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This training should be identified at the annual appraisal and then reviewed at supervision where positive/negative feedback can be given as appropriate to show how any training received is incorporated into the job role whereby Improving knowledge skills and best practice. In addition to this, all new and unqualified staff must complete Induction training to Skills for Care specification within SIX weeks of appointment.

The learning achieved through this training will enable new employees to provide the required quality of service to the clients and therefore meet their needs as set out in their individual care plans. Not only is continual personal development training essential it is in line with legislation and The Essential Standards for Quality and Safety. 1. 2 Analyses potential barriers to professional development There are numerous potential barriers to professional development such as; Personal (social, emotional barriers)

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Time pressures (family or other commitments) Time management Financial barriers if self-funding/or barriers if the organization do not have the funds for staff training Organizational barriers (staffing levels and not enough cover) Work pressures can I get the time off, will it increase my workload) Senior management Compare the use of different sources and systems of support for professional development There are numerous different sources and systems of support for professional development.

Here are some listed below; Appraisals and supervision sessions for 1-1 with line manager Colleagues/ supervisors/mentors can give advice ND support Team meetings for consultation and gaining Information Training courses/conferences Organizational support for personal development that links with business plans/ organizational goals Internet/library/media Television/ news bulletins on reports/legislation The organizational policy and procedure manual The Care Quality Commission for advice/lamination The Essential Standards of Quality and Safety manual codes of practice (MAC and GIGS) The advantages of team meetings is that there is chance for all staff members for active participation and them to have a creative discussion about any concerns or issues raised which then can be resolved as a team effectively. However, a disadvantage of this could be conflict or disagreement between staff members and this could make team meetings uncomfortable for other staff. In comparison to more effective as each individual has their own opinions and ideas that can be shared with the manager and also they feel more at ease maybe to talk individually then In a team as some staff maybe agree or disagree.

The manager then has the ability to gather all information from each staff and make his final decision. A good supervision can assist the manager to get the best out of the staff. This can also improve the staffs understanding and their practice. The importance of supervision is also for building emotional resilience where the Job can get very stressful and sharing your thoughts to the manager can be effective and assist with continuing your role. In comparison to team meetings this requires more time for organizing the meeting and sending memos in advance ensuring all staff to attend however, individual supervisions can be called at any time during working hours. 1. Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date Factors to consider: Is the training relevant to the Job role, for example if you are career then you are required to attend training that concerns how to provide care for the service users and to understand illness such as dementia and Parkinson. In comparison to training for budget and finance for a deputy and home manger Job role. Is it cost effective and practicable, can you afford to pay staff if they have a day off to attend the training? Ensuring the day is convenient for all staff would be impossible as there would have to be more than one day session so that all staff can attend.

Will it benefit me and my continuous personal development (CUP) Will it benefit the team and ultimately the service users Do I have the time/money/resources to complete Is this particular training course the best I can find or would another training provider deliver more effective training. There are various factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date which are stated above. Ultimately updating your knowledge is vital and is certainly an on-going process for all the team as one cannot seem to know everything. Some ay understand it better than others this provides a chance for them to discuss it together so others can understand it in a simpler way. But the above factor such as time and budget could have an effect for this. For example smaller business may not have funding for further training for the staff such as CUFF.

Staff maybe very interested in furthering their knowledge and are willing for this to have a chance for career progression however this limits them and only option is to do it privately. Some can and cannot afford to do this. 2. 1 Evaluate own knowledge and performance against standards and benchmarks The essential standards and benchmarks consist of; The code of practice for social care workers, Social care workers must be held responsible for the quality of their work and take accountability for sustaining and improving their knowledge and skills. National Occupational Standards (NO’S) describe a paramount practice by bringing together skills, knowledge and values.

NO’S are respected and valued tools to be used as benchmarks for qualification as Essential Standards for quality and safety which states you can trust to be cared for by qualified staff. This includes the service user’s health and welfare needs and acquirement are met by staff whom are appropriately qualified. In addition the service user will be looked after by staff whom are well managed and have the opportunity to develop and improve their skills. Care Standards Act 2000 (CSS) created a new regulatory framework for all regulated social care and independent health care services. The act has two central aims they are to protect vulnerable people from abuse and neglect and to promote the maximum standards of quality in the care that the service user can receive.

