Understanding Professional Supervision: Evaluation of Approaches
VerifiedAdded on 2023/01/10
|12
|8405
|30
Homework Assignment
AI Summary
This assignment evaluates theoretical approaches to professional supervision, including cognitive-behavioral supervision and Bernard's discrimination model. It examines how legislation, codes of practice, policies, and procedures impact professional supervision in social care settings, referencing standards from the National Minimum Standards and CQC regulations. The assignment also explores key principles of effective professional supervision, emphasizing the importance of supporting service users, providing training, and managing performance in relation to governance, client experience, and the reduction of care needs through re-ablement programs. Various supervision models are discussed, such as one-to-one, group, and peer supervision, highlighting their application in different contexts to improve the quality of support and care.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 1 of 10
level 5 LMSC Unit 27 Understanding professional
supervision practice
1.1 Evaluate theoretical approaches to professional supervision
Professional supervision according to QCS May 2011, means the detailed checking of whether a worker’s actions are
correct in terms of legality and the norms and culture of the employing service. This means that employment policies and
procedures adopted by the organisation, agency or home and its induction, training and supervision arrangements are put
into practice. For example care staff supervision should cover all aspects of practice; philosophy of care in the home and
career development needs. The primary purpose of this is to ensure that all employees are continuing to achieve set goals,
standards of performance and moving towards the personal and organisational goals which have been identified.
Supervision can also be used as a channel or means by which the manager imposes discipline in the workforce, ensuring
that employees are working consistently and effectively to achieve the employer’s goals. Supervisions are carried out in my
practice 4 times a year, this is design to cover areas of practice, policies, personal development, setting goals, examining
level of achievement of set goals and continues support and training development.
The purpose is also to ensure that all workers in the service are working to the required organisational standards, using the
skills, processes, tools and equipment, and approaches that the service has designed in order to achieve the outcomes that
it wants to achieve. It is not a time to prove that you are the boss or to make worker feel bad or down. It should be about
the staff development and achievement and can be aided by a support structure in place for supervision which includes
one-to-one sessions or group meetings strategically aligned with organisation goal so that the support and resources
needed for staff to give their best is made available and recognised.
Clinical supervision is defined as the procedure of individualized learning for the working of supervisees with clients. In an ethical
supervision practice, the knowledge of supervision approaches is considered. Some of the theoretical approaches to professional
supervision are discussed below:
Cognitive-behavioral supervision approach: this approach initiates with the assumption that both maladaptive and
adaptive behaviors are maintained and learned by their consequences. Resulted to this, supervision from cognitive
behavioral therapy orientation will be much systematic in approach to goals and processes of supervision in comparison to
any other supervisory perspectives. It includes skills assessment and analysis of supervisees, developing rapport, execution
of strategies or tactics, follow up and evaluation.
Bernard's discrimination model: this discrimination model was developed to help new supervisors to organize their
supervisory efforts. It renders a tangible structure to utilize in selecting an emphasis for supervision as well as in identifying
the most effective and efficient way to deliver specific supervision interventions. The model integrates three roles of
supervisory including counsellor, consultant and teacher along with the three main areas of conceptualization, personalization
and process. The process area is associated with the way communication is conveyed, conceptualization includes the way
supervisees can explain their execution of a particular theory to specific case. Personalization area pertains to use of
counsellors of their persons in the therapy. This model is primarily a training model which assumes that each individual has
habits of addressing some roles. The model emphasizes on three key areas that supervisor must have with supervisee in
order to promote effective skill development: case conceptualization, therapeutic process and personalization.
1.2 Analyse how the requirements of legislation, codes of practice, policies and procedures impact
on professional supervision
In social care due to the nature of the job, supervision is not looked at with less regard, but proper attention is paid to
checking whether a worker’s actions are correct in terms of legality and the norms and culture of the employing service.
For example is a carer carrying out activities that the organisation is not registered to perform? Is the organisation
providing the required training and development for staff to carry out their duties? And are staff given adequate support
e.g emotional support.
Standard 36 of the National Minimum Standards for England, in force up to April 2010, stated:
36.2 Care staff receive formal supervision at least 6 times a year. (note: similar requirements, but 4 times a year
for domiciliary care)
36.3 Supervision covers:
_ All aspects of practice;
_ Philosophy of care in the home;
_ Career development needs.
Under the new CQC regulatory powers, the regulation points clearly to the increased importance of supervision of all
workers, whatever their function or status. This is in recognition of the fact that according to CQC that at some point we will
all need care, and that the provision of care is no longer a generic one size fits all approach and for all must work towards
ensuring that those in care are always treated with the utmost respect, their dignity and choices respected and their care
provided world-class. The CQC standard for supervision indicates that supervision is about all workers, and about all
aspects of their performance this implies that all actions by all workers, whatever their role, should be supervised.
Kadushin’s model of supervision recognises functions of supervision in terms of administration, education and support. In
the aspect of administration he looked at the promotion and maintenance of good standards of work, co-ordination of
practice with policies of administration, the assurance of an efficient and smooth-running office; plan and maximize
personal and professional resources efficiently and sufficiently and to be a driving force and not reacting to forces.
Page 1 of 10
level 5 LMSC Unit 27 Understanding professional
supervision practice
1.1 Evaluate theoretical approaches to professional supervision
Professional supervision according to QCS May 2011, means the detailed checking of whether a worker’s actions are
correct in terms of legality and the norms and culture of the employing service. This means that employment policies and
procedures adopted by the organisation, agency or home and its induction, training and supervision arrangements are put
into practice. For example care staff supervision should cover all aspects of practice; philosophy of care in the home and
career development needs. The primary purpose of this is to ensure that all employees are continuing to achieve set goals,
standards of performance and moving towards the personal and organisational goals which have been identified.
Supervision can also be used as a channel or means by which the manager imposes discipline in the workforce, ensuring
that employees are working consistently and effectively to achieve the employer’s goals. Supervisions are carried out in my
practice 4 times a year, this is design to cover areas of practice, policies, personal development, setting goals, examining
level of achievement of set goals and continues support and training development.
The purpose is also to ensure that all workers in the service are working to the required organisational standards, using the
skills, processes, tools and equipment, and approaches that the service has designed in order to achieve the outcomes that
it wants to achieve. It is not a time to prove that you are the boss or to make worker feel bad or down. It should be about
the staff development and achievement and can be aided by a support structure in place for supervision which includes
one-to-one sessions or group meetings strategically aligned with organisation goal so that the support and resources
needed for staff to give their best is made available and recognised.
Clinical supervision is defined as the procedure of individualized learning for the working of supervisees with clients. In an ethical
supervision practice, the knowledge of supervision approaches is considered. Some of the theoretical approaches to professional
supervision are discussed below:
Cognitive-behavioral supervision approach: this approach initiates with the assumption that both maladaptive and
adaptive behaviors are maintained and learned by their consequences. Resulted to this, supervision from cognitive
behavioral therapy orientation will be much systematic in approach to goals and processes of supervision in comparison to
any other supervisory perspectives. It includes skills assessment and analysis of supervisees, developing rapport, execution
of strategies or tactics, follow up and evaluation.
Bernard's discrimination model: this discrimination model was developed to help new supervisors to organize their
supervisory efforts. It renders a tangible structure to utilize in selecting an emphasis for supervision as well as in identifying
the most effective and efficient way to deliver specific supervision interventions. The model integrates three roles of
supervisory including counsellor, consultant and teacher along with the three main areas of conceptualization, personalization
and process. The process area is associated with the way communication is conveyed, conceptualization includes the way
supervisees can explain their execution of a particular theory to specific case. Personalization area pertains to use of
counsellors of their persons in the therapy. This model is primarily a training model which assumes that each individual has
habits of addressing some roles. The model emphasizes on three key areas that supervisor must have with supervisee in
order to promote effective skill development: case conceptualization, therapeutic process and personalization.
1.2 Analyse how the requirements of legislation, codes of practice, policies and procedures impact
on professional supervision
In social care due to the nature of the job, supervision is not looked at with less regard, but proper attention is paid to
checking whether a worker’s actions are correct in terms of legality and the norms and culture of the employing service.
For example is a carer carrying out activities that the organisation is not registered to perform? Is the organisation
providing the required training and development for staff to carry out their duties? And are staff given adequate support
e.g emotional support.
Standard 36 of the National Minimum Standards for England, in force up to April 2010, stated:
36.2 Care staff receive formal supervision at least 6 times a year. (note: similar requirements, but 4 times a year
for domiciliary care)
36.3 Supervision covers:
_ All aspects of practice;
_ Philosophy of care in the home;
_ Career development needs.
Under the new CQC regulatory powers, the regulation points clearly to the increased importance of supervision of all
workers, whatever their function or status. This is in recognition of the fact that according to CQC that at some point we will
all need care, and that the provision of care is no longer a generic one size fits all approach and for all must work towards
ensuring that those in care are always treated with the utmost respect, their dignity and choices respected and their care
provided world-class. The CQC standard for supervision indicates that supervision is about all workers, and about all
aspects of their performance this implies that all actions by all workers, whatever their role, should be supervised.
