- 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
7.4 Learners promote a culture where attitudes and approaches ensure concerns and complaints directly influence service improvement
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 5: Person-centred practice for positive outcomes
LO7: Lead practice in managing concerns and complaints in adult care
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7.4 Learners promote a culture where attitudes and approaches ensure concerns and complaints directly influence service improvement
Learners promote a culture where attitudes and approaches ensure concerns and complaints directly influence service improvement. In this type of culture, individuals feel free to share their thoughts and suggestions openly with management in the hope of achieving continuous improvement.
Such a culture is beneficial for both the learners and the health and social care organization as a whole. The learners are given an opportunity to voice their opinions and contribute to the improvement of their learning experience, while the organization benefits from receiving feedback on its services that can be used to make positive changes. Creating and fostering such a culture takes time and effort, but it’s well worth it in the long run. This can be achieved by:
- providing learners with a structured opportunity to give feedback in the form of surveys, focus groups, discussions, etc.
- involving management early in the process so they are not caught by surprise when the learners have something to say
- ensuring that learners know exactly who to go to with their feedback and concerns
- when learners have something to say, utilize a process that will give their complaint or concern the best chance of being heard by the right people quickly and effectively.
Some respondents to this plan felt that it might be too demanding for many services in terms of time and resources required. In order to maintain commitment from all parties, it is important that the learners are given an opportunity to voice their opinions in a structured way. This will give them confidence in the process and increase their willingness to use it in the future if necessary.
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In order to maintain commitment from all parties, it is important that the learners are given an opportunity to voice their opinions. In a structured way, this will give them confidence in the process and increase their willingness to use it again if necessary.
Many respondents felt that creating a culture where complaints directly influence service improvement requires more time and resources than most providers can afford. However, it is important to remember that this approach enables service improvement by identifying potential problems early on and resolving them before they escalate into crises; the benefits of this outweigh any initial costs.
A culture where complaints directly influence service improvement requires more time and resources than most providers can afford. However, it is important to remember that this approach enables service improvement by identifying potential problems early on and resolving them before they escalate into crises; the benefits of this outweigh any initial costs.
Any concern or complaint raised by a service user is taken extremely seriously and is recorded within our complaints procedure. Wherever possible an attempt is made to resolve the issue immediately. Where this isn’t possible, for example where a learner requires transport or another service user needs attention, an explanation of why this has occurred is given. The nature of the response is recorded and used as part of our quality assurance system.
All concerns and complaints are investigated using systems and processes and outcomes are logged and reported to appropriate bodies. This is one way that we ensure that our products and services meet the high standards that we set for ourselves.
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