By following these standards at your work place you can be positive that you are ensuring the best practice possible. This is used to sustain quality as it can be used as a benchmark. This will enable a care home to be effective and to provide the best possible service for the residents and the staff. This is done by analyzing the way you work and how you can identify you key strengths and weaknesses and work on them. As a Senior Healthcare Assistant, I have a responsibility to participate in the continuous development. By this I mean taking action to keep my working knowledge and skills up to date and seek to improve my responsibilities across the multiple tasks I carry out in my daily Job.

The importance of reflecting and evaluating on what you are doing, is a vital part of the learning process. The development of the capacity to reflect in action (while doing something) and on action (after you have done it) has become an important feature of professional training programmer in many disciplines, and its encouragement is seen as a particularly important aspect of the role of the mentor of the beginning professional. For example, upon qualification all senior are accountable to have some sort of qualification is regards to medication such NV 2 and 3 in health and social care. This sets out the benchmarks and standards for care workers which must be followed to continue good practice.

Another example is my working towards completing my CUFF level 5, this is me updating my working knowledge and skills to further my career in care also to understand even better to provide great standards of care. In addition also attending training to update on current practices such as the SF (Gold Standard Framework) or Palliative care. These kind of training has new and updated ways to providing this services and is crucial for us to know I order to maintain the care we provide. Continually improving my knowledge is vital to my Job role and this ensures that I have the appropriate skills and abilities needed to fulfill my duties and provide the best service for the clients.

Personal and professional development embraces a range of approaches to learning that connect planning, based on an individual’s goals and intentions for learning or achievement, doing, recording thoughts, ideas, experiences, in order to understand and evidence the process and results of learning and reflection, involving reviewing and evaluating experiences and the results of learning. These approaches are often linked to key organizational objectives which determine the activity or approach for development. 2. 2 How to priorities development goals and targets to meet expected standards I would consider the goals and targets and decide whether or not they are relevant and are they a requirement for myself or the team to complete.

This was done recently when one of the staff who had recently completed her Level 3 Health and considered her own CUP, I also had to consider the CUP of others in the team who had not yet completed Level 3 and it was required for them to do so. As the resources were not available at that time for all training I had to priorities what was necessary and ask her to wait until either funding became available or the organization had more money available to pay for training. I have priorities my own development as my organization could not fund my training for me, therefore I had decided to self- fund this training for my own development and goals to progress further in my career.

Using my working skills and knowledge as a senior care assistant is facilitating me to achieve this goal and complete this course. This is also the expected tankard if I want to further my career towards being a deputy manager plus my three years of being a senior care assistant, these experienced combined will enable me to achieve working at a more senior position. 3. 1 Select learning opportunities to meet development objectives and reflect personal learning style An example of this would be the development of individual staff via supervision and appraisal. The development objective would meet the objectives of the organization/care provider.

There will be some staff who wish to progress to management position and if this is thin their capabilities it will be discussed at appraisal and a suitable plan for development will be implemented. This may include management training and extra responsibilities may be delegated to them. My personal learning style can be categorized under interpersonal, interpersonal and verbal linguistics. Interpersonal intellect is more about the social interaction and understanding those around you and their emotions and perspectives. This is a more a subjective approach of working, as I’m currently working as a senior assistant it is crucial to considering hose things as well as understanding certain situations. I feel this works well and is important when managing relationships with and between the staff members.

This is also an ideal way for negotiating conflict between staff and between staff and residents. This could put into practice by giving and receiving feedback from staff, residents and families. When working on a large project for example you can use your social abilities to divide up tasks and understanding all aspects of it. For example this could care plans and risk assessments as there are 40 residents on my lour but it is impossible for one senior to review all care plans therefore this task is equally shared between two seniors. To be a senior staff is also a part of mentoring the care staff too this is known as active learning, which is also a part of their own development as well as mines for managing and mentoring them.