Kadushin’s model of supervision recognises functions of supervision in terms of administration, education and support. In
the aspect of administration he looked at the promotion and maintenance of good standards of work, co-ordination of
practice with policies of administration, the assurance of an efficient and smooth-running office; plan and maximize
personal and professional resources efficiently and sufficiently and to be a driving force and not reacting to forces.
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 2 of 10
Kadushin’s educative theory views supervision as a means developing worker force in order to get the best out of them,
and on the other hand the supportive theory views supervision as a way of maintaining a good working relationship
between colleagues. According to SCIE, 2015 Supervision appears to help reduce staff turnover and is significantly linked to
employees’ perceptions of the support they receive from the organisation and finds out that Supervision works best when it
pays attention to task assistance, social and emotional support and that workers have a positive relationship with
supervisors. Bogo and McKnight
Page 2 of 10
Kadushin’s educative theory views supervision as a means developing worker force in order to get the best out of them,
and on the other hand the supportive theory views supervision as a way of maintaining a good working relationship
between colleagues. According to SCIE, 2015 Supervision appears to help reduce staff turnover and is significantly linked to
employees’ perceptions of the support they receive from the organisation and finds out that Supervision works best when it
pays attention to task assistance, social and emotional support and that workers have a positive relationship with
supervisors. Bogo and McKnight
Quals Direct Knowledge Task Generated on 08/06/2020
Page 3 of 10
2011, found little evidence on the outcomes of supervision, but conclude that there is emerging evidence about the
aspects of supervision valued by supervisees − specifically availability, positive relationships, mutual communication,
support and delegating responsibility. Skilful supervisors with expertise who were able to provide practical support were
particularly appreciated.
Supervision is, according to Lord Laming, the ‘cornerstone’ of good social work practice – an opinion reiterated by the
Monro Review. This perspective is an important alternative to the managerial approach which, according to Noble and
Irwin, is preoccupied with supervision geared toward efficiency, accountability and worker performance.
There are other models such as Interactional Process Model: To focus on the interaction between the supervisor and the
supervisee. Supervision is an interpersonal transaction between two or more persons. The premise of supervision is that an
experienced and competent supervisor helps the supervisee and ensures the quality of service to clients (Kadushin &
Harkness, 2002; Tsui, 2005a). Agency Models: To reflect different levels of administrative accountability and professional
autonomy within the agency. The work of the supervisee is related to the agency objectives through the supervisor
(Kadushin & Harkness, 2002; Shulman, 1995). Feminist Partnership Model proposes an alternative feminist partnership
model which assumes that social workers can be self-directing, self-disciplined, and self-regulating. In contrast Kadushin &
Harkness, 2002; Munson, 2002; Shulman, 1993 believes Supervision is recognized as one of the major determinants of the
quality of service to clients, the level of professional development of social workers, and the level of job satisfaction of
social workers. Models of supervision could also be looked at in the following ways: a. One-to-one supervision between
a supervisor and supervisee.
b. Group supervision in which two or more practitioners discuss their work with a supervisor.
c. Peer or co-supervision where practitioners discuss work with each other, with the role of supervisor being shared or
with no individual member of staff acting as a formal supervisor.
d. A combination of the above. The best model of professional supervision may vary depending on a number of
factors, including the experience of the supervisee, the weight of their workload and their professional background
Your assessor is happy with your answer to the above question.
2.1 Explain key principles of effective professional supervision
The aim of professional supervision is to provide the best possible support to service users in accordance with the
organisation’s responsibilities and accountable professional standards and for the wellbeing and job satisfaction of workers,
not simply because satisfied workers may be more likely to remain in their jobs, but because a duty of care for staff
working in difficult and challenging roles is important in its own right according to SCIE. The regulations such as the
National Minimum Standards, linked to the Care Standards Act 2000, require that supervision in care homes, for example,
takes place six times a year and that it focuses on all aspects of practice, philosophy of care and career development.6
More recently in England this has been expressed as: receiving appropriate training, professional development, supervision
and appraisal, according to SCIE.
In the Health and Social Care Act 2008 Frequency of supervision is not referred to, however, Outcome 14 (supporting
workers), which is required under Regulation 23, refers to appropriate training, professional development, supervision and
appraisal. The detail of individual inspections will vary, however service providers could be asked for their records of
supervision, or staff could be asked about what support they feel is in place. In relation to frequency of supervision in social
work, sector guidance indicates that this will depend on a number of different factors. However, it is suggested that
supervision take place at between two- and six-weekly intervals for all front-line workers and at weekly intervals for
newly-qualified workers, however this is mostly difficult to achieve when working in time-limited and narrow confines.
Your assessor is happy with your answer to the above question.
2.2 Analyse the importance of managing performance in relation
to: governance
Good or positive client experience: client experience must be valued as much as client safety. Patient experience can be
defined as: "the sum of all interactions, shaped by an organisation's culture, that influence patient perceptions across the
continuum of care" The Beryl Institute. The happiness and feedback of service users is an indicator of performance. Where
there is bad experience measure and efforts are made to ensure service users experience is improved immediately and
other service users satisfaction level is checked immediately to ensure others do not have a bad experience through
survey, quality assurance visits, meetings and review meetings. Many patients want to be a partner in their health, not
simply a recipient of care.
Reduction of care need through re-ablement programme, ie, promoting independence. Service user would very much enjoy
doing things by their selves than someone doing it for them. An increase in the number of service users whose hours of
care
Page 3 of 10
2011, found little evidence on the outcomes of supervision, but conclude that there is emerging evidence about the
aspects of supervision valued by supervisees − specifically availability, positive relationships, mutual communication,
support and delegating responsibility. Skilful supervisors with expertise who were able to provide practical support were
particularly appreciated.
Supervision is, according to Lord Laming, the ‘cornerstone’ of good social work practice – an opinion reiterated by the
Monro Review. This perspective is an important alternative to the managerial approach which, according to Noble and
Irwin, is preoccupied with supervision geared toward efficiency, accountability and worker performance.
There are other models such as Interactional Process Model: To focus on the interaction between the supervisor and the
supervisee. Supervision is an interpersonal transaction between two or more persons. The premise of supervision is that an
experienced and competent supervisor helps the supervisee and ensures the quality of service to clients (Kadushin &
Harkness, 2002; Tsui, 2005a). Agency Models: To reflect different levels of administrative accountability and professional
autonomy within the agency. The work of the supervisee is related to the agency objectives through the supervisor
(Kadushin & Harkness, 2002; Shulman, 1995). Feminist Partnership Model proposes an alternative feminist partnership
model which assumes that social workers can be self-directing, self-disciplined, and self-regulating. In contrast Kadushin &
Harkness, 2002; Munson, 2002; Shulman, 1993 believes Supervision is recognized as one of the major determinants of the
quality of service to clients, the level of professional development of social workers, and the level of job satisfaction of
social workers. Models of supervision could also be looked at in the following ways: a. One-to-one supervision between
a supervisor and supervisee.
b. Group supervision in which two or more practitioners discuss their work with a supervisor.
c. Peer or co-supervision where practitioners discuss work with each other, with the role of supervisor being shared or
with no individual member of staff acting as a formal supervisor.
d. A combination of the above. The best model of professional supervision may vary depending on a number of
factors, including the experience of the supervisee, the weight of their workload and their professional background
Your assessor is happy with your answer to the above question.
2.1 Explain key principles of effective professional supervision
The aim of professional supervision is to provide the best possible support to service users in accordance with the
organisation’s responsibilities and accountable professional standards and for the wellbeing and job satisfaction of workers,
not simply because satisfied workers may be more likely to remain in their jobs, but because a duty of care for staff
working in difficult and challenging roles is important in its own right according to SCIE. The regulations such as the
National Minimum Standards, linked to the Care Standards Act 2000, require that supervision in care homes, for example,
takes place six times a year and that it focuses on all aspects of practice, philosophy of care and career development.6
More recently in England this has been expressed as: receiving appropriate training, professional development, supervision
and appraisal, according to SCIE.
In the Health and Social Care Act 2008 Frequency of supervision is not referred to, however, Outcome 14 (supporting
workers), which is required under Regulation 23, refers to appropriate training, professional development, supervision and
appraisal. The detail of individual inspections will vary, however service providers could be asked for their records of
supervision, or staff could be asked about what support they feel is in place. In relation to frequency of supervision in social
work, sector guidance indicates that this will depend on a number of different factors. However, it is suggested that
supervision take place at between two- and six-weekly intervals for all front-line workers and at weekly intervals for
newly-qualified workers, however this is mostly difficult to achieve when working in time-limited and narrow confines.
