- 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
3.3 Provide constructive feedback that can be used to improve practice
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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3.3 Provide constructive feedback that can be used to improve practice
It is important that the supervisor provides feedback in order to support their learning and development. The supervisor must be able to provide constructive feedback that can be used to improve the learning and development of their supervisee. This may include telling a supervisee when they have done something well or praising them for being able to accomplish a particularly difficult task, but also it means that the supervisor must be prepared to talk about what went wrong in a particular situation and how to improve in the future.
Constructive feedback has been described as:
“A positive, helpful and supportive process that the supervisor uses to assist the supervisee in identifying and clarifying future learning goals, suggesting specific strategies for improvement and making suggestions for further reading.” (Mock, 2014, p. 1)
Every supervisee wants to know when they have done something well and what it is that they can do better in the future. Feedback needs to be seen as a two-way process; both the supervisor and supervisee need to acknowledge the feedback given and use it positively moving forward (Collard & Beadle-Brown, 2009).
If a supervisor uses the feedback session to talk about their supervisee negatively or without giving a “rooting” for a problem, then the supervisee may feel as though they have been placed in a difficult position and will have difficulty thinking of how to change.
Feedback needs not only to be viewed as the supervisor talking about an individual’s performance but also as a learning experience for both the supervisee and supervisor. The point of feedback is so that individuals can correct behaviors in order to improve their practice.
In order to make feedback productive and positive, it is important to be clear of the goals of the feedback session. In developing a research question or hypothesis for how to address an issue, having a plan in place for what needs changing makes it easier for both the supervisee and supervisor.
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