- 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
3.7 Adapt personal approaches to professional supervision in light of feedback from supervisees and others
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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3.7 Adapt personal approaches to professional supervision in light of feedback from supervisees and others
The best way to improve your professional supervision is to adapt your personal approaches in light of feedback from your supervisees and others.
If you’re trying to be a good supervisor, then it’s important to be open to feedback. Feedback can help you identify areas where you need to work on your own professional development, and it can also help you understand how your supervisee is feeling about the process.
It’s important to take a growth mindset about feedback. Feedback is a chance for you to learn and grow as a professional, so give yourself the opportunity. You can start by taking time to reflect on your own practice after receiving feedback from supervisees or others. This reflection should include doing some critical thinking about how it impacts your work as a supervisor. What you want to do is make a plan for how you can improve your professional work based on the feedback, and then try to implement this plan as soon as possible.
In terms of actually receiving feedback from supervisees or others, it’s best to go into this with an open mind. Don’t let yourself be defensive, and remember that feedback is just another way to learn how you can improve in your role. If someone is providing feedback, it’s likely they’re doing so because they care about your work as a supervisor – maybe even more than you do.
It’s important to remember that not all feedback will be positive, but try not to take it too personally. Instead, use it as an opportunity to reflect on your own practice and see where you might be able to make some changes. And always remember that the goal of supervision is ultimately to help your supervisee improve their practice.
Some ways that you can use feedback to improve your supervision include:
- Identifying aspects of the supervisory relationship that are working well
- Taking steps to address areas where there is less agreement (between supervisees and supervisors) about roles, responsibilities, expectations, etc.
- Asking for ongoing feedback from supervisees through formal or informal assessments.
- Asking supervisees to complete an evaluation at the end of supervision so that you can reflect on your practice and see what worked, what didn’t work, and where you might need to do some more professional development.
Whether you’re a new or experienced supervisor, feedback can help you improve your supervision and make it more effective. So remember that the goal of supervision is to help supervisees grow professionally and personally, and be open to feedback as a vital part of that process.
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