Your assessor is happy with your answer to the above question.
2.2 Analyse the importance of managing performance in relation
to: governance
Good or positive client experience: client experience must be valued as much as client safety. Patient experience can be
defined as: "the sum of all interactions, shaped by an organisation's culture, that influence patient perceptions across the
continuum of care" The Beryl Institute. The happiness and feedback of service users is an indicator of performance. Where
there is bad experience measure and efforts are made to ensure service users experience is improved immediately and
other service users satisfaction level is checked immediately to ensure others do not have a bad experience through
survey, quality assurance visits, meetings and review meetings. Many patients want to be a partner in their health, not
simply a recipient of care.
Reduction of care need through re-ablement programme, ie, promoting independence. Service user would very much enjoy
doing things by their selves than someone doing it for them. An increase in the number of service users whose hours of
care
Quals Direct Knowledge Task Generated on 08/06/2020
Page 4 of 10
reduce due to your level or method of support is an indicator for performance. This shows the organisation working in
alignment with the national goal of promoting independence. This is use in our practice as an indicator that a care worker is
performing a good job, because it not easy to get some service users to understand the concept of reablement. The carer
must be able to influence and engage the service user and family to the process to get cooperation, commitment and
support.
Improving quality of support and care. This is an indicator that also locally and nationally used to determine performance.
Therefore, to understand if we are improving the quality of life and care of our service users we provide and compare it
with the standard set by adult social care outcomes framework (ASCOF). The standards and priorities of the ASCOF are
underpins our policies and procedures in working towards high quality performance. Where there is a lacking behind this
indicator strategically changes need to be made.
The Patient's Charter identifies the need for nurses to respect patients' rights to influence their care, and contemporary
nursing practice advocates that nurses work in partnership with patients. Hence care workers, social services and other
professionals in health and social care are encouraged to share their power and facilitate empowerment in their service
users by giving them information and support. This means requiring staff to give people in information and to share their
decision-making powers with them. Most staff fail or are unwilling to share their decision-making powers. This results to a
situation of power imbalance with subsequent little client input. To work as partners, it is important that I make every
effort to equalize the power imbalance. One way to do this is for me or care provider to share and give information to
service user readily and to be open in communication with them. The help of a mediator can also be use where there’s
large division between me and the service user. Other techniques can also be used such as;
Neutral/safe venue for mediation
Assist each party to obtain all the information needed
Encourage use of an attorney
Closely enforce ground rules
Use of co-mediator
Your assessor is happy with your answer to the above question.
safeguarding
Safeguarding and safeguarding alert: The number or frequency of safeguarding raised or safeguarding alert raised can be
used to determine performance. This is a responsibility shared by everyone especially those in the health and social care
sector. As one of the policy element of SCIE stats ‘’anyone providing support to an adult at risk has a dual role, not only to
provide services but also to safeguard welfare.’’ Falling short of this standard indicates poor performance and measures
are put in place for improvement such as training, meetings, followings, supervision, monitoring, planning and support.
Your assessor is happy with your answer to the above question.
key learning from critical reviews and inquiries
An important element in reflective supervision is enabling staff to question their practice, critically analyse and evaluate
experiences, and debrief after challenging or stressful encounters. This will lead to a better understanding of the cognitive
and emotional elements of practice’’ Scottish Social Services Council. This is often missed by managers and supervisors
due to focus on meeting targets and completing other managerial processes. The opportunity to promote high quality
services through promoting reflection as a means of increasing the understanding of the worker and supporting practice
development as not been widely spread as an important factor especially during supervision, also more difficult in
domiciliary sector where time is a luxury for both managers and staff. However, in my practice the opportunity is mostly
not missed at the early first three months of a new staff. The staff is given a considerable amount of work and some time
to come to the office to reflect and discuss his or her experience once a week. The staff is allocated in their rotas one hour
every week to come to the office for personal development during which reflection on today and other days jobs are
encourage and debriefing. This one hour weekly becomes permanently in their rotas for the purpose of self-development,
training and reflect. This is also promoted during supervision.
Your assessor is happy with your answer to the above question.
3.1 Analyse the concept of anti-oppressive practice in professional supervision
The Standard 36 of the National Minimum Standards for England2010, which states in a sub section that supervision be
Page 4 of 10
reduce due to your level or method of support is an indicator for performance. This shows the organisation working in
alignment with the national goal of promoting independence. This is use in our practice as an indicator that a care worker is
performing a good job, because it not easy to get some service users to understand the concept of reablement. The carer
must be able to influence and engage the service user and family to the process to get cooperation, commitment and
support.
Improving quality of support and care. This is an indicator that also locally and nationally used to determine performance.
Therefore, to understand if we are improving the quality of life and care of our service users we provide and compare it
with the standard set by adult social care outcomes framework (ASCOF). The standards and priorities of the ASCOF are
underpins our policies and procedures in working towards high quality performance. Where there is a lacking behind this
indicator strategically changes need to be made.
The Patient's Charter identifies the need for nurses to respect patients' rights to influence their care, and contemporary
nursing practice advocates that nurses work in partnership with patients. Hence care workers, social services and other
professionals in health and social care are encouraged to share their power and facilitate empowerment in their service
users by giving them information and support. This means requiring staff to give people in information and to share their
decision-making powers with them. Most staff fail or are unwilling to share their decision-making powers. This results to a
situation of power imbalance with subsequent little client input. To work as partners, it is important that I make every
effort to equalize the power imbalance. One way to do this is for me or care provider to share and give information to
service user readily and to be open in communication with them. The help of a mediator can also be use where there’s
large division between me and the service user. Other techniques can also be used such as;
Neutral/safe venue for mediation
Assist each party to obtain all the information needed
Encourage use of an attorney
Closely enforce ground rules
Use of co-mediator
Your assessor is happy with your answer to the above question.
safeguarding
Safeguarding and safeguarding alert: The number or frequency of safeguarding raised or safeguarding alert raised can be
used to determine performance. This is a responsibility shared by everyone especially those in the health and social care
sector. As one of the policy element of SCIE stats ‘’anyone providing support to an adult at risk has a dual role, not only to
provide services but also to safeguard welfare.’’ Falling short of this standard indicates poor performance and measures
are put in place for improvement such as training, meetings, followings, supervision, monitoring, planning and support.
Your assessor is happy with your answer to the above question.
key learning from critical reviews and inquiries
An important element in reflective supervision is enabling staff to question their practice, critically analyse and evaluate
experiences, and debrief after challenging or stressful encounters. This will lead to a better understanding of the cognitive
and emotional elements of practice’’ Scottish Social Services Council. This is often missed by managers and supervisors
due to focus on meeting targets and completing other managerial processes. The opportunity to promote high quality
services through promoting reflection as a means of increasing the understanding of the worker and supporting practice
development as not been widely spread as an important factor especially during supervision, also more difficult in
domiciliary sector where time is a luxury for both managers and staff. However, in my practice the opportunity is mostly
not missed at the early first three months of a new staff. The staff is given a considerable amount of work and some time
to come to the office to reflect and discuss his or her experience once a week. The staff is allocated in their rotas one hour
every week to come to the office for personal development during which reflection on today and other days jobs are
encourage and debriefing. This one hour weekly becomes permanently in their rotas for the purpose of self-development,
training and reflect. This is also promoted during supervision.
Your assessor is happy with your answer to the above question.
3.1 Analyse the concept of anti-oppressive practice in professional supervision
The Standard 36 of the National Minimum Standards for England2010, which states in a sub section that supervision be
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 5 of 10
carried out at least six times a year and four times a year in domiciliary means that organisations in health and social
would not only tailor supervision to meet the responsibility of both staff and organisation but also to meet the demand and
standards set by regulating body such as CQC and the department of health or government. This means during inspection
CQC could check to see if an organisation is meeting these standards. Therefore, organisation when developing supervision
policy and procedure would not only choose model most suitable for it operations but must also ensure the model use meet
the standard set by the legislation and covers the areas identified by section 36.3 in the minimum standard.
Changes in legislations, findings from research and critical review are the major pillars for policy making in health and social
care hence the type and frequency of professional supervision. For example the introduction of the Care Certificate April
2015 is as a result of the Cavendish Review work, jointly by Skills for Care, health Education England and Skills for Health. In
the same way this phenomenon can be applied in professional supervision. New employees will be taken taking into
account whether they have the new minimum standard of care certificate and if they don’t this will be incorporated into
their supervision as a development plan to be achieved. Changes in the frequency of supervision could be triggered by
changes in legislation, critical review or finding from research could change the way supervision is done or change the
policy and procedures of organisations around professional supervision. Care Quality Commission (CQC) looks at
supervision under Regulation 23 (Outcome 14: supporting workers) which relates to the Health and Social Care Act 2008.
