- 2.4 Reviewing available information and making valid decisions
- 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making
- 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing
- 1.1 Elements of management decision-making
- Unit 10- Decision Making in Adult Care NVQ Level 5
- 1.2 Values, belief systems, and experiences affecting working practice
- 2.4 Adapt communication in response to the emotional context and communication style of others
- 1.1 Emotions affecting own behavior and the behavior of others
- 2.2 Providing support to engage others in the decision-making process
- 2.1 Evaluating range, purpose, and situation for effective decision making
- 4.3 Prioritize own development goals and targets
- 4.4 Use personal and professional development planning
- 4.2 Establish own learning style
- 4.1 Evaluate own knowledge and performance
- 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation.
- 4.1 Reasons adult care practitioners need to be aware of national and local requirements that seek to ensure the safety and wellbeing of children and young people.
- 3.7 Demonstrate ways of assessing the effectiveness of risk management practice
- 3.6 Demonstrate positive approaches to risk assessments
- 3.5 Revise plans to take account of changing circumstances
- 3.4 Delegating responsibilities to others
2.2 Develop, implement and evaluate plans to ensure team members have appropriate training, development, and support to promote person-centred practice
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 5: Person-centred practice for positive outcomes
LO2: Manage resources to facilitate positive outcomes for individuals
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2.2 Develop, implement and evaluate plans to ensure team members have appropriate training, development, and support to promote person-centred practice
It is essential to provide team members with the necessary training, development, and support to promote person-centred practices. A well-trained, supported team is able to deliver person-centred care that meets the needs of individuals and their families/.carers. Indication of training, development, and support required should be identified in the person-centred plans.
The following are some examples of areas that may require attention during training, development, and support to promote person-centred practice:
- Awareness on how an individual’s background can influence their health care experience;
- Understanding the individual’s values, beliefs, and preferences;
- Using appropriate language to describe the individual, their health condition, or disability.
Managers have a responsibility to develop, implement and evaluate training plans in order that team members are given the knowledge and resources they need. They are also responsible for ensuring that staff members have the appropriate support to promote person-centred practice. It is not enough to identify what training, development, and support are required. A plan should be developed with clear timelines, responsibilities, targets for achievement by team members including expected contributions from each team member. Plans should take into consideration the different needs of different team members in order for them to be effective.
Managers should assess the effectiveness of training, support, and development activities in order to make adjustments when needed. For example, if progress is not being made managers need to identify barriers that are preventing staff members from completing tasks successfully. When developing a plan it is important to consider how often assessment of progress should take place. Managers may wish to assess the progress of training, development, and support on a continuous basis or at specific points in time such as three months following training.
In many settings, managers will have access to training materials that have been developed by other agencies. Unfortunately, not all organizations have accessible training material available to promote person-centred practices. In this instance, managers may wish to work with their team members in order to develop training materials that are specific to the needs of individuals and families/carers within their organizations.
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