- 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
1.6 Factors to consider when selecting and commissioning activities for keeping knowledge and practice up to date
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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1.6 Factors to consider when selecting and commissioning activities for keeping knowledge and practice up to date
When selecting and commissioning activities for keeping knowledge and practice up to date, there are several factors to consider:
- The relevance of the activity to your work. Make sure that the activity is relevant to your work – you’re more likely to get something out of it if it’s directly applicable.
- The quality of the activity. Make sure that the activity is high quality – good content, well-presented, etc. – so you can be sure you’re getting your money’s worth.
- The format of the activity. Make sure that the format is suitable for you – audio? Video? Text? Interactive? – so you can learn in a way that works best for you.
- The target audience for the activity. Make sure that the format is suitable – e.g., video is not appropriate for children – so you can be confident that everyone who needs to use the knowledge and practice will be able to do so.
- The delivery method of the activity – whether it’s online or offline, in person, etc. Make sure that the format is suitable – e.g., in-person is not appropriate for large groups – so you can be confident that every learner will receive the knowledge and practice in a way that suits them.
- The timing of the activity – whether it’s continuous, periodic, or occasional, e.g., daily, weekly, monthly. Make sure that the timing is suitable – e.g., a daily activity may be overwhelming for a group of learners with a lot of other work pressure – so you can be confident that your learners will have adequate time to learn and practice before forgetting or losing momentum.
- The frequency of delivery – whether it’s occasional, periodic, or continuous. Make sure that the timing is suitable – e.g., you’ll lose momentum if your learners are required to review an activity they did yesterday in order to do today’s activity – so you can be confident that your learners are getting new knowledge and practice at appropriate intervals, not too frequently or too infrequently for them to maintain it.
- The duration of the activity – whether it’s short, medium, or long. Make sure that the timing is suitable – e.g., a 3-day workshop on performing CPR may be overwhelming for learners who are expected to use that knowledge and skills at work the next day – so you can be confident that your learners have appropriate time to learn and practice before forgetting or losing momentum.
- The popularity of the activity – whether it’s new or already well-established. Make sure that the activity is suitable for your learners’ needs – e.g., if you’re working with a group of people who are familiar with an older method, don’t use a newer one as it will cause confusion, etc. – so you can be confident that your learners are receiving the best possible content and practice for them.
- The cost of the activity versus its benefits. Make sure that the activity is suitable for your learners’ needs – e.g., if it’s too expensive, you’re unlikely to get value out of it – so you can be confident that you’re getting value for money.
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