While there may be variability in the level of detail inspectors consider, supervision records could well be something they
ask to see. This guideline is based on research and practice knowledge from SCIE’s good practice materials such as SCIE
Research briefing, practice enquiry and seminar report. Professional supervision can make use of this reviews and
researching finding to improve supervision aimed at improving quality service and experience. They can be used within
professional supervision to determine frequency, model or method of supervision, areas to cover in the supervision,
develop an understanding of how supervision is delivered and ensuring required standards are met.
Professional supervision can in use to protect:
a. The supervisee: It can help staff to manage the personal and professional demands created by the nature of their work.
This is particularly important for those who work with people such as our staff who have complex and challenging needs –
clinical supervision provides an environment in which they can explore their own personal and emotional reactions to their
work. It can allow the care worker to reflect on and challenge their own practice in a safe and confidential environment.
They can also receive feedback on their skills that is separate from managerial considerations. It can be one part of their
professional development, and also help to identify developmental needs. It can contribute towards meeting requirements
of professional bodies and regulatory requirements for continuing professional development (where applicable. CQC, 2013.
Supervision helps the staff to secure their job, work in an agreed way, get support where they need them to help them
meet the demands of their job role as well as work in a ensure changes are done where they are carrying out duties that
are not within their job role or not qualified to do.
b. The individual: supervision can help ensure that people who use services and their carers receive high quality care at
all times from staff who are able to manage the personal and emotional impact of their practice.
c. The supervisor: supervision should be valued within the context of the culture of the organisation, which is crucial in
setting the tone, values and behaviours expected of individuals. It should sit alongside good practices in recruitment,
induction and training to ensure that staff have the right skills, attitudes and support to provide high quality services. It
promotes and is associated with higher levels of job satisfaction, improved retention, reduced turnover and staff
effectiveness. Effective clinical supervision may increase employees’ perceptions of organisational support and improve
their commitment to an organisation’s vision and goals. It is one way for a provider to fulfil their duty of care to staff.
Importantly, clinical supervision has been linked to good clinical governance, by helping to support quality improvement,
managing risks, and by increasing accountability and must meet the standards set in related legislations and guidelines to
avoid penalty from government or CQC.
Your assessor is happy with your answer to the above question.
3.2 Explain methods to assist individuals to deal with challenging situations
The implication of this regulation is that it is the responsibility of an organisation to develop and grow good practice in
staff teams, even in challenging circumstances. It is vital that the standard is set by an enlightened organisational culture
and policies and procedures put in place to ensure the adherence of staff supervision. This legislation means organisations
that fall short of this set standard by the regulatory body could face litigation or penalised. For example, the Sheffield
health and social care NHS foundation trust policy states that:
1. practice supervision will occur at a minimum frequency of once every month and any changes to this arrangement will
be documented and reasons given.
2. The agreed practice supervisor will have appropriate experience, knowledge and
an understanding of social care.
3. Supervision will focus on all relevant aspects of performance and practice and will
form the basis of staff appraisal and development.
4. Supervision records will be completed by supervisor and signed by both
supervisor and supervisee who will each receive a copy of the record.
5. In signing the records, the supervisor and supervisee agree that the notes represent
an accurate record of the supervision.
Page 5 of 10
carried out at least six times a year and four times a year in domiciliary means that organisations in health and social
would not only tailor supervision to meet the responsibility of both staff and organisation but also to meet the demand and
standards set by regulating body such as CQC and the department of health or government. This means during inspection
CQC could check to see if an organisation is meeting these standards. Therefore, organisation when developing supervision
policy and procedure would not only choose model most suitable for it operations but must also ensure the model use meet
the standard set by the legislation and covers the areas identified by section 36.3 in the minimum standard.
Changes in legislations, findings from research and critical review are the major pillars for policy making in health and social
care hence the type and frequency of professional supervision. For example the introduction of the Care Certificate April
2015 is as a result of the Cavendish Review work, jointly by Skills for Care, health Education England and Skills for Health. In
the same way this phenomenon can be applied in professional supervision. New employees will be taken taking into
account whether they have the new minimum standard of care certificate and if they don’t this will be incorporated into
their supervision as a development plan to be achieved. Changes in the frequency of supervision could be triggered by
changes in legislation, critical review or finding from research could change the way supervision is done or change the
policy and procedures of organisations around professional supervision. Care Quality Commission (CQC) looks at
supervision under Regulation 23 (Outcome 14: supporting workers) which relates to the Health and Social Care Act 2008.
While there may be variability in the level of detail inspectors consider, supervision records could well be something they
ask to see. This guideline is based on research and practice knowledge from SCIE’s good practice materials such as SCIE
Research briefing, practice enquiry and seminar report. Professional supervision can make use of this reviews and
researching finding to improve supervision aimed at improving quality service and experience. They can be used within
professional supervision to determine frequency, model or method of supervision, areas to cover in the supervision,
develop an understanding of how supervision is delivered and ensuring required standards are met.
Professional supervision can in use to protect:
a. The supervisee: It can help staff to manage the personal and professional demands created by the nature of their work.
This is particularly important for those who work with people such as our staff who have complex and challenging needs –
clinical supervision provides an environment in which they can explore their own personal and emotional reactions to their
work. It can allow the care worker to reflect on and challenge their own practice in a safe and confidential environment.
They can also receive feedback on their skills that is separate from managerial considerations. It can be one part of their
professional development, and also help to identify developmental needs. It can contribute towards meeting requirements
of professional bodies and regulatory requirements for continuing professional development (where applicable. CQC, 2013.
Supervision helps the staff to secure their job, work in an agreed way, get support where they need them to help them
meet the demands of their job role as well as work in a ensure changes are done where they are carrying out duties that
are not within their job role or not qualified to do.
b. The individual: supervision can help ensure that people who use services and their carers receive high quality care at
all times from staff who are able to manage the personal and emotional impact of their practice.
c. The supervisor: supervision should be valued within the context of the culture of the organisation, which is crucial in
setting the tone, values and behaviours expected of individuals. It should sit alongside good practices in recruitment,
induction and training to ensure that staff have the right skills, attitudes and support to provide high quality services. It
promotes and is associated with higher levels of job satisfaction, improved retention, reduced turnover and staff
effectiveness. Effective clinical supervision may increase employees’ perceptions of organisational support and improve
their commitment to an organisation’s vision and goals. It is one way for a provider to fulfil their duty of care to staff.
Importantly, clinical supervision has been linked to good clinical governance, by helping to support quality improvement,
managing risks, and by increasing accountability and must meet the standards set in related legislations and guidelines to
avoid penalty from government or CQC.
Your assessor is happy with your answer to the above question.
3.2 Explain methods to assist individuals to deal with challenging situations
The implication of this regulation is that it is the responsibility of an organisation to develop and grow good practice in
staff teams, even in challenging circumstances. It is vital that the standard is set by an enlightened organisational culture
and policies and procedures put in place to ensure the adherence of staff supervision. This legislation means organisations
that fall short of this set standard by the regulatory body could face litigation or penalised. For example, the Sheffield
health and social care NHS foundation trust policy states that:
1. practice supervision will occur at a minimum frequency of once every month and any changes to this arrangement will
be documented and reasons given.
2. The agreed practice supervisor will have appropriate experience, knowledge and
an understanding of social care.
3. Supervision will focus on all relevant aspects of performance and practice and will
form the basis of staff appraisal and development.
4. Supervision records will be completed by supervisor and signed by both
supervisor and supervisee who will each receive a copy of the record.
5. In signing the records, the supervisor and supervisee agree that the notes represent
an accurate record of the supervision.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 6 of 10
6. It is the responsibility of the supervisor and supervisee to ensure that their records
are stored securely to maintain confidentiality.
7. Records are confidential in that they are not shared with or accessible to
unauthorised people, however they may be accessed by authorised personnel.
8. Supervisors and supervisees will agree and maintain a standard supervision contract.
Agreed November 2019
Review November 2020
As a supervisor, I supported my staff members to deal with the challenges effectively that takes place in the professional setting.
Many times, the conflicts arise between the staff members that adversely impacts on their performance in the workplace as well as a
service quality. For dealing with the challenges, I personally interact with employees and try to get know about the issues and
challenges that they face while working and performing their duties. When any difficult situation arises in the workplace, i first start to
develop a base of facts, instead of directly jump to the solution. This assist me in taking appropriate decisions and effectively motivate
and encourage supervisees to work effectively in the challenging situations. I also avoid pre judgement at the time of supervision. I
first analyses all the aspects of the issue and they then take a judgement based on all the aspects. For dealing with difficult people in
workplace, a lot of confidence and self-esteem is required in that situation. I motivate and encourage employees so that healthy and
positive workplace environment can be maintaining and employees are able to deal with complex situations effectively.
