Unit 532 Diploma 5

Topics: Performance management, Team, The A-Team Pages: 11 (3657 words) Published: May 24, 2013
1. Understand the purpose of supervision
1.1 Evaluate the theoretical approaches to professional supervision The theoretical thoughts around supervision come from the student and teacher, the supervisee learning from the supervisor. The apprentice learning from the master of the trade. The general social care council clearly states that:

‘As social care worker, you must be accountable for the quality of your work and take responsibility for maintaining and improving your skills knowledge ‘. In the hierarchy sense the supervisee could have more experience than the supervisor. This would then not seem as teacher student.

What then can the supervisor bring to the supervision? Knowledge and understanding of legislation needed to support the role of supervisee. Supervision allows for the growth of the supervisee, knowledge and understanding of the why and what of supervision allows for supervisor to grow. Stoltenberg and Delworth (1987) believed that if supervisees could start to identify their own strengths and growth areas, they would become accountable for their own lifelong learning as therapists and supervisors, This would mean that with the hierarchal structure of supervision the ‘teacher’ role occurs when the supervisor instructs the supervisee. The purpose of supervision is to enable a worker to carry out their role in an effective way. ‘At its simplest ,supervision is a forum where supervisees review and reflect on their work in order to do better .Practitioners bring their actual work practise to another person (individual supervision ),or to a group supervision ,and with their help review what happened in their practise in order to learn from that experience. Ultimately, supervision is for the better quality of the service ‘, (Carroll, 2007).

1.2 Analyse how the requirements of legislation, codes of practise, policies and procedures impact on professional supervision In the work place there must be clear guidance and policies in place for the worker to be able to understand the process of supervision. The standards set within social care give us clear guidance to what is the legal requirement for supervision .The intention of supervision within a child care setting ,is to ensure our service users have the capacity to lead their lives as fully and as normal as possible . Policies within the work place support the need for the service user to receive the best care .The legal requirements, policies and standards help the manager to address their quality of supervision to allow for the motivation and retianment of staff. The supervisor should support and guide the supervisee in gaining good safe practise, which allows them to keep the service user safe and meet all of the required standards. Objectives of the organisation are a starting point of standards expected by the supervisee. Managers need to have job descriptions of care workers, this allows for the setting of objectives and targets. These needs to be achievable and agreed by supervisor and supervisee, the supervisor must believe the supervisee can achieve these targets. Supervision and appraisal meetings are helpful to both employee and manager in identifying needs early on, to also value the work of the employee. A supervision meeting enable a performance problem to be identified and gives the employee an opportunity to give their feedback. “High quality supervision is one of the most important drivers in ensuring positive outcomes for people who use social care and children’s services. It also has a crucial role to play in the retention and motivation of the work force. “Social care council, providing effective supervision. (2007) The national minimum standards(standard 19 regulation 27 employment of staff ) have improved the care of our service users .The inspection process from Ofsted ensures the performance management framework, supports the care worker through the supervision process. The supervision process should be celebrated and not be seen...

Bibliography: council, G. S. (2010). www.socialcare.org.uk. Retrieved 4.8.12 2012, from general social council.
Mason, J. M. (2008). Leadership and Managment . Derby: Scotprint.
Quallington, T. T. (2012). Level 5 Diploma in Leadership for Health and social care and children and young people services. London: Hodder.
R.C.N. (n.d.). www.rcn.org.uk/development/learning/health clinical supervision. Retrieved Aug 4th, 2012, from www.rcn.org.uk.
skillscare. (n.d.). www.skillforcare.org.uks. Retrieved aug 4th, 2012, from www.skills for care.org.uk.
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