- 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
2.6 Factors that can result in a power imbalance in professional supervision and how to address them
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 6: Professional Development, Supervision & Performance Management
LO2: Understand the purpose of supervision in adult care
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2.6 Factors that can result in a power imbalance in professional supervision and how to address them
There are a number of factors that can result in a power imbalance in professional supervision, which can ultimately lead to unethical or illegal behavior. Some of these factors include:
- The supervisor has fewer resources or less authority than the supervisee
- A history of unequal power dynamics between the supervisor and supervisee
- Social/cultural differences between the supervisor and supervisee
- Personal relationships between the supervisor and supervisee outside of work.
This tends to be one of the most common factors that can lead a power imbalance. Supervisors often have more education, experience, and job security than their employees do, which can mean that supervisors have greater access to information and decision-making powers. This difference in power dynamics can make supervisees feel vulnerable or unsure about what actions they can take in a given situation. For example, say a supervisor has told a supervisee to perform an unethical task for their research project. If the supervisee reports this request to their organization’s human resources department, there may be repercussions for the supervisor, but not for the supervisee. In addition, organizations might not be willing to take action because it will require that they get involved in a situation where there’s a power difference between employees.
A history of unequal power dynamics between the supervisor and supervise
Organizations need to have clear policies and procedures in place regarding how supervisors may interact with employees, including actions that are seen by employees as crossing professional boundaries. The best way to avoid this type of power imbalance is for organizations to enforce these policies and hold supervisors accountable when they break them. For example, in one recent case in the United States, a professor was involved in an inappropriate sexual relationship with several students over several years. The school’s investigation found that the professor had violated the faculty handbook, which has zero tolerance for misconduct of any sexual nature. When violations are found, even if they occurred before an employee was hired by the organization, disciplinary measures can be taken against employees.
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Social/cultural differences between the supervisor and supervise
There are often differences in the ways that people from different backgrounds communicate, which can make it difficult for supervisors to establish clear lines of communication with their employees. For example, there may be a tendency for individuals from certain ethnic or socioeconomic groups to value personal relationships with others over getting tasks done efficiently. Similarly, if employees are accustomed to being asked favors by supervisors because it’s normal in their culture, it can be difficult for supervisors to draw boundaries that prevent them from becoming overly involved in employees’ personal lives.
Organizations need to have clear policies and procedures in place so everyone knows what is expected of them. Training programs should be developed to help supervisors identify when they are crossing professional boundaries with an employee, and how they can address any miscommunications when they have occurred.
A personal relationship between the supervisor and supervisee outside of work
An old adage states that “it’s not what you know, but who you know.” Employees may be hesitant to approach their supervisors about ethics violations or other issues because it could jeopardize the relationship they have with that individual. This can create a power dynamic where employees try to avoid their supervisors as much as possible because they don’t want to risk offending them or being seen as a troublemaker.
To address these imbalances, it’s important for organizations to have clear policies and procedures in place that define acceptable and unacceptable behaviors, and ensure that everyone is aware of them. It’s also important for organizations to provide training on these policies, as well as on how to recognize and avoid situations that can lead to a power imbalance.
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