3.3 Explain how conflict may arise within professional supervision
Sometimes, conflicts arise during the supervision and performance management meetings when you deal with individual's
poor performance, team performance or complaints from our service user's, professionals or staff. This is likely to happen
when you have unhappy staff due to workload, receiving a lack of support from the management, lack of training and
having to deal with staff shortage. Conflict at work or and during supervision is common and it's not a major issue as long
as its resolved and manage effectively. When conflicts managed effectively its can be creative, productive and can be
found positive conflict resolution. Also to ensure the conflict within the staff and team should not impact the wellbeing of
the service user.
Conflicts can arise among the team when it comes to tasks base disagreements, organisational structure, the process of
the workload, individuals approach and work ethics . also sometimes work relationship breakdown due to personality
clashes, approach and differences in personal beliefs and values.
In the field, conflicts arise with the care workers and the services users over care service delivery arrangements or decisions.
When conflicts arise people may try to avoid each other which will affect teamwork as teams may take sides,.also, it can be
quite damaging the care service delivery if management fail to manage conflicts effectively.
Your assessor is happy with your answer to the above question.
3.4 Describe how conflict can be managed within professional supervision
During the supervision active listening and giving ownership to the supervisee will give opportunity at make mutual
undertaking and mutual agreement on the areas that require improvements. I would suggest that before the supervision
meeting the supervisor would be required for preparation for the supervision. Once it's planned and prepared supervisor
will be able to give conductive feedback and will give the ability to manage difficult conversations. Once conflicts arise it's
important to understand the supervisors and supervisee’s approach and the opinion.
One of the main responsibility of supervisor is to make sure that the work environment is healthy and all the employees work collectively
with each other. When any contentious or disagreement situation arise in workplace, it adversely impacts on the productivity, relationship
and morale of employees. One of the way to manage the conflicts within professional supervision is to use disciplinary measures. By
putting the disciplinary system into action, supervisor can manage the conflicts. By scheduling employees to work in distinct shifts,
consider termination or probation if consistent conflict arises and document each exchange with employees helps in resolving the conflicts.
The another way to resolve conflicts is encouraging respect. The supervisor, by promoting respectful work place surroundings where all the
employees support each other and work collectively towards accomplishment of common goals will also help in reducing the conflict within
professional supervision.
4.1 Explain the responsibility of the supervisor in setting clear targets and performance indicators
Monitoring and reviewing professional supervision process is important not only to the organization but also the supervisee.
To ensure best practice as well ensuring the standards and goals set to achieve are not obsolete or that the techniques
used are update to date with contemporary challenging’s. This can be monitored through evaluating the outcomes of your
supervision practice and process. For example, before meeting, was there an agreement with the supervisee on the day
and time. Is there agreement between supervisor and supervisee about Outcome? for the supervisee to become more
proactive about their own learning, for decision-making about people who use services to be more robust. Has the
supervision practice or process achieved the intended outcomes? Is there a benefit from the point of view of the person at
the core of the process (i.e. the person who uses services)? For example, improved quality service. Are there any other
benefits? Where these
Page 6 of 10
6. It is the responsibility of the supervisor and supervisee to ensure that their records
are stored securely to maintain confidentiality.
7. Records are confidential in that they are not shared with or accessible to
unauthorised people, however they may be accessed by authorised personnel.
8. Supervisors and supervisees will agree and maintain a standard supervision contract.
Agreed November 2019
Review November 2020
As a supervisor, I supported my staff members to deal with the challenges effectively that takes place in the professional setting.
Many times, the conflicts arise between the staff members that adversely impacts on their performance in the workplace as well as a
service quality. For dealing with the challenges, I personally interact with employees and try to get know about the issues and
challenges that they face while working and performing their duties. When any difficult situation arises in the workplace, i first start to
develop a base of facts, instead of directly jump to the solution. This assist me in taking appropriate decisions and effectively motivate
and encourage supervisees to work effectively in the challenging situations. I also avoid pre judgement at the time of supervision. I
first analyses all the aspects of the issue and they then take a judgement based on all the aspects. For dealing with difficult people in
workplace, a lot of confidence and self-esteem is required in that situation. I motivate and encourage employees so that healthy and
positive workplace environment can be maintaining and employees are able to deal with complex situations effectively.
3.3 Explain how conflict may arise within professional supervision
Sometimes, conflicts arise during the supervision and performance management meetings when you deal with individual's
poor performance, team performance or complaints from our service user's, professionals or staff. This is likely to happen
when you have unhappy staff due to workload, receiving a lack of support from the management, lack of training and
having to deal with staff shortage. Conflict at work or and during supervision is common and it's not a major issue as long
as its resolved and manage effectively. When conflicts managed effectively its can be creative, productive and can be
found positive conflict resolution. Also to ensure the conflict within the staff and team should not impact the wellbeing of
the service user.
Conflicts can arise among the team when it comes to tasks base disagreements, organisational structure, the process of
the workload, individuals approach and work ethics . also sometimes work relationship breakdown due to personality
clashes, approach and differences in personal beliefs and values.
In the field, conflicts arise with the care workers and the services users over care service delivery arrangements or decisions.
When conflicts arise people may try to avoid each other which will affect teamwork as teams may take sides,.also, it can be
quite damaging the care service delivery if management fail to manage conflicts effectively.
Your assessor is happy with your answer to the above question.
3.4 Describe how conflict can be managed within professional supervision
During the supervision active listening and giving ownership to the supervisee will give opportunity at make mutual
undertaking and mutual agreement on the areas that require improvements. I would suggest that before the supervision
meeting the supervisor would be required for preparation for the supervision. Once it's planned and prepared supervisor
will be able to give conductive feedback and will give the ability to manage difficult conversations. Once conflicts arise it's
important to understand the supervisors and supervisee’s approach and the opinion.
One of the main responsibility of supervisor is to make sure that the work environment is healthy and all the employees work collectively
with each other. When any contentious or disagreement situation arise in workplace, it adversely impacts on the productivity, relationship
and morale of employees. One of the way to manage the conflicts within professional supervision is to use disciplinary measures. By
putting the disciplinary system into action, supervisor can manage the conflicts. By scheduling employees to work in distinct shifts,
consider termination or probation if consistent conflict arises and document each exchange with employees helps in resolving the conflicts.
The another way to resolve conflicts is encouraging respect. The supervisor, by promoting respectful work place surroundings where all the
employees support each other and work collectively towards accomplishment of common goals will also help in reducing the conflict within
professional supervision.
4.1 Explain the responsibility of the supervisor in setting clear targets and performance indicators
Monitoring and reviewing professional supervision process is important not only to the organization but also the supervisee.
To ensure best practice as well ensuring the standards and goals set to achieve are not obsolete or that the techniques
used are update to date with contemporary challenging’s. This can be monitored through evaluating the outcomes of your
supervision practice and process. For example, before meeting, was there an agreement with the supervisee on the day
and time. Is there agreement between supervisor and supervisee about Outcome? for the supervisee to become more
proactive about their own learning, for decision-making about people who use services to be more robust. Has the
supervision practice or process achieved the intended outcomes? Is there a benefit from the point of view of the person at
the core of the process (i.e. the person who uses services)? For example, improved quality service. Are there any other
benefits? Where these
Quals Direct Knowledge Task Generated on 08/06/2020
Page 7 of 10
questions return negative answers then it would wise to rethink the supervision process. Are goals smart? And are staff
achieving their reasonable targets? And overall the leadership of the organization and leadership qualities of the
supervisor, how strong are they?
Obtaining feedback on my supervision skills can be obtained via 360-degree appraisal, feedback notes or discussion after
supervision and through survey. Whatever form the feedback would take, the major questions that would be seek to be
answered would include:
What leadership qualities do I have?
What makes for good supervision?
Is my expectation of outcomes from supervision aligned with what my supervisees and services user’s expectation? Also
inviting feedback with the use of postcards or questionnaires. Arranging group meetings with people who use services and
staff to address issues raised in supervision in a non-threatening environment – and to discuss ways of resolving them
together are also vital ways of obtaining feedback.
Your assessor is happy with your answer to the above question.
4.2 Explain the performance management cycle
Performance Management Cycle can be explained using various forms of diagrams, for example;
Page 7 of 10
questions return negative answers then it would wise to rethink the supervision process. Are goals smart? And are staff
achieving their reasonable targets? And overall the leadership of the organization and leadership qualities of the
supervisor, how strong are they?
Obtaining feedback on my supervision skills can be obtained via 360-degree appraisal, feedback notes or discussion after
supervision and through survey. Whatever form the feedback would take, the major questions that would be seek to be
answered would include:
What leadership qualities do I have?
What makes for good supervision?
Is my expectation of outcomes from supervision aligned with what my supervisees and services user’s expectation? Also
inviting feedback with the use of postcards or questionnaires. Arranging group meetings with people who use services and
staff to address issues raised in supervision in a non-threatening environment – and to discuss ways of resolving them
together are also vital ways of obtaining feedback.
Your assessor is happy with your answer to the above question.