Interpersonal intellect is also an achievement for personal satisfaction as it connects with who you are and how you feel and knowing your strengths and weaknesses. This certainly involves is making decisions and self-management too. This could be put into reactive by setting up goals for yourself and monitor your improvement frequently. Verbal linguistics is another learning style which is associated with using words appropriately for reading, writing reports, listening and speaking. This could be using words to explain a complicated situation at work with the families of a resident for example. Even asking questions ensuring you are choosing your words carefully and collecting information from a question and answer exchange, this could between the staff and the manager. Purport To plan traditional training of work skills and capabilities that links to organizational performance improvement I must first identify the organizational performance needs, gaps, and priorities. These are examples of typical training drivers which give rise to training needs. It is rare to use all of these aspects in determining training needs, rather I would select the ones which are most appropriate to my own situation, the training which will produce the most productive and cost-effective results, in terms of business performance and people-development This may be formal and/or informal learning opportunities to meet identified goals, targets and objectives for personal development e. . Being mentored or coached, shadowing another more experienced manager, condiment to another organization or satellite premises.

I may consider accredited and non-accredited courses that would enhance my management skills and styles and give me a required management qualification I would identify and consider my own preferred learning style and recognize this within the plan; I would then consider how to evaluate my own training plan: develop a timeshare, also monitoring and review of plan. Collecting evidence of achievement and performance, self-assessment against arrests, I would validate the plan with my chosen mentor, colleague or manager. This could be done during informal meetings or more formally at a supervision meeting where the results of my training evaluation would be fully documented. 3. Establish a process to evaluate the effectiveness of the plan Reflective practice can influence my future performance; through reflective writing, keeping diaries, documenting my achievements and any mistakes; how I can influence others through learned theories applied to my practice Evaluation: can be formal and informal valuation – self-assessment using personal documentation; assessment by others e. G. Supervisors, and colleagues. Ongoing evaluation can be achieved by using own criteria as evidence milestone assessment, against personal development plan (PDP); feeding results of evaluation into PDP to establish cycle of continuous improvement. 4. 1 Compare models of reflective practice What is essential of on what you are doing, as part of the learning procedure, has been highlighted by various investigators. Reflective Observation is the second stage of Kola learning cycle. Donald Such¶n (1983) proposed that the capability to reflect on action was to participate in the process of continuous learning.

He stated the term “battery model”, this means how students use to charge up with working knowledge in schools and trainings so that they can be discharged when they are ready for the world of work. This theory also applies to how education is a part of preparing for the world of workforce, this is also known as Marxism. (Donald, S. (1983) Reflective Practice [online] Available at: http://www. learningandteaching. Info/learning/ reflects. HTML [Accessed on 19 April 2014] In comparison to reflect in action “(while ongoing something) and on action (after you have done it)” has developed into an imperative factor of professional training programmer in several disciplines, and its reinforcement is seen as a predominantly central aspect of the role of the mentor of the beginning professional. (Donald, S. 1983) Reflective Practice [online] Available at: http://www. learningandteaching. Info/learning/reflects. HTML [Accessed on 19 April Personal and professional development holds a variety of methods to learning that connect planning, grounded on an person’s goals and “intentions for learning or achievement, doing, recording thoughts, ideas, experiences, in order to understand and evidence the process and results of learning and reflection, involving reviewing and evaluating experiences and the results of learning”. These methods are regularly connected to key organizational objectives which control the activity or method for development. (Donald, S. 1983) Reflective Practice [online] Available at: http:// www. learningandteaching. Info/learning/reflects. HTML [Accessed on 19 April 2014] 4. 2 Explain the importance of reflective practice to improve performance Reflective reactive is an approach to learning that will allow an individual to transfer knowledge and skills to new and unfamiliar contexts. The application of knowledge to practice can support development and enable the learner to arrive at the unconscious competence stage of learning. In the main we benefit from our prior experiences. People improve in their ability to learn new skills more proficiently because of prior practice on a series of related tasks.

