- 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
3.1 Establish an agreement with the supervisee on key areas
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 6: Professional Development, Supervision & Performance Management
LO3: Provide professional supervision
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3.1 Establish an agreement with the supervisee on key areas
When working with a supervisee, it’s important to establish an agreement on key areas. This can help ensure that the expectations of both parties are clear and that the supervisee knows what is expected of them.
Some key areas to consider include goals for the supervision relationship, frequency and duration of meetings, methods of communication, and any specific issues or topics that need to be covered. It’s also important to discuss any boundaries or limits that may exist, such as confidentiality or sharing clinical material.
By discussing these key areas up front, both the supervisor and supervisee can work together more effectively and feel confident in the direction of the relationship.
Establishing an agreement on key areas can help ensure that both parties are aware of expectations and limits. Areas to consider including in the agreement with the supervisee include:
- Goals for supervision relationship
- Frequency and duration of meetings
- Methods of communication (phone, email, Skype, face to face, etc.)
- Issues/topics to be covered during supervision
- Any boundaries or limits that need to be in place (confidentiality, sharing clinical material).
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