4.2 Explain the performance management cycle
Performance Management Cycle can be explained using various forms of diagrams, for example;
Paraphrase This Document
Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
Quals Direct Knowledge Task Generated on 08/06/2020
Page 8 of 10
Source: U.S. OFFICE OF PERSONNEL MANAGEMENT
Performance management is what an organisation does to realise its potential against performance targets, to deliver
high-quality services and to identify opportunities for improvement, change and innovation. Performance management
systems are designed to get the best out of people in the workplace, and to deliver the best for people who use
services, SCIE 2006.
There are similarities in the two diagrams above, both explaining the concept of performance management cycle. Planning
comes as the starting point of performance management cycle. Planning in performance management cycle can be seen as
setting performance expectations and goals for groups and individuals to channel their efforts toward achieving
organizational and individual objectives. It also includes the measures that will be used to determine whether expectations
and goals are being met. Involving employees in the planning process helps them understand the goals of the organization,
what needs to be done, why it needs to be done, and how well it should be done, Edwin A. Locke, University of Maryland,
and Gary P. Latham, University of Washington.
The performance management cycle plays crucial role in execution of motivation in workplace. The cycle
consists of 5 stages including planning, monitoring, developing, reading and rewarding. The detailed
description of these stages are mentioned below:
Planning: this is the first stage in which performance expectations as well as the goals for teams
and individuals are set in order to channelize their efforts for accomplishing organizational
objectives. This stage involves measures that will be utilized to identify whether goals and
expectations are being met. including team members in the process of planning help supervisees in
understanding the goals of company, the things which required to be done, the reasons for doing
them and the manner in which these must be done.
Monitoring: this is the second stage which means consistent measurement of performance and
administering ongoing feedback to supervisees on their progress towards their goals. This stage of
performance management provides an opportunity for supervisors to check how supervisees are
doing and to determine and resolve the issues early.
Developing: this stage means maximizing the capacity of supervisees to perform by providing
them with training, assignments etc. Which introduce high level of responsibilities, new skills,
improving work processes and some other methods. The stage assists the supervisor to encourage
as well as strengthen good performance. It also assists supervisees to keep up with transformation
that takes place in workplace in regards to improving the quality of services.
Rating: this is the fourth stage in which the supervisors evaluate the performance of supervisees
against set standards. The actual performance of the team members is measured against the
standard one. According to that, the supervisor summaries that performance and give the rating in
employee’s performance plan.
Rewarding: this is the final stage in which the supervisor provides recognition and incentives to
the supervisees according to their performance and their contribution towards accomplishment of
organizational goals.
4.3 Compare methods that can be used to measure performance
Monitoring means consistently measuring performance and providing ongoing feedback to staff and work groups on their
progress toward reaching their goals. Ongoing monitoring provides the opportunity to check how employees are doing and
Page 8 of 10
Source: U.S. OFFICE OF PERSONNEL MANAGEMENT
Performance management is what an organisation does to realise its potential against performance targets, to deliver
high-quality services and to identify opportunities for improvement, change and innovation. Performance management
systems are designed to get the best out of people in the workplace, and to deliver the best for people who use
services, SCIE 2006.
There are similarities in the two diagrams above, both explaining the concept of performance management cycle. Planning
comes as the starting point of performance management cycle. Planning in performance management cycle can be seen as
setting performance expectations and goals for groups and individuals to channel their efforts toward achieving
organizational and individual objectives. It also includes the measures that will be used to determine whether expectations
and goals are being met. Involving employees in the planning process helps them understand the goals of the organization,
what needs to be done, why it needs to be done, and how well it should be done, Edwin A. Locke, University of Maryland,
and Gary P. Latham, University of Washington.
The performance management cycle plays crucial role in execution of motivation in workplace. The cycle
consists of 5 stages including planning, monitoring, developing, reading and rewarding. The detailed
description of these stages are mentioned below:
Planning: this is the first stage in which performance expectations as well as the goals for teams
and individuals are set in order to channelize their efforts for accomplishing organizational
objectives. This stage involves measures that will be utilized to identify whether goals and
expectations are being met. including team members in the process of planning help supervisees in
understanding the goals of company, the things which required to be done, the reasons for doing
them and the manner in which these must be done.
Monitoring: this is the second stage which means consistent measurement of performance and
administering ongoing feedback to supervisees on their progress towards their goals. This stage of
performance management provides an opportunity for supervisors to check how supervisees are
doing and to determine and resolve the issues early.
Developing: this stage means maximizing the capacity of supervisees to perform by providing
them with training, assignments etc. Which introduce high level of responsibilities, new skills,
improving work processes and some other methods. The stage assists the supervisor to encourage
as well as strengthen good performance. It also assists supervisees to keep up with transformation
that takes place in workplace in regards to improving the quality of services.
Rating: this is the fourth stage in which the supervisors evaluate the performance of supervisees
against set standards. The actual performance of the team members is measured against the
standard one. According to that, the supervisor summaries that performance and give the rating in
employee’s performance plan.
Rewarding: this is the final stage in which the supervisor provides recognition and incentives to
the supervisees according to their performance and their contribution towards accomplishment of
organizational goals.
4.3 Compare methods that can be used to measure performance
Monitoring means consistently measuring performance and providing ongoing feedback to staff and work groups on their
progress toward reaching their goals. Ongoing monitoring provides the opportunity to check how employees are doing and
Quals Direct Knowledge Task Generated on 08/06/2020
Page 9 of 10
to identify and resolve any problems early. The reason for monitoring is to address marginal performance and provides tips
for supervisors who want to help marginal performers improve.
Developing, supporting and informing through coaching, team processes and other learning means increasing the capacity
to perform through training, giving assignments that introduce new skills or higher level of responsibility, improving work
processes, or other methods. Development efforts can encourage and strengthen good performance and help employees
keep up with changes in the workplace.
Rating, at this stage reflecting reviewing and feedback periodically formally and informally means evaluating employee or
group performance against the elements and standards in an employee's performance plan, summarizing that
performance, and assigning a rating of record. The supervisor is often in the best position to effectively carry out the full
cycle of performance management. The supervisor may also have the broadest perspective on the work requirements and
be able to take into account shifts in those requirements, USOPM, May 1992.
Reward and recognition and linking to future performance means providing incentives to employees, individually and as
members of groups, for their performance and acknowledging their contributions to the organisation’s goal. The
importance of reward in work play cannot be over though managers need to be careful how they do it or what method is
used. However low employee morale could lead to poor job performance, burnout and increased absenteeism but
employee who feels valued and successful are more likely to pursue advancement opportunities within their current
companies,HearstNewspapers, 2015. SCIE believes a poorly performing team member can take up a great deal of the
team's time and energy.
There are several methods that can be used to measure the performance of employees in an effective way. Some of the methods are
discussed below:
360-degree evaluation: in this method, the feedbacks are gathered from subordinates on the performance of one another.
Please feedback then collected and compile with evaluations of supervisor. They provide an overhead view of roles and
responsibilities of employees on the basis of which the performance of employees is measured.
Management by objectives: this is an another method to measure performance of supervisees in supervisory role. This
method initiates with determining the goals of employees and from that point, the supervisor and supervisee list the resources
which are required to accomplish the goals. In its next section, the timelines are included for attaining each goal. Throughout
the period of evaluation, the supervisor and supervisee meet to discuss on the progress of the goals and reset them
accordingly if required.
Above mentioned are the methods that can be used to measure the performance at workplace. 360-degree feedback approach does
not concern itself with the end objective of work, whereas management by objectives initiate with a reminder in the goals of
employees. Both the approaches are effective in measuring the performance. Apart from these methods, positive comments from
individuals and families regarding the services provided to them will also help supervisor in measuring the performance.
Page 9 of 10
to identify and resolve any problems early. The reason for monitoring is to address marginal performance and provides tips
for supervisors who want to help marginal performers improve.
Developing, supporting and informing through coaching, team processes and other learning means increasing the capacity
to perform through training, giving assignments that introduce new skills or higher level of responsibility, improving work
processes, or other methods. Development efforts can encourage and strengthen good performance and help employees
keep up with changes in the workplace.
Rating, at this stage reflecting reviewing and feedback periodically formally and informally means evaluating employee or
group performance against the elements and standards in an employee's performance plan, summarizing that
performance, and assigning a rating of record. The supervisor is often in the best position to effectively carry out the full
cycle of performance management. The supervisor may also have the broadest perspective on the work requirements and
be able to take into account shifts in those requirements, USOPM, May 1992.
Reward and recognition and linking to future performance means providing incentives to employees, individually and as
members of groups, for their performance and acknowledging their contributions to the organisation’s goal. The
importance of reward in work play cannot be over though managers need to be careful how they do it or what method is
used. However low employee morale could lead to poor job performance, burnout and increased absenteeism but
employee who feels valued and successful are more likely to pursue advancement opportunities within their current
companies,HearstNewspapers, 2015. SCIE believes a poorly performing team member can take up a great deal of the
team's time and energy.