A reflective approach to learning will support this process further and enable knowledge transfer to take place. This is one of the unifies of work-based qualifications such as an NV/CUFF Diploma. Rather than sitting in a classroom trying to absorb what the trainer is trying to teach, we are encouraged to use our own work as evidence of good practice. This evidence can be gained through what we have already written; this may be in a service user’s notes/ care plan or a reflective diary etc… Or it may be achieved by an assessor observing you in your day to day work activities. In whichever way it is achieved, the object is to look at your own practice and learn from it.

Did we get it right or could it be done differently next time? Through reflective practice we can identify skills and knowledge that we maybe were not aware that we had gained. Through personal and professional development we can perhaps then transfer this experience and competence within the role, to new and unfamiliar roles and responsibilities. 4. 3 Use reflective practice and feedback from others to improve performance Self- assessment can contribute to both “a process of learning and an assessment product”. Self-assessment can be utilized in an informal way to motivate staff to focus on about their work and what they know in particular areas of work or subjects.

As reflection and self-assessment can be articulated in many forms and used as proof of change. “Qualitative observations might be written in a learning diary or portfolio. Peer assessment is a particularly useful device for supporting reflective practice, because of its focus on dialogue and shared interpretations of teaching and learning between staff’. This could be a vital way of learning about yourself from each other’s feedback which is provided by our peers. They could notice certain things which we cannot see ourselves. Therefore, using this type of approach, the staff/colleagues are encouraged to make subjective comments about their peers work. By doing this we each other to make our own improvements for self-reflection. Reflective practice is a requirement of NV and also supports any learning which has taken place, supporting the application of knowledge to practice”. CHUCKLE, (2010) Personal Development Planning [Online] Available at: http://www. Chuckle. AC. UK/resources/ personal-development-planning/teaching/[Accessed 19 April 2014] 4. 4 Evaluate how practice has been improved through: Reflection on best practice Reflection on failures and mistakes The principles of reflective practice should always be: Can we do better? In what ways can we improve upon our services and provision? We should never become complacent in our roles and think we are so good at our Jobs that there is no room for improvement, for there are always changes to be made and new things, practices and legislation to learn.

Examples of this is I believe now reflected in my team with whom I work, we have a good working relationship developed from my strong and clear leadership skills. I operate an open door policy and I try to listen to the team and compromise and accommodate their ideas and quests where possible, without compromising the objectives of the organizational core values and mission statement. By reflecting on the way I work I now realist that as much as being a supportive and approachable colleague it is also essential to be stern and not try to be too nice all the time. This requires me to keep a professional distance from the team and remember that I’m not one of the careers and to be more authoritative. This would ensure best practice and less time chatting and more focused on the Job we are doing.

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I think it is important to continually improve knowledge and practice as things change very quickly within organisations, there are always new things to be learnt on everything that we do, sometimes the changes are made for the better to make peoples jobs easier, other times changes are made to keep up with new technology, policies or new information that has come to light recently.

Having up to date knowledge is important for you as an individual but also for the organisation to have an employee who continues to develop in their area of expertise, in my opinion there is not one chosen subject where you will know everything, each one of us continues to learn daily. It is important that as new information comes out staff are made aware of this and continue to improve their knowledge on a regular basis.

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It is important to continually improve knowledge and practice to ensure that you are able to advise and guide staff as and when required, this knowledge can be passed down the chain to new staff or existing staff when policies or procedures change. Ensuring that you are up to date and improving on practise is as equally important as knowledge, policies and procedures change rapidly within organisations and it is important to follow these and be up to date to ensure safe working and understanding of practice, as well as being able to share this information with colleagues, clients and external partners.

Potential barriers to professional development within organisations could be budget restraints: this isn’t an issue within my own organisation. The only barriers I can really identify within my own organisation are that the are only 3 management roles therefore for an employee will only progress into a senior role if a manager leaves, managers are very happy within their roles and staff retention isn’t an issue.

