values Equality Diversity Working together Six C’sCore Skill Literacy Information and communication technology Working with Others  
British Values Rule of law Individual liberty Mutual RespectLegislations Care Act 2014. Common core principles to support self-care – Skills for Care. Supervision policy. Safeguarding and risk management. Equality Act 2010. GDPR 2016 Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 Mental Capacity Act 2005 Human Rights Act 1998 Care Quality Commission Regulations 2009 Employment Rights Act 1996    

Please refer to the attached activity guide prior to starting, this will ensure that you provide the right evidence to meet the unit requirements and prevent resubmission.

  • Discuss how continuous professional development across the staff team benefits service provision within the organisation.
  • Discuss and evaluate mechanisms and resources that support learning and development in adult care.
  • Discuss and compare the different sources and systems of support for professional development in adult care.
  • Discuss at length the application of models of reflective practice within own practice.
  • Discuss and evaluate how literacy, numeracy and digital skills support the practitioner in adult care.
  • Discuss the considerations required in sourcing and commissioning appropriate training activities within own organisation.
  • Discuss and evaluate the principles, scope and purpose of professional supervision.
  • Discuss the theories and models of professional supervision in terms of their application to adult care.
  • Discuss at length, how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision.
  • Discuss at length, how findings from research, critical reviews and inquiries can be used within professional supervision.
  • Discuss the ways in which professional supervision can be used to inform performance management.
  • Discuss the rationale for using a ‘performance management cycle’ model.
  • Discuss how performance indicators can be used to measure practice.
  • Discuss at length, factors that can result in a power imbalance in professional supervision and how to address them.
  • Discuss and evaluate the use of conflict resolution models to address challenges arising during professional supervision.
  • Discuss and evaluate how appraisal processes can be used alongside supervision to manage and improve performance.

Assignment Guide

Use the guide and tips to help you.

  1. You could include:
  2. Improved quality of care.
  3. Action research.
  4. Increased responsiveness to change.
  5. Improved staff morale.
  6. Career development.
  7. Entrepreneurial approaches.
  8. Mechanisms could include:
  9. Reflective and reflexive staff approaches
  10. Person-centred care
  11. Developing excellence in care.
  12. Knowledgeable and skilled workforce.
  • You could include:
  • Effective recruitment and selection.
  • Clear induction standards.
  • Effective policy development.
  • Training and development policies.
  • Partnership working.
  • Structured career progression/opportunities.
  • Study support sessions.
  • In-house training.
  • Journal subscriptions
  • Internet research.
  • You could include:
  • Skills for Care resources/online training.
  • Social Care Institute for Excellence (SCIE) resources.
  • Apprenticeship routes
  • Private training providers
  • Local colleges/universities
  • Professional standards.
  • QCS.
  • CQC.
  • Models of reflection you could refer to:
  • Gibbs’ Reflective Cycle (1988).
  • Boud’s triangular representation
  • Lawrence-Wilkes (2014) – ‘REFLECT’ model.
  • Johns’ Model for Structured Reflection (2000)
  • Kolb’s Model of Learning Theory (1984).
  1. You should give examples of literacy and numeracy being used in the workplace. Discussing why they are important.
  2. Note writing.
  3. Drug calculations.
  4. Audits.
  • You should discuss how you fund a range of training activities that could include:

    • Online assessments.
    • Apprenticeship frameworks.
    • In-house training.
    • External training.
    • Group/team meeting.
    • Appraisals.
    • Supervision session
    • Case reviews.
    • Project development.
    • Reflective summaries
    • Observation of practice
    • Shadowing.
    • Acting up for staff.
    • Journal articles
    • Displays and information boards.
    • Further and higher education.

Funding could include:

  • Budget.
  • Skills for care funding.
  • Apprenticeships.
  • Training during work hours.
  • Charities.
  • Purpose and scope of supervision could include: Monitoring staff
  • Team support and building.
  • Maintaining safeguarding, health and safety.
  • To gain insight into staff morale.
  • To discuss and review training and progress.
  • To support the team to develop and share their ideas.
  • To meet regulatory requirements.
  • To maintain quality and ensure you are meeting service user needs.

Line management supervision: accountability to line manager; service focus, performance management, workload and competence in relation to the expectations of the post held by member of staff; disciplinary issues.

Clinical or practice supervision:

A practice-focused professional relationship involving a member of staff reflecting on practice, guided by a skilled supervisor:

  • a formative function related to the educative process of developing skills
  • a normative or monitoring function related to ensuring safe and effective practice by the health or social care member of staff and the protection of users of services and others from harm
  • a restorative function that seeks to manage any negative effects on the member of staff resulting from their work.

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:

  • accountability and workload management.
  • performance appraisal.
  • learning and development.
  • supporting development of critical thinking and analytical processes.
  • informal support, shadowing opportunities.
  • helps with issues of vulnerability and isolation, especially for lone workers.
  • duty of care – focus on needs of users of services.
  1. Use this link to help you:
    • Wonnacott (2013) – Integrated Approach.
    • Stoltenberg and Delworth (1987) – Developmental Model.
    • Carl Rogers (1980) – Cognitive Behaviour Therapy.
    • Bernard’s Discrimination Model (1979).
    • Holloway (1995) – Systems Approach.
    • Solution-focused approach.
  2. Legislation, codes of practice and policies could include:
    • Care Quality Commission – fundamental standards.
    • Care Act 2014.
    • Common core principles to support self-care – Skills for Care
  3. Supervision policy.
  4. Safeguarding and risk management.
    • Equality Act 2010. • Data Protection Act 1998.
  • Critical reviews could be used for:
  • Disseminating knowledge-based good practice.
  • Providing guidance.
  • Involving users of services, carers, practitioners, providers and policy makers
  • Promoting good practice.
  • Developing knowledge and skills.
  • Enhancing professionalism.
  • Opportunity to engage with research and evidence that can inform professional practice.
  1. You could include:
  2. Measuring the organisation’s potential against performance targets, checking whether objectives have been met.
    1. Delivering high-quality services.
    1. Identifying opportunities for improvement, change and innovation.
    1. Developing a more highly motivated and involved workforce.
    1. Emphasis on core care values.
    1. Importance of involving users of services in an effective performance management framework.
  • This is about your own thoughts and reasons. Discuss what is the ‘performance management cycle’
  • Performance indicators can be used to:
  • Measuring the organisation’s potential against performance targets, checking whether objectives have been met.
    • Delivering high-quality services.
    • Identifying opportunities for improvement, change and innovation.
    • Developing a more highly motivated and involved workforce.
    • Emphasis on core care values.
    • Importance of involving users of services in an effective performance management framework.

Indicators could include:

  • Communication.
    • Record keeping.
    • Attendance, punctuality, absences.
    • Standards of care.
    • CPD records.
    • Competencies.
  • Power in balance could include:
  • Unplanned supervision.
  • Session being about mistakes, with no good feedback.
  • Towering over the supervisee.
  • Presence of others (no confidentiality).
  • Supervisee being uncomfortable.
  • The best way to answer this question is to give am example of a conflict that you have used supervision to resolve. Remember the need for confidentiality, when answering this question (No names).
  • The supervisions that you hold throughout the year, should provide the basis for the yearly appraisal.
  • And 18) your own organisational processes and policies should be discussed.

Harvard Referencing

This guide shows you how to reference your work. The examples used within it are just to demonstrate how to reference. The web links in red give more guidance on referencing.

Referencing, is an important skill to learn if you are completing an academic programme in the United Kingdom.  Clear and structured referencing allows the Assessor or Verifier to access your research sources and review them themselves, helps to protect you against claims of plagiarism, and provides evidence of your external research.

We have included below a list of the main sources of information for your work, but please feel free to locate information via other sources if possible and relevant.  Once you have your resources, there are many ways to reference them, but the style preferred for your QCF Diploma is the Harvard Referencing Style; examples and instructions on how to do this are listed below.  For a complete list of how to use the Harvard Referencing System, you can purchase a book or look at one of the many excellent downloadable instruction systems online, such as the De Montfort University guide available for free online at: http://www.library.dmu.ac.uk/Images/Selfstudy/Harvard.pdf.

Some websites, for example; Neil’s Toolbox (http://www.neilstoolbox.com/), offer free tools such as the Harvard Reference Generator.

Basic Guide to using the Harvard Referencing System

  1. Always show when you have used a quote by placing it in speech marks: “……………….”
  2. Short quotes can be used mid-paragraph, but longer ones should be given a line of their own as well as being shown in speech marks.  It is also common to italicise the longer quote.
    This brief quote can be “used mid-paragraph” (Cox, 2010) without any problem
    “but longer ones should be given a line of their own as well as being shown in speech marks” (Cox, 2010).
  3. The name of the original author, researcher, etc. and the date of publication should be given in brackets at the end of each quote: (D Cox, 2010) or (Cox, 2010).
  4. The content of a quote will not be included within the mark of an essay, though the relevancy of the quote will.  You can copy the meaning of someone else’s work without copying their words by rewriting their work as your own.  Paraphrasing is a good way to demonstrate understanding and have the content marked but remember that the paragraph must include the author’s details.
    ‘In 2010, Miss D Cox stated that….’ or their name and date, i.e. (Cox, 2010).
  5. The reference list at the end of your activity must be in alphabetical order.  This makes it easy to find a reference from the text.

“In the UK many people were not aware of HIV until the mid-80s as it had received little coverage in the press and what it had received falsely branded it a gay disease (bbc.co.uk). Throughout the 80’s and early 90s, despite the evidence to the contrary – including the deaths and diagnoses of haemophiliacs and drug users with AIDS – the papers still branded it as the ‘gay plague’ and, in the Sun’s case, the ‘gay bug’. (avert.org 2009)”

avert.org, (2009) History of HIV and AIDS in the UK 1981-1995. Accessed online 09.05.2009 at http://www.avert.org/uk-AIDS-history.htm

BBC.co.uk, Mystery disease kills homosexuals. Accessed online 09.05.2009 at http://news.bbc.co.uk/onthisday/hi/dates/stories/december/10/newsid_4020000/4020391.stm

Beharrell, P (1993) ‘AIDS and the British Press’, in J. Eldridge (ed.) Getting the Message: News Truth an….”

Examples of the main types of references

  • Websites (the website address should be underlined).
  • Author or Source, Year. Title. Available at: web site address/URL and [Accessed date].

National Society for Epilepsy. 2008. Epilepsy – did you know …? [Online] (Updated 16 Jan 2005). Available at: http://www.epilepsysociety.org.uk/AboutEpilepsy/Whatisepilepsy/Epilepsy-didyouknow [Accessed 10 April 2010].

  • Books: Author, Initials/first name. Year. Title of book. Edition (if stated). Place: Publisher.

Appleton, R. and Marson, T. 2009. Epilepsy (The Facts). 3rd ed. Oxford: Epilepsy Action in assoc. with Oxford University Press.

  • Journals: Author, Initials. Year. Title of article. Full Title of Journal, Volume number (Issue/Part number), Page numbers.

Perry, C., 2001. What health care assistants know about clean hands. Nursing Times, 97(22), pp.63-64.

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