- 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
3.5 Support supervisees to explore different methods of addressing challenging situations in their work
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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3.5 Support supervisees to explore different methods of addressing challenging situations in their work
When supervisees encounter a challenging situation in their work, it can be helpful to encourage them to explore different methods of addressing the situation.
Some common methods of addressing challenging situations include problem-solving, seeking guidance from others, and using coping skills. Each method has its own advantages and disadvantages, so it’s important for supervisees to find the method that works best for them.
Ultimately, it’s important for supervisors to provide support and guidance to their supervisees as they explore different methods of addressing challenging situations in their work. This support can help ensure that supervisees are able to effectively manage these situations and continue working towards meeting their goals.
Some common methods of addressing challenging situations include:
Problem-solving – research, consider options, make a decision, and take action
- Advantage: efficient approach as supervisees are able to address the situation themselves.
- Disadvantage: can require a lot of effort or learning new skills, and may not solve the problem fully.
Seeking guidance from others – consulting with other professionals, discussing with supervisors or mentors
- Advantages: can provide different perspectives on the situation, can lead to new ideas for addressing the situation.
- Disadvantage: time-consuming if the person isn’t able to quickly provide useful information or recommendations, doesn’t work when there are no other qualified professionals available.
Using coping skills – working through the issue, distracting oneself from the situation
- Advantages: requires little effort, can help to improve self-care and overall wellbeing
- Disadvantage: may not directly address the problem or provide a long-term solution to it.
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