There are several methods that can be used to measure the performance of employees in an effective way. Some of the methods are
discussed below:
360-degree evaluation: in this method, the feedbacks are gathered from subordinates on the performance of one another.
Please feedback then collected and compile with evaluations of supervisor. They provide an overhead view of roles and
responsibilities of employees on the basis of which the performance of employees is measured.
Management by objectives: this is an another method to measure performance of supervisees in supervisory role. This
method initiates with determining the goals of employees and from that point, the supervisor and supervisee list the resources
which are required to accomplish the goals. In its next section, the timelines are included for attaining each goal. Throughout
the period of evaluation, the supervisor and supervisee meet to discuss on the progress of the goals and reset them
accordingly if required.
Above mentioned are the methods that can be used to measure the performance at workplace. 360-degree feedback approach does
not concern itself with the end objective of work, whereas management by objectives initiate with a reminder in the goals of
employees. Both the approaches are effective in measuring the performance. Apart from these methods, positive comments from
individuals and families regarding the services provided to them will also help supervisor in measuring the performance.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 10 of
4.4 Describe the indicators of poor performance
Some times as a supervisor or line manager from experience you can feel isolated when dealing with persistent poor
performance. This is so even when senior manager gets involve in supportive. For example, a situation where I have been
trying to improve carer’s reporting attitude and it so frustrating that even with the support of my manager this has not
seem to improve. It has it yet to be seen by some as a culture they should imbibe. In most cases as line manager we feel
we are to blame for poor performance, as line managers are expected, either overtly or unintentionally, to contain
persistent poor performance because manager believe this should or should have been identified during recruitment
process and supervisions. Although supervision can be used to support performance and to challenge poor performance
through: In my practice, there are ways we use supervision to support performance ie identifying aspects of practice that
staff are having difficulties and ways to support and improve, identifying and reiterating companies’ philosophy and
supporting staff on how to behaviour and work towards the philosophy as well using a group or individual staff as a point of
reference for others as well as meeting other line managers and staff to discuss their collective task, share skills and offer
encouragement to each other, can be particularly helpful in this area. This can be formal or informal.
Career development plan is another means where in practice we support performance through supervision. Staff at their
first supervision together with their supervisor sets a target or goal. Therefore, at the second supervision staff receives
feedback and is achievement is discussed and goals are set again with supportive means discussed.
Supervision can also be used to challenge poor practice. This can be done by identifying where staff is lacking behind and
having difficulties following policies and procedures. During supervision this can be challenged and support provided on the
best practice. During this meeting we try to reach an agreement around the poor performance to develop an
understanding of what might be causing the poor performance. We Agree performance objectives, these should be SMART
(specific, measurable, achievable, relevant and time specific). The objectives should be set which are realistic and
achievable ensuring that the employee understands what is required of them, for example staff must not fail to report any
No Entry in the next 3 months, Staff must not be late to any client in the next 3 months, staff must not work alone using
hoist in the next 3 months and staff must complete reading 6 policies and procedures in the next 3 months. This is use to
challenge poor practice of staff who do not care about their career development and about the health and safety of their
clients, Attitude to work, e.g. poor interpersonal skills, lack of commitment and drive, frequent mistakes, not following a job
through, unable to cope with instructions given.
Your assessor is happy with your answer to the above question.
4.5 Explain how constructive feedback can be used to improve performance
Effective feedback, both positive and negative, is very helpful. Feedback is valuable information that can be used to make
important decisions affecting service provided or client experience. Top performing companies or staff are top performing
because they consistently search for ways to make their better best. Continuous improvement is not just a showy
catchphrase. It’s a true focus based on feedback from across the – customers, clients, employees, suppliers, and
stakeholders. Effective feedback has benefits for the giver, the receiver, and the wider organization. Here are some reasons
I give feedback.
Feedback is effective listening. Whether the feedback is done verbally or via a feedback survey, the person providing the
feedback needs to know they have been understood (or received) and they need to know that their feedback provides
some value. This is also why when conducting a survey, we always explain why respondents’ feedback is important and
how their feedback will be used.
Feedback can motivate. By asking for feedback, it can actually motivate employees to perform better. Employees like to
feel valued and appreciate being asked to provide feedback that can help formulate business decisions, make their work
easy and less stressful and feel part of the organization. And feedback from client, suppliers, vendors, and stakeholders can
be used to motivate to build better working relations
Feedback can improve performance. Feedback is often mistaken for criticism. In fact, what is viewed as negative criticism
is actually constructive criticism and is the best kind of feedback that can help to formulate better decisions to improve and
increase performance.
Feedback is a tool for continued learning. Invest time in asking and learning about how others experience working with
your organization and clients. Continued feedback is important across the entire organization in order to remain aligned to
goals, create strategies, and services improvements, improve relationships, and much more. Continued learning is the key
to improving, Susan E., 2015.
Page 10 of
4.4 Describe the indicators of poor performance
Some times as a supervisor or line manager from experience you can feel isolated when dealing with persistent poor
performance. This is so even when senior manager gets involve in supportive. For example, a situation where I have been
trying to improve carer’s reporting attitude and it so frustrating that even with the support of my manager this has not
seem to improve. It has it yet to be seen by some as a culture they should imbibe. In most cases as line manager we feel
we are to blame for poor performance, as line managers are expected, either overtly or unintentionally, to contain
persistent poor performance because manager believe this should or should have been identified during recruitment
process and supervisions. Although supervision can be used to support performance and to challenge poor performance
through: In my practice, there are ways we use supervision to support performance ie identifying aspects of practice that
staff are having difficulties and ways to support and improve, identifying and reiterating companies’ philosophy and
supporting staff on how to behaviour and work towards the philosophy as well using a group or individual staff as a point of
reference for others as well as meeting other line managers and staff to discuss their collective task, share skills and offer
encouragement to each other, can be particularly helpful in this area. This can be formal or informal.
Career development plan is another means where in practice we support performance through supervision. Staff at their
first supervision together with their supervisor sets a target or goal. Therefore, at the second supervision staff receives
feedback and is achievement is discussed and goals are set again with supportive means discussed.
Supervision can also be used to challenge poor practice. This can be done by identifying where staff is lacking behind and
having difficulties following policies and procedures. During supervision this can be challenged and support provided on the
best practice. During this meeting we try to reach an agreement around the poor performance to develop an
understanding of what might be causing the poor performance. We Agree performance objectives, these should be SMART
(specific, measurable, achievable, relevant and time specific). The objectives should be set which are realistic and
achievable ensuring that the employee understands what is required of them, for example staff must not fail to report any
No Entry in the next 3 months, Staff must not be late to any client in the next 3 months, staff must not work alone using
hoist in the next 3 months and staff must complete reading 6 policies and procedures in the next 3 months. This is use to
challenge poor practice of staff who do not care about their career development and about the health and safety of their
clients, Attitude to work, e.g. poor interpersonal skills, lack of commitment and drive, frequent mistakes, not following a job
through, unable to cope with instructions given.
Your assessor is happy with your answer to the above question.
4.5 Explain how constructive feedback can be used to improve performance
Effective feedback, both positive and negative, is very helpful. Feedback is valuable information that can be used to make
important decisions affecting service provided or client experience. Top performing companies or staff are top performing
because they consistently search for ways to make their better best. Continuous improvement is not just a showy
catchphrase. It’s a true focus based on feedback from across the – customers, clients, employees, suppliers, and
stakeholders. Effective feedback has benefits for the giver, the receiver, and the wider organization. Here are some reasons
I give feedback.
Feedback is effective listening. Whether the feedback is done verbally or via a feedback survey, the person providing the
feedback needs to know they have been understood (or received) and they need to know that their feedback provides
some value. This is also why when conducting a survey, we always explain why respondents’ feedback is important and
how their feedback will be used.
Feedback can motivate. By asking for feedback, it can actually motivate employees to perform better. Employees like to
feel valued and appreciate being asked to provide feedback that can help formulate business decisions, make their work
easy and less stressful and feel part of the organization. And feedback from client, suppliers, vendors, and stakeholders can
be used to motivate to build better working relations
Feedback can improve performance. Feedback is often mistaken for criticism. In fact, what is viewed as negative criticism
is actually constructive criticism and is the best kind of feedback that can help to formulate better decisions to improve and
increase performance.
Feedback is a tool for continued learning. Invest time in asking and learning about how others experience working with
your organization and clients. Continued feedback is important across the entire organization in order to remain aligned to
goals, create strategies, and services improvements, improve relationships, and much more. Continued learning is the key
to improving, Susan E., 2015.
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 11 of
It can be difficult identifying your leaning needs even though it can be both fun and challenging as mentioned in J R Soc
Med. 2006 Jan; 99(1): 29–31.