Other potential barriers to professional development could be the staff member’s unwillingness to learn, or training providers identified not being particularly good at what they do thus the course not giving the learner the information or guidance that they need to develop in the right way. It is very important to identify providers with a good reputation for delivering good training sessions and having good materials to enable them to do this. Within my organisation we use supervision, yearly appraisal and weekly team meeting’s to identify personal development.

Personal development is measured more personally during supervision and appraisal’s than it is during team meetings, team meetings measure development needs of the business as a whole rather than individuals. Each staff member who has recently undertaken training is expected to feed back to the team what they have learnt and are also required to complete a training evaluation form this enables managers to look at courses attended, what staff have gained from this in terms of knowledge and understanding and identify if this provider would be used again.

The different sources and systems used to measure professional development have been outlined above but to refresh we use supervision, appraisal and personal development folders as well as team meeting’s to feedback and discuss organisational development needs. It is important for all staff to have a professional development plan to work towards and this enables continued learning.

The different sources and systems used to support professional development tend to work well within our team as we are able to measure identified development needs on a regular basis, we also feed back to the team weekly during team meetings on any training attended. Supervisions tend to work well for monitoring and measuring identified training needs for professional development. Appraisals work well for professional development to be discussed at great length, training needs identified are discussed and courses identified, feedback from colleagues is shared with staff and discussions take place around this.

Partner agencies are also invited to provide input on professional development for staff members. Factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date are individual development needs, ever changing policies and procedures along with staff members chosen area of expertise such as education, training and employment, health, child sexual exploitation, parenting, self care and practical skills, budgeting and benefits and drugs and alcohol. It is important for staff knowledge to be kept up to date to ensure best practice.

For myself I have identified learning opportunities to meet development opportunities by way of identified training courses, I am able to reflect on my learning style and tend to learn better if I am in a practical setting as apposed to a class room setting. I am able to adapt easily and tend to pick things up very quickly, I prefer to be set tasks to complete to show that I fully understand what is being asked of me and also prefer time scales to be set in which to complete tasks or objectives within.

All staff have different learning styles and I believe that this needs to be taken into consideration when looking at professional development needs as this will have an impact if you do not match the learning style to the identified need. I have produced a plan for my own professional development by way of yearly appraisal, training needs and areas of development have been discussed and identified with myself and my line manager.

Appropriate source of support has been used by identifying appropriate training courses and attending, I have also sought support from my line manager if I am unsure if the identified course will be appropriate for the identified professional development need. I also use my personal development folder to regularly monitor my own progress against my objectives set. The plan is reviewed 6 weekly at supervisions: training needs are reviewed and completed if appropriate.

I am able to speak with my line manager on a more frequent basis if required in regard to booking identified training courses Compare models of reflective practice I feel that it is important to reflect on your own practice to continually improve performance, we all learn through making mistakes and it is good to acknowledge when this happens. I have made mistakes in the past where I haven’t dealt with a situation particularly well, after the event I reflected on my decisions and what I could do differently next time, I think t is important to reflect on practice even if you decide that you made the right decision first time around. Within my organisation we use 360 feedback forms for all staff including managers, staff are asked to comment on strengths and skills, area’s for development and performance for each individual that the form is completed for, this is then used at 3,5 and 12 monthly reviews with each staff member. I am able to evaluate how my practice has improved by looking through the last 2 years of appraisals, objectives set and complete and also supervisions that have taken place at 6 weekly intervals.

I have attended a number of training courses over the past 2 years that are relevant to my job role and the environment for which I work also inline with professional development needs set within the period. Recently I attended Human Rights Assessment training presented by our local social services department, this training is in line with recent changes to legislation that Unaccompanied Asylum Seekers who are all rights exhausted should undergo a human rights assessment and be returned to their home countries where appropriate, I feed back to the team how this would affect our current and future client group.

I am able to reflect on failures and mistakes and feel that it is important to reflect on mistakes made as this is where a lot of learning comes from, failures covers a range of things and isn’t really a word that I like to use within the environment that I work. If there were to be ‘failures’ reflecting on these situations and why they occurred would be important to ensure if changes could be made to prevent this from happening in the future that they are made inline with failure and working practice identified.

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