- 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
1.5 Potential barriers and constraints in relation to professional development in adult care
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 6: Professional Development, Supervision & Performance Management
LO1: Understand principles of professional development in adult care settings
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1.5 Potential barriers and constraints in relation to professional development in adult care
Continuing professional development is essential for adult care workers to ensure they are up-to-date with the latest methods and procedures. However, there are several potential barriers and constraints that can prevent them from accessing appropriate training opportunities. These include:
- Low morale: workers may feel unappreciated and undervalued, and this can lower their motivation to learn new things.
- Lack of time: many adults with disabilities work part-time in order to fit in training around their other commitments. Training must be flexible enough to accommodate people’s busy lifestyles.
- Resistance to change: people who work with adults with disabilities know that things can be complicated. They might feel over-confident about their abilities and resist the suggestion of any deficits in their performance.
- Lack of training opportunities: there are not enough places on training courses to accommodate all those who want them, which means many adults with disabilities do not receive any formal training.
- Inappropriate training: if people attend a course that is not relevant to their work, they might gain little from it and lose interest in learning.
- Financial factors: Although the availability of funding to support adult care workers in pursuing training varies across Europe, many national governments are increasingly trying to encourage continuing professional development by offering subsidized courses or reimbursing healthcare workers for the cost of self-funded courses. However, there are still very few opportunities for full reimbursement of these fees, according to the findings of a survey carried out by the European Federation for Senior Living (EFSN) in 2010.
- Language barriers: There are numerous examples of language difficulties obstructing professional development within adult care. For example, in Estonia, there are several different languages spoken throughout the country, while Latvia has two official languages – Latvian and Russian – with many locals being fluent in both. In these cases, it is often necessary to find a tutor who can offer language support for those learning a new language as well as the native speakers of the language they are trying to learn.
- Lack of motivation: Motivation among adult care workers may decrease due to the isolation they experience from working alone. Workers may have a lack of appropriate work-related content or be unable to appreciate the relevance of course materials without a better understanding of their role and responsibilities.
Some adult care workers are put off by the idea of attending courses because they believe there is no direct benefit to them, unlike other healthcare professionals who have more contact with their colleagues on a regular basis. This often becomes apparent when adult care professionals try to apply for funding and find there is a lack of information about how their course will benefit other members of the team or organization as a whole.
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