It is also important to support supervisee to identify their own learning needs through 360-degree appraisal. This involves
asking your colleagues to give feedback on your strengths and weaknesses and this goes round and should be balanced,
descriptive, objective and constructive. For example, I can say to the staff you are very patience with your clients and the
really like you but you don’t keep a good note, and you should improve on this. This will help the supervisee understand
that he has a learning need of writing skill or communication skill. Helping the staff identify would also help the staff carry
out self-assessment for example keeping a diary of learning needs that crop up during your working day and those point
can be discussed with supervisor.
Your assessor is happy with your answer to the above question.
4.6 Evaluate the use of performance management towards the achievement of objectives
The mostly managed conflicts during supervision includes staff not achieving set goal and reluctance of staff pursuing career
development. These were handled very well and professional and the outcome was fantastic. Some staff though they
participat in the supervision and together we agreed on some goals and how to support each other in achieving the agree
goals, once the out of the office they seem to forget about it and think is just paper work. In this case of set goal which
included reporting on s every ‘’No Entry’’ this is when a client is not answering the door and you not sure if client is in or not.
The goal was for this staf follow the no entry policies and procedure for every time she encounters this problem for the next
six months’ even if she think the client has gone out if the client is mobile. But within three months this staff missed following
the policy and procedure four times and this was so frustrating to me especially when one resulting to adult social worker
flagging safe guarding alert becaus was reported too late. This staff did not report on site because she believes has gone out
as client is mobile and has gone out a couple of days before and she (staff) waited and client came and met her and let her
into the flat. For the four times the staff missed reporting on site she was invited office to office for a meeting and to reiterate
the goal and she was asked to read the policy again and to summary her understanding and what she has learnt from the
reading. But the last time was when the safe guarding alert was flagged, she was giving a final warning which states
categorically about that next failure to report a No Entry would lead to gross misconduct and tantamount to dismissal. I
obviously didn’t want to let her go, so I had to review the No En Policy with the support of my colleagues and manager. This
was more to date to cover all the excuses and difficulties she has g to why she failed to report on site. I also had to commit
some time to her, monitoring her rota and calling her and her client to ensure she gained access to the property for the next
four weeks after which the next eight weeks went very well not failure to report any concerns about services user let alone
‘’No Entry’’ and her next goal was identified in next supervision and previous seen as achieved.
In another case with another staff was his unwillingness take advantage of personal or career development. He never turns up
supervision on time and never serious about setting goals and working towards achieving them and doesn’t believe in
supervisi He feels he can’t be ‘’bothered to study, thinks is too late and doesn’t see himself becoming anything else other
than a carer’’ s said Ok, but how about being the best carer, gaine recognition from your company and community and who
knows nationally. H laughed, and asked how is that possible? I asked him have you heard of people facing legal actions or
being sacked for bad practice on medias? He said yes. So I said then you must have heard of people being recognized for
their good work in health a social care. He said yes. So I asked him where he would like to start? He said recognition from his
organization. I said good. Th let start working on achieving this. First you will have to make yourself available for all
supervisions, together we have to agree and work on what you goal should be for the next three, six and 12 months. We both
agree on how to support you to achieve these set goals and these will be monitored and at the end we will check what impact
your achievement has on you and your clients. After the first two supervisions which is six months set goals were achieved
and the staff is currently doing Care certific and QCF 3. The staff is doing very well and is now recognized as one of the most
reliable care staff in my organization. The con in these two cases were resolved without mediation or third party, so that was
an achievement too as ability to manage and resolve conflict remains a key issue in staff management SCIE.
Reference:
Bogo, M. et al. (2011) ‘Interprofessional clinical supervision in mental health and addiction: toward identifying common elemen
The Clinical Supervisor, vol 30, no 1, pp 124−140.
Bogo, M. and McKnight, K. (2006) ‘Clinical supervision in social work: a review of the research literature’, The Clinical Superviso
vol 24, nos 1−2, pp 49−67.
Supporting information and guidance: Supporting effective clinical supervision. CQC, 2013.
https://www.opm.gov/policy-data-oversight/performance-management/performance-management-cycle/rating/360assessment
www.love2reward.co.uk
www.scie.org.uk
Your assessor is happy with your answer to the above question.
Page 11 of
It can be difficult identifying your leaning needs even though it can be both fun and challenging as mentioned in J R Soc
Med. 2006 Jan; 99(1): 29–31.
It is also important to support supervisee to identify their own learning needs through 360-degree appraisal. This involves
asking your colleagues to give feedback on your strengths and weaknesses and this goes round and should be balanced,
descriptive, objective and constructive. For example, I can say to the staff you are very patience with your clients and the
really like you but you don’t keep a good note, and you should improve on this. This will help the supervisee understand
that he has a learning need of writing skill or communication skill. Helping the staff identify would also help the staff carry
out self-assessment for example keeping a diary of learning needs that crop up during your working day and those point
can be discussed with supervisor.
Your assessor is happy with your answer to the above question.
4.6 Evaluate the use of performance management towards the achievement of objectives
The mostly managed conflicts during supervision includes staff not achieving set goal and reluctance of staff pursuing career
development. These were handled very well and professional and the outcome was fantastic. Some staff though they
participat in the supervision and together we agreed on some goals and how to support each other in achieving the agree
goals, once the out of the office they seem to forget about it and think is just paper work. In this case of set goal which
included reporting on s every ‘’No Entry’’ this is when a client is not answering the door and you not sure if client is in or not.
The goal was for this staf follow the no entry policies and procedure for every time she encounters this problem for the next
six months’ even if she think the client has gone out if the client is mobile. But within three months this staff missed following
the policy and procedure four times and this was so frustrating to me especially when one resulting to adult social worker
flagging safe guarding alert becaus was reported too late. This staff did not report on site because she believes has gone out
as client is mobile and has gone out a couple of days before and she (staff) waited and client came and met her and let her
into the flat. For the four times the staff missed reporting on site she was invited office to office for a meeting and to reiterate
the goal and she was asked to read the policy again and to summary her understanding and what she has learnt from the
reading. But the last time was when the safe guarding alert was flagged, she was giving a final warning which states
categorically about that next failure to report a No Entry would lead to gross misconduct and tantamount to dismissal. I
obviously didn’t want to let her go, so I had to review the No En Policy with the support of my colleagues and manager. This
was more to date to cover all the excuses and difficulties she has g to why she failed to report on site. I also had to commit
some time to her, monitoring her rota and calling her and her client to ensure she gained access to the property for the next
four weeks after which the next eight weeks went very well not failure to report any concerns about services user let alone
‘’No Entry’’ and her next goal was identified in next supervision and previous seen as achieved.
In another case with another staff was his unwillingness take advantage of personal or career development. He never turns up
supervision on time and never serious about setting goals and working towards achieving them and doesn’t believe in
supervisi He feels he can’t be ‘’bothered to study, thinks is too late and doesn’t see himself becoming anything else other
than a carer’’ s said Ok, but how about being the best carer, gaine recognition from your company and community and who
knows nationally. H laughed, and asked how is that possible? I asked him have you heard of people facing legal actions or
being sacked for bad practice on medias? He said yes. So I said then you must have heard of people being recognized for
their good work in health a social care. He said yes. So I asked him where he would like to start? He said recognition from his
organization. I said good. Th let start working on achieving this. First you will have to make yourself available for all
supervisions, together we have to agree and work on what you goal should be for the next three, six and 12 months. We both
agree on how to support you to achieve these set goals and these will be monitored and at the end we will check what impact
your achievement has on you and your clients. After the first two supervisions which is six months set goals were achieved
and the staff is currently doing Care certific and QCF 3. The staff is doing very well and is now recognized as one of the most
reliable care staff in my organization. The con in these two cases were resolved without mediation or third party, so that was
an achievement too as ability to manage and resolve conflict remains a key issue in staff management SCIE.
Reference:
Bogo, M. et al. (2011) ‘Interprofessional clinical supervision in mental health and addiction: toward identifying common elemen
The Clinical Supervisor, vol 30, no 1, pp 124−140.
Bogo, M. and McKnight, K. (2006) ‘Clinical supervision in social work: a review of the research literature’, The Clinical Superviso
vol 24, nos 1−2, pp 49−67.
Supporting information and guidance: Supporting effective clinical supervision. CQC, 2013.
https://www.opm.gov/policy-data-oversight/performance-management/performance-management-cycle/rating/360assessment
www.love2reward.co.uk
www.scie.org.uk
Your assessor is happy with your answer to the above question.
Quals Direct Knowledge Task Generated on 08/06/2020
Page 12 of
Page 12 of
1 out of 12
Related Documents
Your All-in-One AI-Powered Toolkit for Academic Success.
+13062052269
info@desklib.com
Available 24*7 on WhatsApp / Email
![[object Object]](/_next/static/media/star-bottom.7253800d.svg)
Unlock your academic potential
© 2024 | Zucol Services PVT LTD | All rights reserved.